Appreciation · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: B7.1.1.1.1 (1.4.2.LI.1) - Interpret poems in context beyond literal meanings to show deeper connections

By the end of the lesson, learners can:

Distinguish between the denotative and connotative meanings of key words and images in a given poem, citing examples from the text.
Identify the voice(s), setting and central ideas in a poem and explain how these elements work together to create meaning.
Analyse a poem beyond its literal surface to uncover at least two deeper or contextual meanings, and support each interpretation with textual evidence.
Use the think-pair-share strategy to annotate a poem collaboratively, respecting diverse interpretations offered by peers.
Present a brief personal response to a poem in academic and ethically acceptable language, connecting its themes to contemporary Ghanaian life.

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Curriculum 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.1 - Interpret poems in context beyond literal meanings to show deeper connections
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. 70

Exemplars (from the NaCCA curriculum)

Building on what Others Say: Learners in groups discuss connotative and denotative meanings with practical and relatable examples in carousel activities. Learners use academic and ethically acceptable language.

Initiating Talk for Learning: Learners use think-pair-share strategy to read selected poems to make appropriate annotations as they collaboratively learn from others and respect their opinions while embracing diversity.

Initiating Talk for Learning:

- Learners use think-pair-share strategy to read selected poems to make appropriate annotations.

- Teacher elicits information from learners about the poem to get to literal meaning using mind maps, reflective journals.

- Teacher guides learners to arrive at varied deeper meanings through group discussions and presentations.

Inquiry Based Learning: Teacher asks questions to assess learners' knowledge based on what they have read and presented.

Talk for Learning:

- Teacher provides students with background information at this point.

- Learners use this background information with earlier ideas to appreciate unseen poems with questions like:

- Who are the voices in the poem?

- What is the setting?

- What ideas are being communicated?

- What feeling is being created in the poem?

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.
- 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.