Poetry, Narrative and… · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.5.1.LI.1 - Respond and appreciate different types of non-African poems.

By the end of the lesson, learners can:

Identify at least three different types of non-African poems (such as sonnets, haikus, and free verse) and describe the structural features of each type.
Compare the structure and language of two non-African poems by different poets, noting how each writer conveys meaning through form and word choice.
Respond personally and critically to a non-African poem, explaining what the poem means to them and what techniques the poet used to create that effect.
Work collaboratively in mixed ability groups to create an original poem that imitates the language, structure, or techniques found in the non-African poems studied.
Perform a group-created poem orally, using appropriate diction, intonation, and pauses to convey meaning effectively.

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Curriculum details

Strand: Literature (Strand 5)
Sub-strand: Poetry, Narrative and Drama (5.1)
Content standard: 2.5.1.CS.1 - Demonstrate understanding of how various elements of literary genres facilitate the understanding of a text. 2.5.1.LO.1 Analyse different types of poems. 2.5.1.LO.2 Analyse common themes that make up poems./Analyse common themes in poems. 2.5.1.LO.3 Apply imagery and figurative language in texts.
Indicator: 2.5.1.LI.1 - Respond and appreciate different types of non-African poems.
Suggested placement: Semester 2, Week 17 (Week 37 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - p.159: the three genres are listed in a different order each year - "NARRATIVE, DRAMA, POETRY" on printed p.87, "POETRY, NARRATIVE AND DRAMA" on printed p.156 and "NARRATIVE, POETRY AND DRAMA" on printed p.213 - against "Narrative, Drama, Poetry" in the scope-and-sequence. Transcribed as each page prints it
indicator text - p.159: the code 2.5.1.LI.1 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 2.5.1.CS.1
Curriculum reference: NaCCA curriculum document, p. 159

Exemplars (from the NaCCA curriculum)

Experiential Learning: Compare the structure and language of two non-African poems by different poets in mixed ability groups and explore how the writers portray meaning.
Talk for Learning Approaches: Using the talk for learning approach, learners in mixed ability groups, create poems using appropriate language, structures and techniques identified in the poems used earlier to convey meaning.
1. Peer-edit and analyse poems created.
2. Learners perform poems in class.
3. Publish the poems on notice boards in the school, school magazine, etc.
Communication and Collaboration Skills: Learners in their mixed ability groups, perform their poems orally and explore the meaning. Learners take into consideration diction, intonation and punctuations as well as tolerance and respect for one another.
Teaching and Learning Resources:
- Level appropriate non-African poems
- Learner made/created poems
- Level-appropriate texts
- Selected passages
- Learner-made texts
Assessment (2.5.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.