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By NELTA ELT Forum on August 1, 2014
Mee

Speech Communication in English Language Class: A Sample Lesson Plan

Mee Jay Domingo* ( sphinx_1284@yhoo.com.ph)

A. Students and Setting:

Students: The age of the students range from 16 17 years old (second year
college students). They have been studying English since elementary. It is a
heterogeneous class (students have different levels of proficiency) and they
come from public and private secondary schools. English is considered as
their second language.

Setting: The school is a state university with 35 students (Bachelor of Science

in Nursing). It is a three-unit class (54 hours per semester); thus, three hours

a week (one hour every Mondays, Wednesdays and Fridays). The Speech
Communication class intends to enhance the speaking skills of the students
in different contexts.

B. Background:

The lesson is premised on the idea that a thorough classroom discussion was
done already as to the production of the critical sounds of English and the
rules on blending. Thus, the lesson is intended for extended practice.

Also, a copy of the song Paraiso was distributedto all the students (soft
copy) three days before its actual use in class. Its URL
(http://www.youtube.com/watch?v=kO99xryZVm8) was given to them as
their reference.In that three-day period, students were instructed to not just
learn how to sing the song but to identify the critical and blended sounds that
manifest in the music.

C. Learning Objectives/Expected Results:

At the end of the class, students are expected to:

Identify the sounds that are critical to Filipino speakers;

Produce correctly the identified critical sounds based on how they were
produced in the music;
Determine the words or phrases that could be blended;
Blend effortlessly the words/phrases;
Deliver the song in a creative manner (e.g. speech choir format); and
Critique each others performances using the evaluation rubric.
D. Materials and Sources:

Materials:

Song Paraiso from youtube (see source)

Copy of the song Paraiso (see attachment 1)

Groups Output (see attachment 2)

Procedure of the Activity (see attachment 3)

Evaluation Rubric (see attachment 4)

Sources:

Cayabyab, R. (n.d.). Paraiso [Recorded by Lea Salonga]. Retrieved from

http://www.youtube.com/watch?v=kO99xryZVm8

Bowen, T. (2011). Teaching approaches: What is suggestopedia? Retrieved on

April 17, 2014 from
http://www.onestopenglish.com/support/methodology/teachingapproaches/teaching-approaches-what-is-suggestopedia/146499.article

E. Procedures / Timing:

1. Teacher says/does: Plays the video titled Paraiso. *Note: The teacher
may sing with the students.

Students say/do:

Approximate Time:

Sing while the video is being played

6 minutes

2. Teacher says/does: Assigns students into groups of seven. The

academic orientation grouping will be used.

*In the academic orientation grouping technique, students with stronger

academic backgrounds are mixed with the less academically prepared ones.
This allows the former to scaffold the latter; thus promoting the principles of
collaborative learning.

Students say/do:

Form their groups

Approximate Time:

2 minutes

3. Teacher says/does: When all groups are formed, the teacher:

Gives the groups copies of the song (see attachment 1), template of the
groups answer sheet (attachment 2), and the procedures of the activity
(attachment 3), and Evaluation rubric (attachment 4).
Instructs the students to do the following:
Assign roles to be performed by the members of the group (facilitator, scribe,
reporter(s), time keeper, commentator(s), director (creative output)
Underline the English sounds that are considered critical tothem
Pronounce the words/sounds correctly by imitating the way the singer
sounds.
Encircle the words/phrases that were blended.
Blend the sounds/words correctly by imitating the way the singer pronounces
those blended words/phrases.
Plan as to how to deliver the song in a creative manner.
Present the song in front of the other members of the class
Choose one or more than one representative (s) to critique the performance

of the group assigned to them: Group 1 will critique the performance of Group
2; Group 2 for Group 3; Group 3 for Group 4; Group 4 for Group 5; and Group
5 for Group 1. The evaluation rubric (attachment) 4 should be used by the
groups as their basis for their assessment.
3. Submit the groups output (attachment 2)

Students say/do:

Receive the following:

copy of the song (one for each member);

template for the groups output;
procedures (attachment 3); and
Evaluation Rubric (attachment 4)
Ask clarification questions about the procedures

Approximate Time:

2 minutes

Teacher says/does: Facilitates the accomplishment of the activity. Plays the

music while students do the activity (based from suggestopedia approach).
This will guide and motivate the students as they do the tasks. Also, the
teacher goes to the groups once in a while to guide (answer queries and/or
correct mistakes, if needed) them in accomplishing the activity.
Students say/do:
Follow the instructions given by the
teacher. They can use the Procedure of the activity as they go on.

Since the identification of the critical and blended sounds is a part of their
assignment, the major concern of the group is to assess the output of each
member and come up with a collaborative output.

Rehearse for their presentation.

Approximate Time:

15 minutes

Teacher says/does: Watches the presentation of the groups.

Notes the merits and demerits of their performances using the Evaluation
Rubric (attachment 4)

Students say/do:

Groups showcase their outputs

Notes the merits and demerits of the performance of the group assigned to
them by using the Evaluation Rubric (attachment 4)

Approximate Time:

25 minutes

Teacher says/does: Asks the class to critique their performances.

Listens as the students critique one another.

Notes the merits and demerits of the evaluation

Students say/do:
Representatives critique the
performance of the group assigned to them.

Approximate Time:

5 minutes

Teacher says/does: Synthesizes the critiquing and facilitates the debriefing

session
Students say/do:

Listen to the synthesis

Participate in the debriefing session

Approximate Time:

5 minutes

Note: It should be emphasized that the groups must use English in their buzz
sessions. Moreover, the class is intended to be heldin the schools activity
center so as not to disturb the other classes.

