Poetry, Narrative and… · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.5.1.LI.2 - Use Imagery (expressive and figurative language) in texts.

By the end of the lesson, learners can:

Define imagery and distinguish between literal and figurative language in a given text.
Identify at least four types of figurative language (simile, metaphor, personification, and sensory imagery) in poems and short passages.
Explain how an author’s choice of imagery creates a specific mood or atmosphere in a text.
Create original lines of poetry or dialogue that use expressive and figurative language to appeal to the senses.
Collaborate in mixed-ability groups to perform a short dramatic scene that demonstrates the use of imagery, showing respect for diverse ideas.

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Curriculum details

Strand: Literature (Strand 5)
Sub-strand: Poetry, Narrative and Drama (5.1)
Content standard: 2.5.1.CS.2 - 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.2 - Use Imagery (expressive and figurative language) in texts.
Suggested placement: Semester 2, Week 19 (Week 39 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.160: 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
Curriculum reference: NaCCA curriculum document, p. 160

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Learners work collaboratively in pairs to identify the structure of expressive and figurative language to create images and atmosphere in texts.
Experiential Learning: Learners in mixed ability groups, explore the use of imagery (literary devices) using a text, poem or story for role-play or dialogue. Learners take note of respect and diversity of ideas.
Task-Based Learning: Create a performance text using imagery for play or stage.
Teaching and Learning Resources:
- Level appropriate texts/ passages
- Learner-made texts
- Texts chosen should cover both feminine and masculine gender characters
- Text should be simple for learners to identify imagery and figurative language easily
Assessment (2.5.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.