Levels of Questioning

A Lesson Plan for a Poem
“Ybong Camunti Sa Pugad”
by Felipe de Jesus

Using the Dimensional Ordinary Approach (DOA)
Questions are arranged form level 1 – level 5


A Lesson Plan for a Poem
“Ybong Camunti Sa Pugad” by Felipe de Jesus
Using the Dimensional Ordinary Approach

Outcomes:
To analyze the poem and the underlying message of the author. (insight)
To imagine how helpless is a birdling without the mother bird. (emotional)
To appreciate the author’s use of simile, metaphor and symbols. (craftsmanship)
To interpret the meaning of the poem utilizing the literal, figurative, and symbolic approaches. (cognitive insight)
To create a collage of their understanding of the poem. (creative)
To discover the effective use of prepositions in utterances. (ISRAELT)


Unlocking of Difficulties

Using pictures of birds in various movements

1. Birds sitting on a branch of a tree 2. Flying bird

Picture A Picture B


Upon looking at the birds, what comes to your mind?
Describe the bird in picture A. What state of being can you infer? Does it tell contentment? Happiness? Ease?
Compare picture A with picture B. What is the movement shown in picture B? What does flying literally suggest? Symbolically suggest?


Understanding figurative language

Directions: Study the figurative expressions extracted from the poem and decide its possible meaning.

“Intense emotions are like flying embers floating high into the clouds”

What does this verse mean?
What is a flying ember? Does ember mean other thing? Discuss your intuition.
What is the common meaning of clouds? Does the color of the cloud have different meanings? How about the phrase “floating high into the sky”?
What figure of speech is used in this verse, “Intense emotions are like flying embers”? How about the phrase, “Flying embers floating high into the sky”?

Does the use of these figurative expressions help the author in expressing his thought? How?

Simile is a figure of speech that compares two different objects using their common quality with the used of the words “like”, “as”, and “seems”. Example: She looks like a real queen. The subject SHE has the characteristics of a QUEEN in terms of LOOKS.

Metaphor is a figure of speech that compares two different objects using their common quality without using the words “like”, “as”, “seems”. It is an implied comparison. Example: The man’s brain is a sponge. The man’s brain and the sponge are similar in the CAPACITY of absorption.

Symbolism is the use of familiar objects to mean another thing such as the “clouds”, “nest”, “birdling”, ember”, “ash”, and “tree” in the poem. (The meanings of these words go beyond their literal or natural meanings. Example, the clouds may mean the highest point of man’s achievement. Likewise, the word “birdling” can symbolize “man” in the cycle of life that is from birth to maturity.



Motivational Tandem

Motivation Question: What comes to your mind when you see an airplane flying in the sky?

Motive Question: In what way the birds are similar to the airplane?











Oral Reading of the Poem (Antiphonal Style: alternate reading between males and females)

Ybong Camunti Sa Pugad
By Felipe de Jesus
Tagalong Version English Version
Ybong camunti sa pugad
Sa inang inaalagad
Ay dili macalipad
Hangan di magcapacpac.

“Loob ninyong mandilacbo
Parang ningas alipato
Sa alapaaap and tongo
Ay bago hamac na abo.”

Birdling in the nest
Reared by mother bird
It cannot fly
Until its wings sprout.

“Intense emotions
Are like flying embers
Floating high into the clouds
Though really of humble dust.”





Answering the Motive Question

In what way are the birds similar to the airplane?


Discussing Questions using the DO Approach

Literal Level –directly answerable using the 5w’s and H

Describe the bird mentioned in the first stanza.
Where can you find a birdling?
Who takes care of the birdling in the nest?
What is dust?
When can the bird able to fly?
Where can you find the clouds?



Inferential Level (Grasping fully the poet’s ideas including inferred clues)

Why does not a bird fly without wings?
What is the other meaning of wings?
Why does a “ningas alipato” or “ember” fly? How far could it fly?
What are the roles of mothers to their children?
What is the meaning of “clouds”? Its colors?
What is the meaning of the word “floating”?
Aside from the inherent meaning of dust, what other meaning does it imply?
Discuss the implied sequences or events from the ‘egg to birdling to adult bird’.
How do you feel upon looking at an infant or child? Do you feel awed, amazed or nothing at all? Why?
Do you feel that mothers’ roles are simple? Why and why not?
What do you think is the poet’s message in this poem?