F. Learner Feedback/Formative Assessment:

The success of the lesson will be based on the performances of the groups. If
the production of the critical sounds of English and the application of the
rules of blending will manifest in the performances of the groups, then it
would be safe to conclude that they have internalized the lesson; otherwise,
another student-centered activity will be conducted. Also, the ways students
will critique the performances of their fellow learners will absolutely show
that they learned. After all, someone could only do critiquing or evaluation
if he/she has a good grasp on the skill being measured.In addition, the
assessment strategies (peer evaluation, presentations) measured the
learning progress of the students; thus, realizing all the objectives set in this
lesson.Lastly, an evaluation rubric was prepared to be used by the teachers
and students in the evaluation of the groups performances.

G. Reflection

The lesson plan utilizes music (authentic material) in the teaching of the
basic concepts of pronunciation (sounds and blending). I have chosen the
song Paraiso (Paradise) because of the following reasons:

it was sung by Lea Salonga, a Filipino who is known internationally (was once
the lead character of Miss Saigon) and is exposed to the English language for
the United States is her second home. This qualifies her to be a good model
of English as far as pronunciation and blending is concerned;

the song Paraiso has social relevance; and

the rhythm of English (blending and the pronunciation of the sounds which
are regarded as critical sounds in the Philippines) is observed in the video.
I used music because Filipinos, young and old are music lovers. Also, I
consider songs as authentic materials since they are not specifically designed
for classroom use. After the activity, the students will realize that listening to
English songs can be a good strategy in improving pronunciation skills.

The lesson also demonstrates the principles of collaborative learning (group

work).The students get to help one another in accomplishing the tasks and in
analyzing the material (words/phrases that must be blended, critical sounds
that must be given prime importance). Also, creativity is tested in the activity
since the groups are required to transform the song into any kind of
presentation (with proper pronunciation and blending) except singing.
Moreover, since they are required to evaluate the performances of the other
groups, their critical thinking is tested. Lastly, thesuggestopedia approach is
used in order to create a comfortable and relaxing environment.

Moreover, I say that the activity is appealing and appropriate to the target
learners since Lea Salonga is everybodys idol, music is in every Filipinos
heart and the level of difficulty of the activity is within their level. I say this
because the higher levels of Blooms Taxonomy manifest in the required
tasks.

Learner feedback and formative assessment have been included in the lesson
through peer evaluations (within their own groups), group evaluation (one
group assessing the performance of the other groups),presentations,
synthesis and debriefing sessions. Through these assessment schemes,
learners would know the things that worked and did not work in their
presentations. Moreover, students get to learn not only from their teachers
but from their classmates as well.

Attachment 1

Paraiso(Paradise)

Performed by: Lea Salonga

Composed by: Ryan Cayabyab

Return to a land called Paraiso

A place where a dying river ends
No birds there fly over Paraiso
No space allows them to endure

The smoke that screens the air

The grass thats never there
And if I could see a single bird, what a joy
I try to write some words and create a single song
To be heard by the rest of the world

I live in this land called Paraiso

In a house made of cardboard floors and walls
I learned to be free in Paraiso
Free to claim anything I see

Matching rags for my clothes

Plastic bags for the cold.
And if empty cans were all I have, what a joy
I never fight to take someone elses coins
And live with fear like the rest of the boys

Paraiso, help me make a stand

Paraiso, take me by the hand
Paraiso, make the world understand
That if I could see a single bird, what a joy
This tired and hungry land could expect
Some truth and hope and respect from the rest of the world

Attachment 2

Groups Output

Paraiso (Paradise)

(An excerpt)

Group No. _______

Names of Members:

Roles:

_______________________________________

________________

_______________________________________

________________

_______________________________________

________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Return to a land called Paraiso

A place where a dying river ends
No birds there fly over Paraiso
No space allows them to endure

The smoke that screens the air

The grass thats never there
And if I could see a single bird, what a joy
I try to write some words and create a single song
To be heard by the rest of the world

I live in this land called Paraiso

In a house made of cardboard floors and walls
I learned to be free in Paraiso
Free to claim anything I see

Matching rags for my clothes

Plastic bags for the cold.

________________

________________

________________

________________

And if empty cans were all I have, what a joy

I never fight to take someone elses coins
And live with fear like the rest of the boys

Paraiso, help me make a stand

Paraiso, take me by the hand
Paraiso, make the world understand
That if I could see a single bird, what a joy
This tired and hungry land could expect
Some truth and hope and respect from the rest of the world

Attachment 3

Procedure of the Activity

When all groups are formed, the teacher:

Gives the groups copies of the song (see attachment 1), template of the
groups answer sheet (attachment 2), and the procedures of the activity
(attachment 3), and Evaluation rubric (attachment 4).
Instructs the students to do the following:
Assign roles to be performed by the members of the group (facilitator, scribe,
reporter(s), time keeper, commentator(s), director (creative output)
Underline the English sounds that are considered critical to Filipinos
Pronounce the words/sounds correctly by imitating the way the singer
sounds.
Encircle the words/phrases that were blended.
Blend the sounds/words correctly by imitating the way the singer pronounces

those blended words/phrases.

Plan as to how to deliver the song in a creative manner.
Present the song in front of the other members of the class.
Choose a representative or representatives to critique the performance of the
group assigned to them: Group 1 will critique the performance of Group 2;
Group 2 for Group 3; Group 3 for Group 4; Group 4 for Group 5; and Group 5
for Group 1. The evaluation rubric (attachment) 4 should be used by the
groups as their basis for their assessment.
Submit the groups output (attachment 2)
Attachment 4

(Rubric in Evaluating the Groups Performances)

To be used by the groups and the teacher

Directions: Use this rubric to evaluate the performances of the group. Though
only (a) representative(s) will do the critiquing, the comments or suggestions
should be an output of the group. The representatives will only serve as the
speakers of the group.

