Lesson Plans - Details

Analyzing Poetry using Critical Thinking Skills

  • 25 May 2018
  • Posted by: Marshalee Laing
  • Number of views: 205
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Analyzing Poetry  using Critical Thinking Skills
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Themes for English B by Langston Huges
 
Description: Students were asked to :
1. Read the poem prior to being taught as well as do a research on the author Langston Huges
2. Identify the image of Langston Hughes during delivery of the lesson and share information found about him as a result of their research.
3. Teacher will review the poem in the form of whole group discussion
4. Students guided by teacher will share their opinion on at least one literary device coming from the poem

Poetry

  • 25 May 2018
  • Posted by: Peta-Gaye Perkins Bryan
  • Number of views: 89
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Poetry
Students’ age range: 16-18
Main subject: Language arts and literature
Topic: Themes in Poetry
 
Description:

After zoom 1

Expected Response
Male carácter seem evil base don the look in his eyes

After zoom 2
Expected Response
Male carácter seem to definitely be up to no good as he looks cruel and seem to be holding a female in front of him

After zoom 3
Expected Response
Student should be able to comment on the irony in the picture as the female carácter is not exhibiting the typical response of someone who seems to be held by an evil carácter


Understanding and Appreciating Poetry

  • 25 May 2018
  • Posted by: Simone Brooks Clarke
  • Number of views: 76
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Understanding and Appreciating Poetry
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Reading for meaning, fluency and engagement with text and critically responding to literature
 
Description: Step 1 (5 minutes): Students will work in pairs to identify the six (six) hidden words in cartoon. A discussion will ensue about the scene. A link will be made between the rainy scene and the rainy weather we have been experiencing in Jamaica
Step 2 (10 minutes): Each student will be given a copy of the poem Nature by H.D. Carberry. Two students will be selected to do a reading of the poem. A YouTube video of a reading of the poem will be shown. Students will be asked to say how the reading makes them feel about the poem. Teacher will explain that how a poem is read helps to bring out the meaning of the poem and evoke specific feelings in the poem. NB: The slow pace helps you to feel calm and at peace in much the same way nature does.
Step 3 (15 minutes): Students will be asked to volunteer to identify the four seasons and their characteristic features. They will be asked to compare the four seasons with the type of climatic conditions we experience in Jamaica. A brief PowerPoint presentation will be shown on the background of the poet. Students will be asked to say how his background contributes to an understanding of the poem.
Step 4 (5 minutes): Students will use the Compass Points strategy to explore to topic of figurative devices in the poem.
Step 5 (15 minutes): Students will be placed in ten (10) groups of four (4) and each group assigned two lines of the poem. From the two lines they will find words related to nature. A brief discussion will follow on why these words are used and how they add to the meaning of the poem. Each group will be given a line from the poem which contains a figure of speech. The will say what figure of speech it is and how it adds to the meaning of the poem.

‘Market Morning’ by Grace Walker Gordon

  • 25 April 2018
  • Posted by: Tracia Morgan-Brown
  • Number of views: 580
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‘Market Morning’ by Grace Walker Gordon
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Poetry
 
Description: Students will talk about their experiences that they have the market. Students will be shown pictures of several markets and teacher will lead them in a discussion about them.
The teacher will recite the poem ‘Market Morning’ for the students.
The students will volunteer to recite the poem and talk about it.
The teacher and students will discuss what the poem is about.
The students will identify the literary device in the poem and produce examples. (Device- Personification / examples ‘green banana fingers’, ‘grinning cobs of corn’)
The students will also identify the words that rhyme. The students should realize that the words rhyme at the end of each line.
The teacher will inform the students that a “rhyme scheme” is a way of describing the pattern of end rhymes in a poem. Each new sound at the end of a line is given a letter, starting with “A,” then “B,” and so on. If an end sound repeats the end sound of an earlier line, it gets the same letter as the earlier line.
The students will watch a short video, which will further explain what rhyme scheme is and give examples ( https://www.youtube.com/watch?v=XSSmrIZ7zJU).
Students will be are asked to individually list three things that a fellow student might misunderstand about the topic/concept. The responses are collected and reviewed by the teacher. The teacher and students will clear up any misunderstanding of the content .
Students will be placed in small groups to write the rhyme scheme for the poem ‘Market Morning’.
Teacher will check students’ work and make corrections where necessary.
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