SHS3 Literature In English · Semester 2 Week 14: Appreciation

Lesson notes

Learning Objectives

Indicator: 3.4.2.LI.3 - Compare how different authors create multiple meanings using poetic elements in different poetic forms.

By the end of the lesson, learners can:

Identify at least three different poetic forms (for example, sonnet, haiku, free verse, ballad, dramatic monologue) and state the defining features of each.
Compare how two different authors use the same poetic element (for example, imagery, symbolism, or sound devices) to create multiple meanings in different poetic forms.
Apply the 5 Whys strategy to probe beneath the surface meaning of a poem and reach a deeper interpretation.
Work collaboratively in groups to present a comparative analysis of two poems from different poetic forms, supporting their points with textual evidence.
Write a short comparative paragraph that explains how poetic form affects the meanings an author can create.

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Curriculum details

Strand: Poetry (Strand 4)
Sub-strand: Appreciation (4.2)
Content standard: 3.4.2.CS.1 - Demonstrate knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry critically in poems from different perspectives. 3.4.2.LO.1 Use knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing varied poems.
Indicator: 3.4.2.LI.3 - Compare how different authors create multiple meanings using poetic elements in different poetic forms.
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. 151

Exemplars (from the NaCCA curriculum)

Problem-based Learning:

- In task groups, review knowledge on poetic elements using pyramid discussion.

- Write the new ideas in a learning journal.

- Work in the same groups this time examining how different authors create multiple meanings using poetic elements in different poetic forms.

- Organise your points using the 5 whys strategy.

- Share your findings with another group.

- Write a full essay and present in a class seminar.

- The class critiques the easy using the assessment guide.

- Learners develop critical thinking skills, avoid personal biases and stereotyping to hurt the sensitivities of others to make others feel belonged.

Assessment (3.4.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Textbooks
- Digital learning resources including video, audio, visuals, text, animations and images.
- Radio and tv programs.
- Relevant printables
- Apps and Softwares
- Videos
- Recordings
- Poems