Category

Poor (1)

Weak (2)

Fair (3)

Good (4)

Excellent (5)

Production of the critical sounds Almost all the sounds are not produced
correctly
51% 75% of the critical sounds are not produced correctly by
the group members.
50% of the critical sounds are not produced
correctly by the group members.
Less than 25% of the critical sounds
are not produced correctly by the group members. All the members
produced all the critical sounds of the English language which are present in
the song.
Application of the rules of blending
Almost all the blended sounds are not
produced correctly. 51% 75% of the blended sounds are not produced
correctly by the group members.
50% of the blended sounds are not
produced correctly by the group members. Less than 25% of the blended
sounds are not produced correctly by the group members. All the members
blended all the sounds that need to be blended in the song.

Group Presentation (creative Output) It did not catch the attention of the
class. It is not appropriate for the theme of the song.
Only a few portions
of the presentation are considered attention-getter. The presentation is
ordinary. It is appropriate for the theme of the song. Half of the presentation
is not that creative.The presentation is creative. It catches the attention of
the audience, though there are parts of the presentation which is considered
weak. The presentation is apt for the theme of the song. Very creative. It is
different from the other presentations. It catches the attention of the class. It
is apt for the theme of the song.
Participation of the Group members
Almost all the members are not
serious during the presentation. Only a few sounds are pronounced correctly
by the group.
51% 75% of the members are not serious in the
presentation. Also, majority cannot produce correctly the required sounds.
50% of the members are not serious during the presentation. Half of
the group members cannot produce the required sounds. Less than 25% of
members are lax during the activity.Though almost all of them tried to
produce correctly the sounds. All the members gave their best shot in their
performance.All produced the required sounds.

(*Mr. Domingo is a language teacher at the Mariano Marcos State University,

Philippines. He has presented his research outputs in national and
international research forums. At present, aside from being a trainer/lecturer
in workshops, he is writing his dissertation leading to the degree PhD in
Linguistics.)
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Smokey Mountain
Paraiso lyrics
1 meaning 2 explanations
New! Read & write lyrics explanations

Click the blue-colored lyrics to read explanations.

Highlight lyrics and explain them to earn Karma points.
Return to a land called paraiso,
A place where a dying river ends.
No birds there fly over paraiso,
No space allows them to endure.
The smoke that screens the air,
The grass that's never there.

And if i could see a single bird, what a joy.

I try to write some words and create
A simple song to be heard
By the rest of the world.

I live in this land called paraiso,

In a house made of cardboard floors and walls.
I learned to be free in paraiso,
Free to claim anything i see.
Matching rags for my clothes,
Plastic bags for the cold.

And if empty cans were all i have, what a joy.

I never fight to take someone
Else's coins and live with fear
Like the rest of the boys.

Paraiso, help me make a stand.

Paraiso, take me by the hand
Paraiso, make the world understand
That if i could see a single bird, what a joy.
This tired and hungry land could expect
Some truth and hope and respect
From the rest of the world.

English Grade 10
1. Grade 10 English Module 3.Lesson 3 Working with Natures Limits A Lesson
Presentation Prepared by: Mrs. Odes Miradora-Dagong Jose F. Diaz Memorial

National High School

2. Module 3 Lesson 3 Sub-theme: Working with Natures Limits Matrix of
Essentials Reading / Literary Text Language / Grammar Focus Enabling Tasks
(leading to Culminating Task) Song of Autumn by Charles Baudelaire,
translated to English by William Aggeler Using pronouns effectively and be
able to clearly identify the antecedent Deliver a roast speech for a special
occasion using polite expressions.
3. Module 3 LESSON 3 _____________________________________________________
Working with Natures Limits YOUR JOURNEY Nature is a gift from God. It
provides us with everything we need in everyday life. And as caretakers of
the Earth, we are bound to protect and nurture it for the next generations to
come. This lesson allows you to see the importance of nature and realize that
even nature has its own limits. It cannot maintain its natural state without
proper human intervention. Nature can get devastated, too. And if this
happens, who will be affected? Arent you worried about what will happen to
nature? What can you do to prevent it from happening and how can you
make a difference to help save the Earth?
4. OBJECTIVES 1. Realize the feminine side of nature and appreciate its
importance (EN10RCIIID-22.4) 2. Raise questions and seek clarifications on
issues discussed in the text listened to (EN10LCIIID-3.2) 3. Disclose the
personal significance of a material viewed (EN10VC-IIID-28) 4. Give expanded
definitions of the word (EN10V-IIID-13.9) 5. Explain how the elements specific
to a selection build its theme (EN10LTIIID-14.2) 6. Use quotation marks or
hanging indentation for direct quotes (EN10SSIIID-1.6.6) 7. Use pronouns
effectively and be able to clearly identify the antecedent (EN10G-IIID-31) 8.
Use polite expressions when giving a roast (EN10OL-IIID-1.4)
5. YOUR INITIAL TASK
6. WHAT FILIPINOS SAY Direction: In the previous activity, you have learned
that nature is like a mother to us. See Mother Nature in its present condition
by watching the music video of the song, Paraiso sung by Smokey
Mountain. You are requested to go to your pre- assigned group and as you are
watching the video, answer the following questions: 1. What is the song all
about? 2. Who could be talking in the song? 3. What is the stand of the
speaker? 4. Why does the land need to expect some truth, hope, and respect
from the rest of us? 5. What does this tell about the condition of Mother
Nature? 6. What did you feel after listening to the song?
7. VOCABULARY WORDS
8. HOW DO I DEFINE THEE? Direction: Use a dictionary and find the meaning
of the following words. Then give the extended definition through context

