Introduction to “The Pulley” by George Herbert for SS 3

Class: SS 3
Term: First Term
Week: 1
Age: 16 years
Duration: 45 minutes
Subject: Literature in English
Curriculum Theme: Poetry
Previous Lesson:
Topic: Introduction to “The Pulley” by George Herbert
Subject Matter: Pulley” by George; Herbert

Specific Objectives

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

Cognitive Domain

• Identify the background and setting of George Herbert and his poem “The Pulley”.
• Discuss the subject matter of “The Pulley”.
• Explain the main themes present in “The Pulley”.
• Describe the language and structure of the poem.

Affective Domain

• Appreciate the poet’s message about humanity’s relationship with God.
• Relate the poem’s message to real-life experiences.

Psychomotor Domain

• Read “The Pulley” with appropriate expression and understanding.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Essentials of Literature-in-English for Senior Secondary Schools
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• A copy of George Herbert’s poem “The Pulley”
• Whiteboard and markers
• Literature-in-English textbook for SS 3
• Charts displaying key vocabulary or poetic devices

Rationale for the Lesson

This lesson is important as it introduces students to a significant metaphysical poem, “The Pulley,” which explores profound theological and philosophical ideas about human nature and divine providence. Understanding this poem enhances students’ analytical skills, broadens their literary appreciation, and encourages reflection on universal human experiences and spiritual concepts.

Prerequisite/Previous Knowledge

Students should have a basic understanding of poetry, literary terms such as theme, imagery, and structure, and some familiarity with interpreting poetic texts.

Lesson Content/Board Summary

Introduction to “The Pulley” by George Herbert

The Poet: George Herbert (1593-1633)

George Herbert was a Welsh-born English poet, orator, and Anglican priest. He is considered one of the foremost British devotional poets. His poetry is characterised by its precision of language, metaphysical conceits, and deep religious introspection. Herbert’s works often explore the complex relationship between God and humanity.

The Poem: “The Pulley”

“The Pulley” is a short, allegorical poem by George Herbert, first published posthumously in 1633 in his collection “The Temple”. The poem uses the metaphor of a pulley to explain why God, after bestowing all other blessings upon humanity, withheld the gift of “Rest.” This withholding ensures that humanity will always turn back to God, even amidst their enjoyment of other gifts.

Subject Matter of “The Pulley”

The poem’s subject matter revolves around God’s creation of humanity and the distribution of blessings. It specifically addresses God’s strategic decision to retain “Rest” as a final blessing, ensuring that humanity, despite possessing numerous other gifts, would eventually seek solace and fulfillment only in their Creator. This highlights the concept of divine wisdom and humanity’s inherent need for God.

Themes in “The Pulley”

1. Divine Providence and Wisdom: God’s deliberate plan to ensure humanity’s return to Him.
2. Human Restlessness: The inherent dissatisfaction and longing in human nature, even when blessed with many gifts.
3. The Nature of Blessings: God bestows gifts, but with a purpose that serves a greater spiritual end.
4. Relationship between God and Man: The poem explores the bond where humanity, through its weariness, is drawn back to its divine source.

Language and Structure of “The Pulley”

1. Language: Herbert employs clear, concise, and accessible language, yet it carries profound theological weight. He uses a central conceit (the pulley) to convey a complex idea simply.
2. Structure: The poem consists of four stanzas, each with five lines (a quatrain followed by a single line). It follows an A B A B A rhyme scheme, contributing to its musicality and coherence. The meter is generally iambic, creating a steady, reflective rhythm.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Reading Aloud, Question and Answer, Guided Analysis

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them if they know any poems that talk about God or creation. The teacher then introduces George Herbert as a metaphysical poet and states the topic of the lesson: “Introduction to ‘The Pulley’ by George Herbert.”

Pupils’ Activity: Students respond to the questions and listen attentively to the introduction.

Learning Point: Introduction to topic

Step 2: The Poet’s Background

Time: 8 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher provides a brief background of George Herbert, highlighting his life as a priest and his style of poetry. The teacher explains that Herbert’s poems often explore spiritual themes and the relationship between God and humanity.

