SHS2 Literature In English · Semester 2 Week 9: Knowing Your Poetic Elements

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.1 - Discuss how these elements of style in poems (form, literary devices, diction, tone, mood, imagery etc.) contribute to meaning

By the end of the lesson, learners can:

Identify at least five elements of style (form, literary devices, diction, tone, mood, imagery) in a given lyrical poem.
Explain how each element of style contributes to the overall meaning of a poem.
Discuss in mixed-ability groups how two different poets use style to communicate similar themes.
Present group findings to the class using appropriate literary language (e.g., “the poet’s choice of diction creates a sombre tone”).
Reflect on how personal biases and assumptions can affect the interpretation of a poem.

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Curriculum details

Strand: Poetry (Strand 4)
Sub-strand: Knowing Your Poetic Elements (4.1)
Content standard: 2.4.1.CS.2 - Demonstrate understanding of how style contributes to the meaning of lyrical poems. 2.4.1.LO.1 Examine the forms of lyrical poetry with increasing difficulties for meaning, effect and pleasure. 2.4.1.LO.2 Analyse the use of stylistic devices and how they contribute to the meaning of lyrical poems.
Indicator: 2.4.1.LI.1 - Discuss how these elements of style in poems (form, literary devices, diction, tone, mood, imagery etc.) contribute to meaning
Suggested placement: Semester 2, Week 9 (Week 29 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. 109

Exemplars (from the NaCCA curriculum)

Talk for Learning: Learners reflect and explore stylistic devices discussed in narrative poems to extend knowledge e.g., imagery, repetition, form, irony etc.

Task-Based Learning:

- Learners in mixed ability/gender groups are assigned different poems to discuss how authors use style to communicate meaning. Learners share their findings with other groups.

- Learners will develop critical thinking skills as they reflect and explore the devices. The use of groupings will enable learners work as a team, showing respect to others and avoid personal biases and stereotyping affecting the sensibilities of others.

Assessment (2.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.

Teaching and Learning Resources:
- Copies of poems
- Online resources
- Dictionaries
- Compare and contrast tables
- Poetry format templates etc