clues and by brainstorming ideas about each word using a word web. Write
each of the following words at the center and give at least four words that are
related to it. 1. plunge 2. vivid 3. dismal 4. clutter 5. atremble 6. battering 7.
lulled 8. haste 9. boudoir 10. hearth
https://www.teachervision.com/tv/curriculum/lessonplans/wo
rksheets/ILP_research_sheet. html
9. YOUR TEXT
10. Directions: Read the following poem written by French author Charles
Baudelaire and translated to English by William Aggeler. Soon we shall plunge
into the cold darkness; Farewell, vivid brightness of our short-lived summers!
Already I hear the dismal sound of firewood Falling with a clatter on the
courtyard pavements. All winter will possess my being: wrath, Hate, horror,
shivering, hard, forced labor, And, like the sun in his polar Hades, My heart
will be no more than a frozen red block. All atremble I listen to each falling
log; The building of a scaffold has no duller sound. My spirit resembles the
tower which crumbles Under the tireless blows of the battering ram. It seems
to me, lulled by these monotonous shocks, That somewhere theyre nailing a
coffin, in great haste. For whom? Yesterday was summer; here is autumn
That mysterious noise sounds like a departure. Song of Autumn I love the
greenish light of your long eyes, Sweet beauty, but today all to me is bitter;
Nothing, neither your love, your boudoir, nor your hearth Is worth as much as
the sunlight on the sea. Yet, love me, tender heart! be a mother, Even to an
ingrate, even to a scapegrace; Mistress or sister, be the fleeting sweetness O
f a gorgeous autumn or of a setting sun. Short task! The tomb awaits; it is
avid! Ah! let me, with my head bowed on your knees, Taste the sweet, yellow
rays of the end of autumn, While I mourn for the white, torrid summer!
William Aggeler, The Flowers of Evil (Fresno, CA: Academy Library Guild,
1954) http://fleursdumal.org/poem/208
11. Task 5 LETS DO THE T-W-I-S-T! Direction: In order to understand the poem
more clearly and explain its theme, study how the writer developed the
overall style of the poem. Form five groups and accomplish the following
tasks and be ready to present a group report. But first, try to identify the
words through description: Group 1: Identify the writers T_ _ _. What is the
attitude of the author or speaker towards the subject? Group 2: Next, study
the authors W_ _ _ C_ _ _ _ E. How are the words/phrases in the selection
loaded with connotation, associations, or emotional impact? You may write
words associated with them in context. a. autumn b. summer c. winter d. cold
darkness e. nailing a coffin Group 3: Study how the author used I_ _ _ _ _ Y: a.
What images are created by the writer? (Images may be pertain to sound,
touch, smell, taste, or sight) b. What objects add detail/s to the images
created? Group 4: Observe the writers S_ _ _ E in writing: a. How did the
writer develop the overall style of the poem? (figurative language, point of

view, literary techniques, punctuation, shifts, etc.) b. Cite some examples.

Group 5. Identify the T_ _ _E a. What is the theme exemplified in the poem?
(Theme concerns the meaning of the passage, the insight, both particular and
universal, that an author has to offer about life itself and has to do with the
overall effect or impact of a piece of writing.) b. Give important details to
support your answer.
https://moodle.cpsd.us/moodle/pluginfile.php/2264/.../TWIST.doc
12. YOUR DISCOVERY TASKS
13. WINTER, SPRING, SUMMER, OR FALL Direction: The title tells a lot about
the overall theme of the poem. Let us discuss the following: 1. Why was the
poem entitled Autumn? What ideas and/or feeling/s does the title evoke? 2.
Autumn is described as in-between summer and winter. What things/events
could best represent these two seasons? 3. How would you relate the title of
the poem to what is happening now to the Earth? 4. What do the following
lines suggest? a. That somewhere theyre nailing a coffin, in great haste b.
Sweet beauty, but today all to me is bitter c. Yet, love me, tender heart! Be a
mother, Even to an ingrate, even to a scapegrace 5. Did you realize that even
nature has its own limits? How do you deal with this? Relate it to real-life
situations by sharing your own, personal experience/s.
http://charlesbaudelaire.weebly.com/autumn-song-analysis.html
14. USE OF QUOTATION MARKS We use quotation marks when quoting
directly what a speaker has said and to emphasize ideas in a text. Lets learn
how to use the quotation marks correctly: Rule 1 Periods and commas
always go inside quotation marks, even inside single quotes. Examples: The
sign changed from Plant, to Dont Plant, to Plant again within 30
seconds. She said, Water the plants. She said, He said, Water the plants.
Rule 2 The placement of question marks with quotes follows logic. If a
question is in quotation marks, the question mark should be placed inside the
quotation marks. Examples: She asked, Do you love Mother Earth? Do you
agree with the saying, Mother Earth is the answer to all our needs? Here
the question is outside the quote. NOTE: Only one ending punctuation mark is
used with quotation marks. Also, the stronger punctuation mark wins. Rule 3
When you have a question outside quoted material and inside quoted
material, use only one question mark and place it inside the quotation mark.
Example: Did she say, May I plant more trees?
15. Rule 4 Use single quotation marks for quotes within quotes. Note that
the period goes inside all quote marks. Example: He said, The tree said,
Please dont cut me down. Rule 5 Use quotation marks to set off a direct
quotation only. Examples: When will you be here? he asked. He asked when
you will be there. Rule 6 Do not use quotation marks with quoted material
that is more than three lines in length. Rule 7 When you are quoting

