Knowing Your Poetic… · SHS2 Literature In English

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.2 - Analyse the aesthetic qualities of these elements (form, literary devices, diction, tone, mood, imagery) used in a poem to achieve certain effects

By the end of the lesson, learners can:

Identify the aesthetic qualities of form, literary devices, diction, tone, mood, and imagery in a given lyrical poem.
Explain how each poetic element contributes to the overall meaning and effect of a poem, using specific textual evidence.
Prioritise poetic elements according to their importance in creating a poem’s beauty and meaning, using the Diamond Nine strategy.
Analyse how the interaction between two or more elements (e.g., diction and mood, imagery and tone) intensifies a poem’s effect through collaborative discussion and role-play.
Justify their interpretation of a poem’s aesthetic qualities with reasoned arguments, showing awareness that different readers may assign different deeper meanings.

This lesson builds directly on Weeks 6 to 9, where learners explored the forms of lyrical poetry (elegy, ode, sonnet, haiku) and discussed how elements of style contribute to meaning. This week, the focus shifts to analysing the aesthetic qualities, or beauty, of those elements and how they work together for effect. Week 11 will extend this to comparing how different poets experiment with these devices, so this lesson stops at depth of analysis within a single poem.

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Curriculum details

Strand: Poetry (Strand 4)
Sub-strand: Knowing Your Poetic Elements (4.1)
Content standard: 2.4.1.CS.2 - Demonstrate understanding of how style contributes to the meaning of lyrical poems. 2.4.1.LO.1 Examine the forms of lyrical poetry with increasing difficulties for meaning, effect and pleasure. 2.4.1.LO.2 Analyse the use of stylistic devices and how they contribute to the meaning of lyrical poems.
Indicator: 2.4.1.LI.2 - Analyse the aesthetic qualities of these elements (form, literary devices, diction, tone, mood, imagery) use in a poem to achieve certain effects
Suggested placement: Semester 2, Week 10 (Week 30 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. 109

Exemplars (from the NaCCA curriculum)

Diamond Nine Strategy: Learners reflect and explore stylistic devices discussed in narrative poems to extend knowledge e.g., imagery, repetition, form, irony etc to develop competencies in the use of the language.

Collaborative Learning:

- Learners in groups, identify the aesthetic qualities of poetic elements.

- Encourage learners to identify and discuss some of the devices in context.

- Evaluate them to prioritise their effects/importance and their contribution to meaning.

- Learners assign literal or deeper meaning from varied perspectives to enhance structure and mood for effect.

Experiential Learning:

- Use role-play and classroom games to bring out the meaning and style of different lyrical poets/poetic structures e.g., difference between sonnet/ode.

- Discuss length, rhyme pattern/stanzas, musical/narrative

- Collaborative learning will enable learners learn from each other and to appreciate the individual academic differences and work to help each other.

Assessment (2.4.1.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:
- Copies of poems
- Online resources
- Dictionaries
- Compare and contrast tables
- Poetry format templates etc