SHS1 Literature In English · Semester 2 Week 14: Knowing Your Poetic Elements

Lesson notes

Learning Objectives

Indicator: 1.4.1.LI.2 - Distinguish between the features of narrative poems and lyrical poems in context

By the end of the lesson, learners can:

Define narrative poetry and lyrical poetry in their own words, citing at least two distinguishing features of each form.
Identify whether a given poem is narrative or lyrical by examining its features (story elements, speaker, emotion, and length) in context.
Compare and contrast the features of a narrative poem and a lyrical poem using a table or graphic organiser, noting at least three similarities and three differences.
Analyse an unfamiliar poem and justify, with textual evidence, whether it is narrative or lyrical, explaining how its features support their classification.
Compose a short original stanza in either the narrative or lyrical mode and explain which features make it fit that classification.

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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.2 - Distinguish between the features of narrative poems and lyrical poems in context
Suggested placement: Semester 2, Week 14 (Week 34 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)

Enquiry- Based Learning

- Teacher plays a traditional/highlife song that tells a full story and have students listen and retell the stories in the song and discuss the narrative elements such as setting, characters, themes and moral lessons in the story (song).

- Learners should be guided to avoid cultural/gender stereotyping.

Brainstorming/Experiential Learning:

- With examples introduce each type of narrative poem to learners (with the audio versions being played alongside) and have learners search for the use of some narrative elements.

- Explain the features of narrative poems in context using creative pedagogies to create pleasure.

- Through inquiry-based learning, teacher reviews literary devices in context with learners to guide discussion on the beauty of language. Learners will develop their communication skills as they use academic English Language and develop an inquiry-based approach to continual learning.

Building on what Others Say: In groups, learners present the subject matter and themes of the poems read, and express their agreement or disagreements, on questions raised in respect avoiding personal biases.

Problem-Based Learning:

- In groups, learners critically study two lyrical and narrative poems and draw out conclusions on their similarities and differences in features.

- Have learners work in same task-based activity to identify the similarities and differences in lyrical poems.

- Learners will develop respect for others as they learn from peers. They develop patience as they wait to take turns contributing their ideas.

Assessment (1.4.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

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