something that has a spelling or grammar mistake or presents material in a

confusing way, insert the term sic in italics and enclose it in brackets. Sic
means, This is the way the original material was. Example: The farmer said,
I would rather die then [sic] uproot the trees to build a house. Should be
than, not then. https://www.grammarbook.com/punctuation/quotes.asp
16. Read the following story and highlight the sentences that use quotation
marks. Take note of how quotation marks are used to add more information to
the text: A Beautiful Woman I Cannot Forget I can still remember how she
looked like, that beautiful face and that charming smile. I recall when I
dreamt of this extraordinarily beautiful woman, who stood before me and
opened my eyes to reality. While I was walking along the garden path, a
woman appeared before me out of nowhere. She suddenly held my hand and
spoke to me gently She asked me, Do you know me? And with hesitation,
I replied, Who are you? I am your mother, your mother who cares for you
very much. I raised you up to be the young boys and girls you are now. And I
long for your care and love. I suddenly looked around me if there were other
boys and girls around, but there was none there except me. Why did she call
me boys and girls? But then suddenly, I noticed unique things about her,
she was so beautiful with her green hair, as green as the fresh grasses on the
hillside. Her blue eyes twinkling as if theyre talking to me, much like the
17. waves do when they come ashore. Her sun-kissed skin is as refreshing as
the damp soil and her red lips speak like the love a mother would give her
children. I was really caught by this wild imagination then she finally spoke, I
am Mother Earth. I stood still and then she asked me, Do you believe in the
saying, Only a mother could give her young the best care they need.? It is I
who could, who would, and who provide you with only the best. And that is
because I love you. Why are you here? I asked. I came here to awaken
you, the people of the Earth. I want to remind you of your tasks as caretakers
of the Earth, and your responsibility towards your mother. I want you to make
a change, to make up for the things you have done, before its too late. And
she added, May I request something? Id like to see the fields green and
abundant once more, the air crisp and fresh to breathe and the waters as
blue as the sky. Id like to see the birds flying freely, the animals running
across the fields and the fishes governing the seas. Id like to see the
environment free from pollution, from mans abuses and irresponsibility. And
with this, start to plant a seedling, water a plant, or pick up trash. Start
simply by saying, I love Mother Earth!
18. I suddenly woke up from sleep and said to myself, What have I done
lately to preserve the environment? Have I done anything useful and worthy
of my mothers love?
19. COME, CHECK IT OUT! An antecedent is a word that comes before a

pronoun which the pronoun refers to. Lets check if you know how to identify
the antecedents in the following poem. Fill in the blank with the correct
pronoun and encircle the antecedent it refers to. If the antecedent is
unknown, write the correct antecedent inside the parentheses after the line.
Lives are crying, because _____ not clean, Earth is dying, because _____ not
green Earth is our dear Mother, dont pollute _____, _____ gives us food and
shelter, just salute _____ With Global Warming, _____ in danger, Lets save
_____ by becoming a strong ranger With dying trees and animals, _____ in
sorrow, Make green today and green tomorrow Make It Green Avani Desai
(Nagarwadia) With Melting snow, one day _____ will sink, How can _____ save
_____, just think Tree is precious, preserve _____, Water is a treasure, reserve
_____ Grow more trees, make Mother Earth green, Reduce pollution and
make _____ a Queen
Source:http://www.familyfriendpoems.com/poem/make-itgreen#ixzz36IroE2LJ Family Friend Poems
20. PRONOUN-ANTECEDENT RULES There are pronoun-antecedent rules to
follow in order to use pronouns effectively. Take a look at the following:
PRONOUN-ANTECEDENT AGREEMENT A pronoun is a word used to stand for
(or take the place of) a noun. A word can refer to an earlier noun or pronoun
in the sentence. Example: Mother Earth delivered Mother earths speech to
mankind. We do not talk or write this way. Automatically, we replace the noun
Mother Earths with a pronoun. More naturally, we say Mother Earth delivered
her speech to mankind. The pronoun her refers back to Mother Earth. Mother
Earth is the ANTECEDENT of the pronoun her. An antecedent is a word for
which a pronoun stands. (ante = before) The pronoun must agree with its
antecedent in number.
21. PRONOUN-ANTECEDENT RULES Rule: A singular pronoun must replace a
singular noun; a plural pronoun must replace a plural noun. Thus, the
mechanics of the sentence above looks, like this: Mother Earth delivered her
speech to mankind. singular singular feminine feminine Here are nine
pronoun-antecedent agreement rules. These rules are related to the rules
found in subject- verb agreement.
22. PRONOUN-ANTECEDENT RULES 1. A phrase or clause between the subject
and verb does not change the number of the antecedent. Example: An array
of trees stands on its ground. singular prepositional singular 2. Indefinite
pronouns as antecedents Singular indefinite pronoun antecedents take
singular pronoun referents. each, either, neither, one, no one, nobody,
nothing, anyone, anybody, anything, someone, somebody, something,
everyone, everybody, everything Example: Each of the birds flies towards its
nest. Plural indefinite pronoun antecedents require plural referents. several,
few, both, many Example: Both flowers bend their stems towards the sun.
plural plural

23. PRONOUN-ANTECEDENT RULES 3. Compound subjects joined by and

always take a plural referent. Example: The lion and the tiger run for their
lives as the hunters chase them plural plural 4. With compound subjects
joined by or/nor, the referent pronoun agrees with the antecedent closer to
the pronoun. Example: 1 (plural antecedent closer to pronoun): Neither the
dog nor the cats escaped their stalkers. singular plural plural Example: 2
(singular antecedent closer to pronoun): Neither the cats nor the dog escaped
its stalkers. plural singular singular Note: In example 1, the plural antecedent
closer to the pronoun creates a smoother sentence than example #2, which
forces the use of the singular (his or her).
24. PRONOUN-ANTECEDENT RULES 5. Collective Nouns (group, jury, crowd,
team, etc.) may be singular or plural, depending on meaning. Example: A
flock of birds made its nest on the tallest tree. singular singular In this
example, the flock is acting as one unit; therefore, the referent pronoun is
singular. Example: The troop members run towards their prey. plural plural In
this example, the troop members are acting as twelve individuals; therefore,
the referent pronoun is plural.
25. PRONOUN-ANTECEDENT RULES 6. Titles of single entities (books,
organizations, countries, etc.) take a singular referent. EXAMPLES: The Gifts
of Nature made its characters seem realistic. singular singular The Philippines
is proud of its natural resources. singular singular 7. Plural form subjects with
a singular meaning take a singular referent. (news, measles, mumps, physics,
etc) EXAMPLE: The news about the forest fires has lost its rage a few days
after. singular singular
26. PRONOUN-ANTECEDENT RULES 8. Every or Many a before a noun or a
series of nouns requires a singular referent. EXAMPLES: Every cow, pig, and
horse has lost its life in the fire. singular singular Many a fish dreams to swim
its trail along clear waters. singular singular 9. The number of vs A number of
before a subject: The number of is singular. EXAMPLE: The number of
conserved wildlife habitats increases its number each year. singular singular
A number of is plural. EXAMPLE: A number of wild animals were saved from
their huntsmen. plural plural
27. Lets Practice: Direction: Write C if the pronoun reference is clear or F
if it is faulty. Be prepared to defend your answers. 1. Tom had had enough of
school, which is why he decided to join the Marines. 2. He used a hacksaw
instead of a wood saw to cut through the wire fence. This is an example of
clear thinking. 3. Donna is able to design and sew her own clothes. Those are
two ways to save money. 4. Jake told his brother that he ought to get out and
enjoy the fresh air. 5. Ted threw the plate through the window and broke it. 6.
After I talked with the therapist, she told me to come back once a week for
consultation. 7. A rolling stone gathers no moss, which is why one must