Critical Level (Judging the worth of ideas and effectiveness of presentation)

Do you think there is a connection between the first and the second stanza of the poem? Why do you say so?
What does the poet say about achieving or fulfilling dreams?
In human, could the word flying be applied? In what way?
Is the literary style of the poet effective? Has he expressed himself well?
Give reasons why the poet uses “c” instead of “k” in the words magcapacpac, mandilacbo, and hamac.
What are the symbols used by the author? How do these symbols relate to human being?
What should you do before you turn back to ashes?
What makes you different from and similar to the birds?


Integrative Level (Integrating ideas with previous experience)

When the birdling is already very capable of flying, it goes away and lives alone never to come back to the nest again. Is this the same case for human? Explain.
After studying the poem, have you changed your view / attitude and the way you look at birds? How and in what way?
As a student and as a person, what shall you do so that the people will remember you after you die? Please expound.
Discuss verses 7 and 8 in relation to your personal dream.
Were you inspired or intrigue by the poem? In what way?
After internalizing the importance of mothers in the lives of the children, do you change your regard to you own mother? Why then?





Creative Level

Create a collage of the poem according to your understanding. Be ready to explain your collage.


ISRAELT (Integrated Scheme for Reading and English Language Teaching)

Assumption: The students have already studied prepositions and their uses.

Presentation
Read the poem again closely and answer the questions that follow.

Ybong Camunti Sa Pugad
By Felipe de Jesus

Birdling in the nest
Reared by mother bird
It cannot fly
Until its wings sprout.

“Intense emotions
Are like flying embers
Floating high into the clouds
Though really of humble dust.”
______________

What are the prepositions used in stanzas 1 and 2? = (in, by, until, into, of)
What is the function of the preposition “in” in verse 1? = (location)
How about the functions of the prepositions in verses 2, 4 in stanza 1? = (possession, time)

Note:
Prepositions show location, direction, time, cause or reason, and possession
Prepositions can be one-word or phrase

Examples:
Prepositions for location: atop, in, inside, on, under, above, beside.
Preposition for direction: toward, forward, through, into, onto.
Preposition for time: for, since, before, after, while, when
Preposition for cause/reason: because, due to, as of, by means of
Preposition for position: in, from, by, for



Dialogue/Generalization
Identify what position the underlined prepositions suggest.

A college student shinnied up the flagpole. = location
The sun went down behind the hill. = location
The lights on the top of the trees are beautiful. = location
When he went away, we left as well. = direction
The elephant suddenly turned around and charged. = direction
We remained behind after the others had left. = location
A button on my blazer fell off. = direction
A valley lies below the sea. = location
The antique table was in good condition. = possession/state
For dinner, the couple went out and had a leisurely meal. = direction


Presentation Exercise

Identify and circle the preposition in the sentences according to the prompts given.

The pen on the table is used for writing. (reason)
We must learn to live together without being dependent to each other. (position)
You are easy on the eyes; hard on the heart. (location)
Because I could not stop for death – he kindly stopped for me – the carriage held but just ourselves – and immortality. (reason)
Memory is a crazy woman that hoards colored rags and throws away food. (direction)
The harpsichord sounds like two skeletons copulating on a corrugated tin roof. (location)
The plane flew straight through the walls of the twin towers. (direction)
Her voice is full of money. (possession)
You are the stars that shine up in the dome of the sky. (location)
You are a candle in the wind. (location)


Assimilation Exercise
Rewrite the sentences by adding a prepositional phrase that provides the information requested in the parentheses.

Example: We went to the soccer game. (time)
We went to the soccer game after school.

I longingly watched the sailing vessels. (location)
We postponed the soccer match. (cause)
The snow level topped three feet. (time)
The pungent odor assailed my nose. (position)
Railroads provide transformation. (location)
Several motel rooms were burglarized. (time)
The dog retrieved the fallen duck. (location)
We won the championship. (cause)
The bats flew erratically. (time, location)
The house had no electricity. (location, cause)


Organization/Mastery
Complete the sentences by filling in the blanks with appropriate preposition.

The cargo was lowered _______________ the hold. (in, into)
The cargo was lifted ______________ of the hold. (out, off)
The ship was driven ______________ the rocks. (to, towards)
The wood drifted _______________ from the shore. (away, at)
The people walked ______________ the bridge. (over, across)
The seabirds fly _______________ the ship. (beneath, above)
The swimmers swam _____________ the dark tunnel. (through, to)
The case fell _______________ the deck. (onto, into)
The helmsman stood _______________ the wheel. (at, on)
The chart lay ______________ the table. (on, in)







- Fin -