SHS1 Literature In English · Semester 2 Week 16: Appreciation

Lesson notes

Learning Objectives

Indicator: 1.4.2.LI.1 - Using the Point, Evidence, Explanation (PEE) format, quote and discuss strong and exhaustive textual evidence to support a personal analysis of simple short poems.

By the end of the lesson, learners can:

Identify the three components of the PEE format (Point, Evidence, Explanation) and state the purpose of each component in a literary analysis.
Formulate a clear Point that answers a given essay question about a simple short poem.
Select and quote relevant textual evidence from a poem to support the Point, using quotation marks correctly and citing line numbers.
Write an Explanation that shows how the quoted evidence supports the Point, connecting word choices and imagery to meaning.
Compose a complete short PEE paragraph in response to an essay question on a poem, demonstrating personal response supported by textual evidence.

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Curriculum details

Strand: Poetry (Strand 4)
Sub-strand: Appreciation (4.2)
Content standard: 1.4.2.CS.2 - Communicate personal and critical responses to poems through different perspectives. 1.4.2.LO.1 Analyse poems to unpack meanings to reflect diverse contexts and issues. 1.4.2.LO.2 Analyze poems presenting personal response and textual evidence, using PEE approach
Indicator: 1.4.2.LI.1 - Using the Point, Evidence, Explanation (PEE) format, quote and discuss strong and exhaustive textual evidence to support a personal analysis of simple short poems. (Ref. Notes to teacher on PEE)
Suggested placement: Semester 2, Week 16 (Week 36 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. 73

Exemplars (from the NaCCA curriculum)

Structuring Talk for Learning:

- Give sample essay questions to a poem and elicit learners' opinion through oral responses and participatory feedback using 5 whys strategy. Learners will learn from others and respect individual differences as they work together.

- Teacher gives sample essay questions to a poem and elicits learners' written responses using PEE templates, and fishbone charts. Learners will use academic language and apply knowledge practically. Learners will reflect and evaluate what they learn.

Assessment (1.4.2.AS.1). 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:
- Textbooks
- Poems
- Relevant reading materials
- Relevant printables
- Podcasts
- Lesson plans