always be on the go. 8. There is never enough time to see all my friends
when I come to town. It is a real shame. 9. Heidi told her mother that she
should learn to type. 10.Sue has always enjoyed helping people, and she
plans to study medicine when she completes her undergraduate studies.
28. 11.I have a bucket, but it has a hole. 12.He joined a commune because
they share everything there. 13.Life is peaceful on a farm, which is one good
reason to escape the rat race of the city. 14.After I heard Segovia play the
guitar, I decided that that was what I wanted to do. 15.Wheat is one grain
from which they make bread. 16.There is relatively little traffic in the sky,
which is one reason air travel is safer than driving. 17.I scored twenty points
because I was very good at it. 18.When he worked with clay, he could mold it
beautifully. 19.Gus told Jerome that he was an expert marksman. 20.Mike told
Alice that she was the most intelligent person he had ever met.
29. Lets Check Your Answers
30. Lets Practice: Direction: Write C if the pronoun reference is clear or F
if it is faulty. Be prepared to defend your answers. 1. Tom had had enough of
school, which is why he decided to join the Marines. C 2. He used a hacksaw
instead of a wood saw to cut through the wire fence. This is an example of
clear thinking. C 3. Donna is able to design and sew her own clothes. Those
are two ways to save money. C 4. Jake told his brother that he ought to get
out and enjoy the fresh air. 5. Ted threw the plate through the window and
broke it. F 6. After I talked with the therapist, she told me to come back once
a week for consultation. C 7. A rolling stone gathers no moss, which is why
one must always be on the go. C 8. There is never enough time to see all my
friends when I come to town. It is a real shame. C 9. Heidi told her mother
that she should learn to type. F 10.Sue has always enjoyed helping people,
and she plans to study medicine when she completes her undergraduate
studies. C
31. 11. I have a bucket, but it has a hole. C 12. He joined a commune
because they share everything there. F 13. Life is peaceful on a farm, which
is one good reason to escape the rat race of the city. C 14. After I heard
Segovia play the guitar, I decided that that was what I wanted to do. F 15.
Wheat is one grain from which they make bread. F 16. There is relatively little
traffic in the sky, which is one reason air travel is safer than driving. C 17. I
scored twenty points because I was very good at it. F 18. When he worked
with clay, he could mold it beautifully. C 19. Gus told Jerome that he was an
expert marksman. F 20. Mike told Alice that she was the most intelligent
person he had ever met. C
32. Lets Try This One
33. Direction: Write the most suitable pronoun on each blank and encircle its

antecedent. Observe correct pronoun-antecedent rules. Emily sits by her

desk. (1) __________ studies for an exam. Actually, (2) __________ forces (3)
__________ to study for that exam, since what (4) __________ really wants to do
is go outside and play soccer! Her friend Kelly is by her window. (5) __________
throws a little stone at it and then calls, Is there (6) __________ home? Yes,
(7) __________ am here! Emily answers. (8) __________ is so unfair! (9)
__________ want to be outside with (10) __________ and not here with these
boring booklets! Whatever (11) __________ are doing with these boring
booklets, (12) __________ should come out and play with (13) __________ !
Kelly calls back. I cant do (14) __________ , Emily says sadly. This exam of
(15) __________ is tomorrow, so now (16) __________ need to study for (17)
__________ . She takes the stone that Kelly threw in, and sends
34. (18) __________ flying outside. Then (19) she closes the window. (20)
__________ knows that (21) __________ else studied already, and now (22)
__________ of them are playing outside.Well, she thinks to (23) __________,
(24) __________ is my test, and I (25) __________ have to study for it. (26)
__________ know that Kelly wants to help (27) __________, but not this time.
(28) __________ cant help me with other things. (29) __________ takes another
look at her two booklets. (30) __________ tries to read a page of the first
booklet, and then a page of the other. (31) __________ are boring. (32)
__________ of you are interesting! (33) __________ tells them seriously. What
can (34) __________ do? she thinks to (35) __________. I really had enough!
Suddenly, a great idea comes to her mind. (36) __________ know! she calls,
Ill make a drawing of (37) __________ I read! I like to draw, and drawings will
make (38) __________ interesting!
35. She grabs her pencil and happily begins to draw. More and more is drawn
on (39) __________ notebook, and after two hours she finishes her booklets.
(40) __________ is tired but happy, and (41) __________ can finally go out to
play. Where is (42) __________ ? she asks (43) __________ . Emily notices (44)
__________ is dark already. I guess they (45) __________ went home . . .
Suddenly (46) __________ rings (47) __________ doorbell. These are Kelly and
the rest of her friends. (48) __________ are (49) __________ tired and they want
to watch a movie together. Emily is very happy. (50) __________ can now enjoy
a movie with her friends!
36. Lets Check Your Answers
37. Emily sits by her desk. (1) She studies for an exam. Actually, (2) she
forces (3) herself to study for that exam, since what (4) she really wants to do
is go outside and play soccer! Her friend Kelly is by her window. (5) She
throws a little stone at it and then calls, Is there (6) anybody home? Yes,
(7) I am here! Emily answers. (8) This is so unfair! (9) I want to be outside
with (10) you and not here with these boring booklets! Whatever (11) you

