Lesson Note on General Overview of the Poems for SS 2

Class: Senior Secondary School 2 (SS2 / SSS2)
Term: 3rd Term
Week: 10
Age: 16 years
Duration: 45 minutes
Subject: Literature in English
Curriculum Theme: Literary Appreciation
Previous Lesson: Introduction to “Upon An Honest Man’s Fortune”.
Topic: General Overview of the Poems
Subject Matter: General overview of studied poems, revision of background and setting, revision of subject matter and summary, revision of poetic devices and techniques, revision of imagery and symbolism.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Recall the background and setting of previously studied poems.
• Summarize the subject matter and main themes of each poem.
• Identify and explain various poetic devices and techniques used in the poems.

Affective Domain:

• Appreciate the literary techniques and artistic choices of poets.
• Show interest in re-examining poetic texts for deeper understanding.

Psychomotor Domain:

• Discuss and articulate their understanding of the poems.
• Write concise summaries and analyses of poetic elements.

Social Domain:

• Participate actively in group discussions about the studied poems.

Reference Materials

The following resources were used in planning this lesson:

• Senior Secondary Schools Education Curriculum
• State Unified Scheme of Work
• Effective Literature in English for Senior Secondary Schools by S.A. Adedokun et al.
• Poem texts previously studied.
• Pupils’ revision notes.
• https://www.waecdirect.org
• https://www.neco.gov.ng

Instructional Materials

The teacher will teach this lesson with the aid of:

• Copies of the studied poem texts.
• Pupils’ notebooks and revision notes.
• Whiteboard and markers/chalk.

Rationale for the Lesson

This lesson helps pupils consolidate their understanding of all previously studied poems. It enables them to review key aspects like background, themes, and literary devices, which is important for exam preparation and a deeper appreciation of poetry.

Prerequisite/Previous Knowledge

Pupils have previously studied the individual poems and are familiar with basic literary terms and analytical approaches.

Lesson Content/Board Summary

General Overview of Studied Poems

Background and Setting

The background of a poem refers to the context in which it was written, including information about the poet (biography, influences) and the historical, social, or cultural circumstances of the time. The setting is the specific time and place where the events or emotions in the poem occur.

When revising, consider:

• The poet’s life and experiences.
• The historical period or social issues addressed.
• The geographical location or specific environment depicted.

Subject Matter and Summary

The subject matter is the main topic or idea that the poem is about. The summary is a brief statement of the poem’s content or what happens in it. Understanding these helps grasp the poem’s central message.

When revising, identify:

• The central theme or message.
• The main events, emotions, or ideas conveyed.
• A concise, accurate synopsis of the poem.

Poetic Devices and Techniques

Poetic devices are literary tools used by poets to create meaning, evoke emotions, and enhance the artistic quality of their work. These techniques help to convey the poet’s message effectively.

Examples of poetic devices include:

• Metaphor: A direct comparison between two unlike things without using “like” or “as.”
• Simile: A comparison between two unlike things using “like” or “as.”
• Personification: Giving human qualities or actions to inanimate objects or animals.
• Alliteration: The repetition of initial consonant sounds in words close together.
• Assonance: The repetition of vowel sounds within words close together.
• Repetition: The recurrence of words or phrases for emphasis.
• Rhyme: The correspondence of sounds between words or the endings of words, especially when used at the ends of lines of poetry.
• Rhythm: The pattern of stressed and unstressed syllables in a line of poetry.
• Irony: A contrast between what is said and what is actually meant, or between expectation and reality.
• Paradox: A seemingly contradictory statement that contains a deeper truth.

Imagery and Symbolism

Imagery refers to the use of descriptive language that appeals to the five senses (sight, sound, smell, taste, touch) to create vivid mental pictures for the reader. Symbolism is the use of objects, people, or ideas to represent something else, often a more abstract idea or concept.