Pupils’ Activity: Students listen and take mental notes about the poet’s life and work.

Learning Point: Poet’s background

Step 3: The Poem’s Background and Setting

Time: 7 minutes

Teaching Skill: Elucidation

Teacher’s Activity: The teacher introduces “The Pulley,” explaining its allegorical nature and its place within Herbert’s collection “The Temple.” The teacher reads the poem aloud to the class, ensuring clear pronunciation and expression.

Pupils’ Activity: Students listen to the teacher read the poem and follow along in their texts.

Learning Point: Poem’s context

Step 4: Subject Matter of the Poem

Time: 7 minutes

Teaching Skill: Guided Discussion

Teacher’s Activity: The teacher leads a discussion on the subject matter of “The Pulley,” asking students what they understand about God’s actions and intentions as depicted in the poem. The teacher guides them to understand God’s withholding of “Rest.”

Pupils’ Activity: Students contribute their interpretations and discuss God’s role in the poem.

Learning Point: Poem’s subject matter

Step 5: Themes in the Poem

Time: 6 minutes

Teaching Skill: Analysis

Teacher’s Activity: The teacher explains the main themes in “The Pulley,” such as divine providence, human restlessness, and the relationship between God and man. The teacher asks students to identify lines in the poem that support these themes.

Pupils’ Activity: Students identify and discuss thematic elements in the poem.

Learning Point: Identification of themes

Step 6: Language and Structure

Time: 5 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher discusses the language and structure of “The Pulley,” focusing on the central metaphor (the pulley), the rhyme scheme (ABAB A), and the general meter. The teacher explains how these elements contribute to the poem’s meaning.

Pupils’ Activity: Students observe the poetic devices and structural elements.

Learning Point: Poetic language, structure

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. Who was George Herbert?
2. What is the main subject matter of “The Pulley”?
3. Mention two themes found in “The Pulley.”
4. Describe the rhyme scheme of “The Pulley.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding of poem

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on the poet, poem, subject matter, themes, language, and structure into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, reiterating the importance of understanding the poet’s background and the poem’s central message. The teacher encourages students to reflect on how the poem relates to their own lives.

Pupils’ Activity: Students listen and ask any final questions.

Learning Point: Lesson consolidation

Continuous Assessment/Further Study

Type: Homework

Instruction: Answer the following questions in your Literature notebook:

1. In your own words, explain why God withheld “Rest” from humanity in “The Pulley.”
2. Identify and explain one literary device (apart from metaphor) used in “The Pulley.”
3. Write a short paragraph explaining how the poem “The Pulley” might relate to a personal experience of longing or dissatisfaction.

Lesson Keywords

• George Herbert – The poet of “The Pulley.”
• The Pulley – An allegorical poem by George Herbert.
• Metaphor – A figure of speech used in “The Pulley” (the pulley itself).
• Divine Providence – God’s protective care and guidance.
• Restlessness – A state of being unable to rest or relax.

Differentiation

For weaker learners, provide a simplified summary of the poem’s plot and themes, and guide them through line-by-line interpretation. For faster learners, encourage them to research other metaphysical poets or compare “The Pulley” with another devotional poem by Herbert or John Donne.

Suggested Lesson Videos

For further understanding, search on YouTube for: George Herbert The Pulley analysis SS3

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have copies of “The Pulley” for each student or a clear projection. Familiarise yourself with the poem’s background, subject matter, themes, and structural elements. During the introduction, engage students by asking about their existing knowledge of poetry or religious themes. Guide them through the poem, stanza by stanza, to ensure comprehension of the allegorical meaning. Emphasise the connection between God’s gifts and humanity’s ultimate need for divine connection. Allow students to read parts of the poem aloud to practice expression. Encourage active discussion and provide clear explanations for complex concepts. Students should copy the Board Summary notes after the main teaching points have been covered and discussed. Check for understanding frequently through questions and provide support for any misconceptions. For stronger students, encourage deeper analysis of Herbert’s poetic techniques.