are doing with these boring booklets, (12) you should come out and play with
(13) us! Kelly calls back. I cant do (14) that, Emily says sadly. This exam
of (15) mine is tomorrow, so now (16) I need to study for (17) it. She takes
the stone that Kelly threw in, and sends (18) it flying outside. Then (19) she
closes the window. (20) She knows that (21) everybody else studied already,
and now (22) all of them are playing outside.
38. Well, she thinks to (23) herself, (24) this is my test, and I (25) myself
have to study for it. (26) I know that Kelly wants to help (27) me, but not this
time. (28) She cant help me with other things. (29) She takes another look
at her two booklets. (30) She tries to read a page of the first booklet, and
then a page of the other. (31) Both are boring. (32) Neither of you are
interesting! (33) she tells them seriously. What can (34) I do? she thinks to
(35) herself. I really had enough! Suddenly, a great idea comes to her mind.
(36) I know! she calls, Ill make a drawing of (37) everything I read! I like
to draw, and drawings will make (38) it interesting! She grabs her pencil and
happily begins to draw. More and more is drawn on (39) her notebook, and
after two hours she finishes her booklets.
39. (40) She is tired but happy, and (41) she can finally go out to play.
Where is (42) everybody? she asks (43) herself. Emily notices (44) it is dark
already. I guess they (45) all went home . . . Suddenly (46) someone rings
(47) her doorbell. These are Kelly and the rest of her friends. (48) They are
(49) all tired and they want to watch a movie together. Emily is very happy.
(50) She can now enjoy a movie with her friends!
40. AND I QUOTE Direction: Research on some articles about the present
condition of nature containing commentaries from prominent people and/or
persons in authority. Write a short paragraph of not less than 10 sentences
about the present state of Mother Earth. Do not forget to use pronouns and
quotation marks correctly to highlight their statements.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
41. FINAL TASK
42. A great way to spice up a retirement party, bachelor party, birthday bash,
or even a farewell dinner is to roast the guest of honor. Affectionately
mocking the man or lady of the hour will provide hilarious entertainment.
Writing a roast speech is a balancing act and requires both love and
sarcasm--the goal is to poke fun without hurting feelings. Just follow these
simple steps: 1. Brainstorm funny things about the guest of honor before you
start writing your speech. Recall quirks, strange habits, and amusing
adventures the two of you share. As youre gathering material, cross off
anything that might hurt his feelings--or anyone elses. You want to poke fun,
but you dont want to mortally wound. 2. Select examples of the guest of
honors funny personality that other people at the party will also find
amusing. A bizarre interest in collecting watch screws might be funny to you,
but if no one else knows about this habit, it wont go over in a roast speech.
Instead, stick to morsels most likely to make other guests say, That sure
sounds like something she would do.
43. 3. Begin to organize your thoughts in a speech. You can write the whole
thing out or jot down talking points youll refer to when you have the floor. 4.
Think about different ways to deliver the roast. You could make it a funny
rhyming poem or song, or organize the speech around one story with a
hysterically funny punch line. Or it could be episodic-- going over different
moments in your relationship with the guest of honor. 5. Think about bringing
funny props to illustrate your story. Any souvenirs from your times together
would be a nice touch. You can also give the guest of honor a silly crown or
other hat to wear.
44. Here are some suggestions to make your roast speech effective: 1. Use
personal pronouns to add a personal touch and abridge the distance
between the speaker and the audience. It could also add a sense of
mystery as to who the subject of your speech is. Likewise, it could arouse
the interest of the audience. 2. You may include direct quotations or
statements said by your subject to make the roast speech more interesting.
Just observe the proper use of quotation marks. 3. Remember to use polite
expressions when giving a roast. The goal is to poke fun without hurting
feelings. 4. You may inject humor add vivid descriptions and make the speech
more interesting.
45. A ROAST FOR TARZAN! Direction: Your school has launched a program,
A Tribute to Nature and the school principal invited Tarzan to be the guest of
honor, to share his expertise when it comes to having a close encounter with
nature and taking care of it. Here is a sample roast for Tarzan and observe

how it is done. Aaaaaahhhhh! sounds familiar? Good evening ladies and

gentlemen. On this very special occasion, Id like to introduce an equally
special guest who could be considered an expert when it comes to nature. I
am the king of the jungle, he always says. We know a lot of decent-looking
people with their Porsche and Ferraris who walk down the red carpet but hes
not one of them. He has travelled to great distances, not on planes but by
swinging from tree to tree. He has talked to different prominent figures,
starting with the king (of the jungle), the queen (of the sky), and the prince
and princess (of the sea). He even possesses a great command with his
voice, that everybody would certainly follow. Hes no other than Tarzan, the
Great! Lets give him a bunch of bananas!
46. Direction: Prepare a roast speech for a famous environmentalist but
remember to poke fun without hurting feelings! Take note of the use of
personal pronouns, direct quotations, and polite expressions when delivering
a roast speech. Present the roast speech on the next day. Please be guided by
the following rubrics:
47. 1 - Poor 3 - Good 5 - Very Good Use of Personal Pronouns and Their
Antecedents The speaker used some personal pronouns in the speech but the
antecedents were confusing. Pronouns and Their Antecedents The speaker
used some personal pronouns in the speech but the antecedents were
confusing. The speaker used some personal pronouns in the speech but there
were some inconsistencies with the antecedent. Pronouns and Their
Antecedents The speaker used some personal pronouns in the speech but the
antecedents were confusing. The speaker used some personal pronouns in
the speech but there were some inconsistencies with the antecedent. The
speaker used pronouns properly with respect to its antecedent. Use of Direct
Quotations The speaker was not able to use direct quotations properly. The
speaker had some errors in using direct quotations. The speaker was able to
use direct quotations effectively. Use of Polite Expressions The speaker did
not use polite expressions. The speaker used only a few polite expressions.
The speaker was able to use polite expressions correctly. Overall Impact of
the Speech Not convincing Fair Very Effective
48. MY TREASURE
49. LETS HEAL THE WORLD Direction: What will you do to make a change?
Complete the following graphic organizer with what you will do to make a
change, heal the world and make it better. Write them inside the leaves.
Inside the box, describe your vision of what the Earth will be like after 10
years, if all these things will be done. Observe the correct use of pronouns
and quotation marks wherever possible.

