Appreciation · SHS2 Literature In English

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.3 - Examine the overall impact of the poet’s specific word choices on meaning and themes in relation to other poetic elements such as imagery, tone, mood, and words with multiple meaning

By the end of the lesson, learners can:

Define diction and explain how a poet’s word choices function as a distinctive style.
Identify specific word choices in a poem and classify them according to the effects they create (tone, mood, imagery, atmosphere, setting).
Explain how words with multiple meanings (connotations) contribute to a poem’s themes when interpreted from different perspectives.
Analyse how the poet’s diction works together with imagery, tone and mood to produce an overall impact on meaning.
Use the PEE (Point, Evidence, Explanation) approach to write a short analytical paragraph showing how diction affects theme.

This lesson connects directly to the previous weeks where learners discussed dominant themes (Week 13) and analysed how themes develop (Week 14). It prepares learners for Week 16’s review of literary devices and Week 17’s full essay writing by giving them the analytical tools to link word choice to meaning.

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Curriculum details

Strand: Poetry (Strand 4)
Sub-strand: Appreciation (4.2)
Content standard: 2.4.2.CS.1 - Demonstrate understanding of multiple meanings, central ideas/themes critically in a poem from different perspectives. 2.4.2.LO.1 Identify and compare multiple meanings, central ideas/themes and use them in writing essays on poems through different perspectives. 2.4.2.LO.2 Analyse poems presenting personal responses and textual evidence using PEE Approach.
Indicator: 2.4.2.LI.3 - Examine the overall impact of the poet's specific word choices on meaning and themes in relation to other poetic elements such as imagery, tone, mood, and words with multiple meaning
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. 114

Exemplars (from the NaCCA curriculum)

Structuring for Learning:

- Learners are introduced to the concept of diction as style; using a fishbone approach learners identify diction and discuss the effects in enhancing the meaning/themes. Example; 1. creates tone/mood/atmosphere 2. Supports setting/context 3. Supports imagery

- Learners discuss themes using poetic elements to explain and identify multiple meanings. Work in groups and help learn from peers .

Century and GESI

Assessment (2.4.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Textbooks
- Poems
- Relevant reading materials.
- Apps and Software
- Digital Learning
- Digital learning resources including video, audio, visuals, text, animations and images.