Appreciation · SHS2 Literature In English

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.1 - Discuss the dominant themes in the selected poems

By the end of the lesson, learners can:

Identify at least three dominant themes in a selected poem and state them clearly in their own words.
Distinguish between the central theme and secondary or supporting themes in a poem, giving textual evidence for each.
Discuss a poem’s dominant themes from at least two different perspectives (for example, a personal reading and a social or cultural reading).
Use a mind map to organise and compare the multiple meanings and themes they discover in a poem.
Explain in writing how denotative and connotative meanings of key words in the poem lead to a deeper understanding of its dominant themes.

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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.1 - Discuss the dominant themes in the selected poems
Suggested placement: Semester 2, Week 13 (Week 33 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)

Problem-Based Learning:

- Learners revise denotative and connotative meanings to interpret poetry using mind maps and reflective journals e.g., title in the middle.

- Learners work in groups to discuss dominant themes in selected poems. Groups present their answers for feedback.

- Individuals work on selected poems.

- This activity will encourage learners to develop themselves personally as well as work as a team.

Assessment (2.4.2.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:
- Textbooks
- Poems
- Relevant reading materials.
- Apps and Software
- Digital Learning
- Digital learning resources including video, audio, visuals, text, animations and images.