SHS1 Literature In English · Semester 2, Week 15
Appreciation
Lesson notes
Learning Objectives
Indicator: 1.4.2.LI.2 - Discuss the dominant theme in a poem and analyze in detail how it develops throughout the poem
By the end of the lesson, learners can:
- Define the terms “subject matter,” “theme,” “dominant theme,” and “subtheme” in their own words and distinguish between them.
- Identify recurring images, motifs, issues, and ideas in a given poem through careful reading and annotation.
- Compose accurate thematic statements that express the dominant theme of a poem in a complete sentence.
- Trace the development of the dominant theme through a poem by citing specific textual evidence (stanza by stanza or section by section).
- Explain how a poem’s dominant theme relates to real-life personal and societal experiences in Ghana, using the PEE structure in oral discussion.
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Sign in with phone numberCurriculum details
- Strand
- Poetry (Strand 4)
- Sub-strand
- Appreciation (4.2)
- Content standard
- 1.4.2.CS.1 - Demonstrate understanding of multiple meanings and central ideas in poems. 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.2 - Discuss the dominant theme in a poem and analyze in detail how it develops throughout the poem
- Suggested placement
-
Semester 2, Week 15
(Week 35 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. 71
Exemplars (from the NaCCA curriculum)
Experiential Learning: - Have learners brainstorm and discuss subject matter and themes, using a suggested format below. Example; - Look out for recurring images/motifs/issues/ideas. - Put together the related issues/ideas. - Compose thematic statements. - Distinguish main/dominant themes from subthemes. Learners develop critical thinking as they use the suggested guide to explore subject matter and themes in varied poems. Building on what Others Say: - Encourage learners to actively participate in the process of understanding the themes of a poem through thorough reading, annotations, discussions and research as they work in task-based groups. - Learners can individually work while special activities are designed to enable GATE learners develop their talents. Experiential Learning: - Encourage learners using real life examples to relate the themes to real and personal experiences. Through reflection and journaling learners develop critical thinking. They are not required to share information in their journals. - Based on textual evidence, the teacher incorporates moral and patriotic values to raise learners' awareness of values derived from the poem. - Learners discuss the values learnt through reflection and motivate them to adapt to the changing needs of society through self-motivation and on-going training. Experiential Learning: - Teacher brainstorms and discusses with learners on subject matter and themes, using the suggested format below. Example; - Look out for recurring images/motifs/issues/ideas. - Put together the related issues/ideas. - Compose thematic statements. - Distinguish main/dominant themes from subthemes. Building on what Others Say: - Encourage learners to actively participate in the process of understanding the themes of a poem through thorough reading, annotations, discussions and research either individually or in groups. Experiential Learning: - Teacher encourages learners to relate the themes to real and personal experiences through reflection and journaling. - Based on textual evidence, the teacher incorporates moral and patriotic values to raise learners' awareness of values derived from the poem. - Learners discuss the values learnt through reflection using ethically acceptable and academic language. Century and GESI Assessment (1.4.2.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: - Textbooks, poems - Relevant reading materials. - Lesson plans - Relevant printables - Animations and images - Apps and Softwares - Videos - Recordings - Audio visuals - Digital learning resources including video - Text - Radio and tv programs. - Apps and Softwares - Videos, Recordings Digital learning resources including video, audio, visuals, text, animations and images.