When analyzing, consider:

• The specific sensory details used by the poet.
• The emotions or atmosphere created by the imagery.
• Objects or ideas that stand for something beyond their literal meaning.
• The cultural or universal significance of symbols.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and reminds them that the lesson is a general overview and revision of all the poems studied during the term.
Pupils’ Activity: Pupils respond to the greetings and listen attentively.
Learning Point: Pupils understand the purpose of the lesson as a comprehensive review.

Step 2: Revision of Background and Setting

Time: 7 minutes
Teaching Skill: Recalling/Discussion
Teacher’s Activity: The teacher guides pupils to recall the background (poet’s life, historical context) and setting (time, place) of various poems previously studied.
Pupils’ Activity: Pupils volunteer information about the background and setting of different poems.
Learning Point: Pupils remember the contextual details important for understanding each poem.

Step 3: Revision of Subject Matter and Summary

Time: 7 minutes
Teaching Skill: Summarizing/Questioning
Teacher’s Activity: The teacher asks pupils to provide brief summaries and state the main themes or subject matter of different poems.
Pupils’ Activity: Pupils summarize poems and identify their core themes.
Learning Point: Pupils demonstrate their grasp of the central message of each poem.

Step 4: Revision of Poetic Devices and Techniques

Time: 7 minutes
Teaching Skill: Identification/Explanation
Teacher’s Activity: The teacher prompts pupils to identify and explain various poetic devices (e.g., metaphor, simile, personification, alliteration, irony) used in the studied poems, asking for specific examples.
Pupils’ Activity: Pupils identify poetic devices and give examples from the poems they have read.
Learning Point: Pupils recognize and understand how poets use language effectively.

Step 5: Revision of Imagery and Symbolism

Time: 7 minutes
Teaching Skill: Interpretation/Discussion
Teacher’s Activity: The teacher facilitates a discussion on specific images and symbols found in the poems and their deeper meanings.
Pupils’ Activity: Pupils explain the imagery and symbolism used in different poems.
Learning Point: Pupils can interpret the deeper layers of meaning conveyed through imagery and symbolism.

Step 6: Integrated Discussion

Time: 5 minutes
Teaching Skill: Comparative Analysis
Teacher’s Activity: The teacher leads a general discussion, encouraging pupils to compare and contrast elements (themes, devices, imagery) across different poems.
Pupils’ Activity: Pupils engage in comparative analysis and share their insights.
Learning Point: Pupils develop critical thinking skills by relating different poetic texts.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is meant by the “background” of a poem?
2. Briefly explain the “subject matter” of any two poems you have studied.
3. Mention three poetic devices and give an example of each from a studied poem.
4. How does “imagery” contribute to the meaning of a poem?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarizing
Teacher’s Activity: The teacher summarizes the key points of the revision, emphasizing the importance of understanding all aspects of poetry. The teacher also assigns homework, asking pupils to pick one poem and write a comprehensive analysis covering all revised aspects.
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their learning and are guided on further practice.

Lesson Keywords

• Poetry – A literary art form using aesthetic and rhythmic qualities of language.
• Background – The context (poet, history, culture) of a poem.
• Setting – The time and place of a poem.
• Subject Matter – The main topic or idea of a poem.
• Summary – A brief statement of a poem’s content.
• Poetic Devices – Literary techniques used in poetry (e.g., metaphor, simile).
• Imagery – Descriptive language appealing to the senses.
• Symbolism – Use of objects or ideas to represent something else.
• Revision – The process of re-examining and consolidating learned material.

Differentiation

For struggling learners, the teacher will provide simplified definitions and focus on core concepts, perhaps allowing them to choose fewer poems for analysis. Advanced learners will be encouraged to explore more complex interpretations, compare themes across several poems, and write detailed analyses incorporating various literary theories.

Note for teachers using this lesson plan

This lesson is designed as a comprehensive revision. Teachers should adapt the content based on the specific poems previously studied by the pupils. Encourage active pupil participation and provide constructive feedback on their responses. Ensure that pupils have access to their poem texts and notes for effective revision.