I. Objective: At the end of the lesson, the students should be able to:

A. General Objective:1. note the values underscored by the writer in literary pieces

B. Specific Objectives:1. identify the words referred to by definitions through crossword puzzle2. share one’s ideas about the pictures3. demonstrate the appropriate beat of the poem4. infer the author’s attitude towards his subject5. construct a poem expressing one’s opinion about racial discrimination

II. Subject Matter: The Congo (A Study of the Negro Race) by: Vachel Lindsay

III. Materials: cartolina, pentel pen, pictures of Africans, copy of the poem

IV. Procedure:

A. Unlocking of Difficult Wordsa. Answer the crossword puzzle by identifying the word being

referred to in each definition.

1F1W I T C H D O C T O 2R S

A EM E

2F I F E LL E

3M A I M E DN

4B U C K SED

Across

1. one who appears to possess magical powers, used especially to cure sickness but also to harm people

2. a small, high-pitched, transverse flute used primarily to accompany drums in a military or marching band

3. wounded4. an offensive word for a native American or a black man

Down

1. to put foam on each side of2. to be thrown off balance or fall back

B. Motivationa. Show several pictures to the students and ask them what they

think of those pictures

C.

Reading of the Poema. While reading the poem, the teacher demonstrates the beat of

the poem with his/her hands on a desk. The students follow the actions made by the teacher by clapping their hands or creating sounds that would imitate the objects mentioned in the poem.

The Congo: A Study of the Negro Raceby Vachel Lindsay

FAT black bucks in a wine-barrel room,Barrel-house kings, with feet unstable,Sagged and reeled and pounded on the table,

Pounded on the table,Beat an empty barrel with the handle of a broom,Hard as they were able,

Boom Boom BOOMWith a silk umbrella and the handle of a broom,Boomalay, Boomalay, Boomalay, BOOM.THEN I had religion, THEN I had a vision.I could not turn from their revel in derision.

THEN I SAW THE CONGO, CREEPING THROUGH THE BLACK,CUTTING THROUGH THE FOREST WITH A GOLDEN TRACK.Then along that riverbankA thousand milesTattooed cannibals danced in files;Then I heard the boom of the blood-lust songAnd a thigh-bone beating on a tin-pan gong.

And “BLOOD!” screamed the whistles and the fifes of the warriors,“BLOOD!” screamed the skull-faced lean witch doctors;Whirl ye the deadly voo-doo rattle,Harry the uplands,Steal all the cattle,Rattle-rattle, rattle-rattle,Bing.Boomlay, boomlay, boomlay, BOOM!

A roaring, epic, rag-time tune

From the mouth of the CongoTo the mountains of the Moon.Death is an elephant,

Torch-eyed and horrible,

Foam-flanked and terrible.BOOM! Steal the pygmies!BOOM! Kill the Arabs!BOOM! Kill the white men!BOOM! BOOM! BOOM!

Listen to the yell of Leopold’s ghost

Burning in hell for his hand- maimed host.Hear how the demons chuckle and yellCutting his hands off, down in Hell.Listen to the creepy proclamation,Blown through the lairs of the forest- nation,Blown past the white ants’ hill of clay,Blown past the marsh where the butterflies play:“Be careful what you do!Or Mumbo-Jumbo, god of the Congo,And all the otherGods of the Congo,Mumbo Jumbo will hoo-doo you,Mumbo Jumbo will hoo-doo you,Mumbo Jumbo will hoo-doo you.”Boomlay, boomlay, boomlay, BOOM!

D. Literal Discussiona. How did the person describe the people of Congo?

b. What words did the person use to describe the people?

E. Interpretative Discussiona. How do you think the persona feel about the people of Congo?

What is the persona’s attitude towards them?

b. Is racial discrimination evident in the poem? Why?

F. Criticizing the Author’s Crafta. Encircle the words that imitate sounds.

b. What sounds are imitated by these words?

c. Discuss with the students the definition of Onomatopoeia.

G. Valuinga. Do you agree with the persona’s description of the people of

Congo?

b. What comes to your mind when you see pictures of Aetas or Negritos?

c. How do you think Philippine minorities should be treated in our country?

d. What is your stand towards racial discrimination?

V. Enrichmenta. Compose a two stanza poem about racial discrimination.

Include words that would imitate sounds. Present the poem to class through rap.

Submitted by:

Mrs. Melba

Mr. Angelo G. Autea

Rhthym underscores the dramatic structure of a performance. The concept of musical tension is a complex phenomenon that is evident to the listener or the spectator yet hard to describe formally. An increase in tension can be described as the feeling of a build-up of excitement or of an impending climax, or an increase in uncertainty, while decreasing tension can be described as a feeling of relaxation, resolution, or fulfilment. The musical dramaturgy is a core point for the artistic result of any performance. It may be expressed through song, instrumental music, and the rhythm that underscores the dramatic structure of a performance

This exercise encourages participants to start to use their

voices to make rhythms. They learn that they need to

breath properly, to use their voices rhythmically

Music can encompass the rhythm of dialogue and speeches in a play or can also mean the aspects of the melody and music compositions as with musical theatre.  Each theatrical presentation delivers music, rhythm and melody in its own distinctive manner.    Music is not a part of every play.  But, music can be included to mean all sounds in a production.  Music can expand to all sound effects, the actor’s voices, songs, and instrumental music played as underscore in a play.  Music creates patterns and establishes tempo in theatre.  In the aspects of the musical the songs are used to push the plot forward and move the story to a higher level of intensity.  Composers and lyricist

work together with playwrights to strengthen the themes and ideas of the play.  Character’s wants and desires can be strengthened for the audience through lyrics and music.