From Verse to Performance · SHS3 Literature In…

Lesson notes

Learning Objectives

Indicator: 3.4.3.LI.1 - Create poems of varied lengths on diverse issues

By the end of the lesson, learners can:

Identify the structural features of at least three different poetic forms of varied lengths (such as ballad, elegy, haiku, and free verse) using samples studied in class.
Generate at least three diverse themes or issues for original poems, drawn from personal, community, or national experiences.
Draft an original poem of a specified length (for example, a 12-line poem or a 4-stanza ballad) on a chosen theme, applying at least two poetic devices such as imagery, simile, alliteration, or repetition.
Revise a drafted poem in response to peer feedback, improving at least one element of word choice, rhythm, or clarity.
Present a polished poem to a small group, explaining the theme and the poetic choices made.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Poetry (Strand 4)
Sub-strand: From Verse to Performance (4.3)
Content standard: 3.4.3.CS.1 - Create and perform poetic pieces. 3.4.3.LO.1 Use multiple meanings, central ideas/themes, and poetic elements in creating varied poems for performance.
Indicator: 3.4.3.LI.1 - Create poems of varied lengths on diverse issues
Suggested placement: Semester 2, Week 18 (Week 38 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. 155

Exemplars (from the NaCCA curriculum)

Experiential Learning:

- In mixed-ability groups, go online to select different types of poems of varied lengths e.g., Ballads, Elegy.

- Study these poems to guide the group to create poems of varied themes.

- Follow a simple procedure and use the process approach to guide the writing.

- Share the group's finished product with another group to reflect and critique it.

- Publish poems.

- Learners learn to take turns, lead and contribute to discussions, learn from each other and lend support to others.

Assessment (3.4.3.AS.1). 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
- Digital learning resources including video, audio, visuals, text, animations and images.
- Radio and tv programs.
- Relevant printables
- Apps and Softwares
- Videos
- Recordings
- Poems