Autumn Song Analysis

Picture
Charles Baudelaire revolves around his major work; Les Fleurs du Mal
(Translates to The Flower of evil),which include various poems including
Autumn. Autumn by Charles Baudelaire is a ballad revolving around the
concept of seasons symbolising life and death. Through the use of various
techniques including the use of metaphors and similes we are able to make a
comparison and understand the moral of the poem in our current time.

The seasons in "Autumn Song" represent the current physical and mental
state of the poet. The warmth of summer is represented as happiness and joy
for the poet. While winter signals cold and dark times. "The whole of winter
enters in my Being- - pain" states the pain of winter. Winter being a chilly and
gloomy season, we are able to safetly make a comparison with the poet and
the season. Autumn however is only mentions to describe the sensation of
being in-between summer and winter. "They nail for one a coffin lid, or sound
a knell-- For whom? Autumn now-- and summer yesterday!" proves that
'Autumn' represents the anxiety within the poet.

With the strong use of metaphors and similes that use a comparisson of
Mother Nature, we are able to understand and firmly understand the poem.

Charles Baudelaire: Poems

The " Song Autumn 1 " is another poem by Baudelaire that I am asking
someone to analze please
read Charles Bardelaire's poems

Asked by timothy l #209687 4 years ago 11/5/2011 9:25 AM

Last updated by Aurea E #485897 2 months ago 12/7/2015 4:02 PM
Answers 2 Add Yours
Answered by jill d #170087 4 years ago 11/5/2011 2:42 PM
The song is really a ballad; Baudelaire is grieving humanities lack of
benevolence from one person to another, the deterioration of relationships.
and the isolation that has thus been imposed. Nature figures prominently in
his imagery;

the summer light is eclipsed by chilly fogs-

trees, the symbol of life have toppled and fallen-

the sun over the north pole is red and bloodied (hell), whereas the sun in the
heavens gives us energy and life-

the narrator's heart will be a red and frozen block like the north pole-

it is a lifeless existence.

The 3rd stanza represents the destruction of man's spirit; lifeless logs
symbolize the men who've built empires, the foundation of great nations, only
to see the spirit of those men crumble as they destroy one another.

Logs are then used again as battering rams to destroy the towers we've built,
and then comes the final image of the coffin which represents death; social
death mind you, as humanity sinks ever lower into a state of apathy.

throughout the ballad we envision humanity's loss. It is gradual and marked

by the seasons of nature.

"Summer represents warmth, compassion, and life toward humanity;

Baudelaire notes that "our summers are too short!" (line 2). Winter
symbolizes the "hate, anger, horror, chills, the hard forced work" while
autumn is decadence and power (line 6). According to Baudelaire, man is in
between seasons, as shown in the following statements: "Yesterday was
summer. Now autumn knocks" (line 15). If man is not in a state of life or
decay, man is in limbo. This line implicitly states that man has a chance to
change course. However, without that change, man will face autumn and
winter." (1)

Source(s)
(1)http://www.associatedcontent.com/article/53813/the_living_dead_in_song_
of_autumn_i_pg3.html?cat=4
Answered by Aurea E #485897 2 months ago 12/7/2015 4:02 PM
The Song of Autumn focused on the speakers feelings toward his life
anxieties and negativities which give him an idea of becoming so attached to
the spleen side of the world. As described in the first stanza "Soon we will
plunge into the cold-darkness"It's clear that in his mind, we are all included in
this situation that the nature's end is near and he sees a lot situational
problems.

In this poem it evolves only in 3 seasons wherein there is a vey short time for
enjoyment (summer) and autumn is the longest part which represent the
current physical and mental state of the poet. He himself tells how he had
faced his axieties. The whole winter enters the state of having pain
throughout his life being chilly and gloomy season.

In this poem, the speaker expresses a lot of immaturity, a lot of negative

forces which will makes other people's state of mind downfall into a rocks.
Misguided with this kind of negativity will not flourish the mindset of the
readers. However, if this poem could be extracted in a positive way it could
be one of the reasons to gain the natures enjoyment.

Baudelaire,reiterated the role of a mother to her son, to love tenderly and be

a mother all the time. Bitterness is the dominant attitude express in the sixth
stanza wherein he express his selfishness toward his mother. On the other
hand, Baudelaire did not pay attention on how to understand the feelings of
others instead he focused only on what he gets rather than what he can give

Autumn Song

Soon we will plunge ourselves into cold shadows,

And all of summer's stunning afternoons will be gone.
I already hear the dead thuds of logs below
Falling on the cobblestones and the lawn.
All of winter will return to me:

derision, Hate, shuddering, horror, drudgery and vice,

And exiled, like the sun, to a polar prison,
My soul will harden into a block of red ice.
I shiver as I listen to each log crash and slam:
The echoes are as dull as executioners' drums.
My mind is like a tower that slowly succumbs
To the blows of a relentless battering ram.
It seems to me, swaying to these shocks, that someone
Is nailing down a coffin in a hurry somewhere.
For whom? --It was summer yesterday; now it's autumn.
Echoes of departure keep resounding in the air.

--Charles Baudelaire
(translated from the French by Steven Monte)