SHS1 Literature In English · Semester 2 Week 13: Knowing Your Poetic Elements

Lesson notes

Learning Objectives

Indicator: 1.4.1.LI.1 - Analyse different forms of narrative poems (Epics, Ballads, Idyll, lay) with increasing difficulties for meaning and effect

By the end of the lesson, learners can:

Define narrative poetry and identify its key features, including plot, characterisation, setting and point of view.
Distinguish between the four main forms of narrative poetry: epic, ballad, idyll and lay, giving at least one defining characteristic of each.
Analyse a given narrative poem and identify the narrative elements employed, using appropriate literary terminology.
Retell the story of a narrative poem in their own words, preserving the plot structure and effect.
Present group findings on a narrative poem, using academic language to discuss meaning and effect.

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Curriculum details

Strand: Poetry (Strand 4)
Sub-strand: Knowing Your Poetic Elements (4.1)
Content standard: 1.4.1.CS.1 - Engage with a variety of poetic forms for pleasure and aesthetic effect. 1.4.1.LO.1 Apply the skills gained to analyse varied forms of narrative poetry with increasing difficulties for meaning and effect Content Standards
Indicator: 1.4.1.LI.1 - Analyse different forms of narrative poems (Epics, Ballads, Idyll, lay) with increasing difficulties for meaning and effect
Suggested placement: Semester 2, Week 13 (Week 33 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 65

Exemplars (from the NaCCA curriculum)

Task-Based-learning:

- Review learners' knowledge on Oral Poetic forms and their features.

- In groups, learners work on a given Oral Poetic form, discuss the features and present findings.

- Learners in other groups add information.

Talk for Learning:

- In groups, learners discuss the concept and types of narrative poetry e.g., epics, ballads, idyll, as well as the distinct features of narrative poems e.g., plot and plot structure, point of view, characterisation, characters, settings, language. Groupings should be based on mixed ability and gender to ensure learners become gender responsive, sensitive to inter-relatedness of groups and individuals.

- Learners present their findings for a whole class feedback to continually evaluate and further motivate their actions to improve their work.

- Encourage learners to think critically to develop problem skills.

Assessment (1.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Copies of poems
- Recorded songs with lyrics/subtitles
- Online level appropriate songs and videos
- Dictionaries