Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 3rd Term
Week: 7
Age: 16 years
Duration: 45 minutes
Subject: Literature in English
Curriculum Theme: Poetry Appreciation and Literary Analysis
Previous Lesson: Introduction to “Myopia” by Sly Cheney Coker.
Topic: Introduction to the “Crossing the Bar” by Alfred Tennyson
Subject Matter: Meaning of the poem “Crossing the Bar”, background and setting of the poet and poem, subject matter and summary, effective use of poetic devices and techniques, effective use of imagery and symbolism

Specific Objectives

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

Cognitive Domain:

Explain the background and setting of Alfred Tennyson and the poem “Crossing the Bar”.
Summarize the subject matter and meaning of the poem.
Identify and define poetic devices used in the poem.

Affective Domain:

Appreciate the use of symbolism and imagery in conveying the poem’s themes.
Value the poet’s reflections on life and death.

Psychomotor Domain:

Analyze specific lines from the poem to illustrate poetic devices.
Discuss the metaphorical interpretation of “crossing the bar”.

Participate actively in discussions about the poem’s themes and messages.
Collaborate with peers to interpret symbolic meanings.

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, Book 2
Online resources for Alfred Tennyson’s biography and poem analysis

Instructional Materials

The teacher will teach this lesson with the aid of:

Text of the poem “Crossing the Bar” by Alfred Tennyson
A picture depicting a sea horizon, sunset, or a boat scene (representing “crossing the bar”)
Whiteboard/chalkboard and markers/chalk

Rationale for the Lesson

This lesson helps pupils understand the literary and thematic elements of a significant poem, “Crossing the Bar.” It enables them to appreciate how poets use language and literary devices to explore universal themes such as life, death, and transition, which is important for their literary analysis skills.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of poetry, common literary terms, and the concept of figurative language from previous lessons.

Lesson Content/Board Summary

Introduction to “Crossing the Bar” by Alfred Tennyson

About Alfred, Lord Tennyson (1809-1892)

Alfred Tennyson was a renowned English poet and Poet Laureate of Great Britain and Ireland during much of Queen Victoria’s reign. He wrote “Crossing the Bar” in 1889, three years before his death, and it is often seen as his farewell to life.

Background and Setting of the Poem

“Crossing the Bar” was written by Tennyson when he was 80 years old, while crossing the Solent to his home on the Isle of Wight. The poem uses the literal experience of sailing across a sandbar at the mouth of a harbour as a metaphor for the journey from life to death. Tennyson requested that the poem always be placed at the end of any collection of his work.

Subject Matter and Summary

The poem reflects on the speaker’s imminent death. It portrays death not as an end but as a peaceful journey or transition into the unknown, guided by a divine “Pilot.” The speaker expresses a desire for a calm and dignified passage, free from mourning or fear, and hopes to meet his “Pilot” face to face after crossing the “bar” (the boundary between life and death).

Poetic Devices and Techniques

Tennyson employs various poetic devices to enhance the poem’s meaning and emotional impact:

Metaphor: The entire poem is an extended metaphor. “Crossing the Bar” represents death, the “sea” represents life, the “tide” represents the natural process of dying, and the “Pilot” represents God or a divine guide.
Symbolism:
- The Bar: The boundary between life and death.
- Sunset and Evening Star: The end of life, old age.
- Twilight and Dark: The approach of death.
- Flood: The journey of death.
- Pilot: God or a divine being.
Imagery: Vivid sensory details that create mental pictures:
- Visual: “sunset,” “evening star,” “dark,” “sea,” “tide.”
- Auditory: “moaning of the bar,” “sound of the going down.”
Personification: Giving human qualities to inanimate objects, e.g., “when I put out to sea.”
Alliteration: Repetition of initial consonant sounds, e.g., “foam,” “flash.”
Rhyme Scheme: A B A B in each stanza, creating a consistent and reflective tone.
Tone: Calm, reflective, accepting, and hopeful.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, reviews the previous lesson on poetic terms, and introduces the new topic, “Crossing the Bar,” by showing a picture of a sunset over a calm sea.
Pupils’ Activity: Pupils respond to greetings, recall previous knowledge, and observe the picture.
Learning Point: Pupils are prepared for the lesson and connect the visual aid to the topic.

Step 2: Poet’s Background

Time: 7 minutes
Teaching Skill: Explanation/Narration
Teacher’s Activity: The teacher provides a brief background of Alfred Tennyson, mentioning his significance as a poet and the period he lived in.
Pupils’ Activity: Pupils listen attentively and take notes on the poet’s biography.
Learning Point: Pupils learn about the author of the poem.

Step 3: Poem Background and Setting

Time: 7 minutes
Teaching Skill: Explanation/Contextualization
Teacher’s Activity: The teacher explains the circumstances under which “Crossing the Bar” was written and its literal inspiration.
Pupils’ Activity: Pupils listen and ask questions to clarify the poem’s context.
Learning Point: Pupils understand the historical and personal background of the poem.

Step 4: Poem Summary and Subject Matter

Time: 8 minutes
Teaching Skill: Interpretation/Discussion
Teacher’s Activity: The teacher reads the poem aloud, then explains its subject matter and provides a summary, focusing on the metaphorical meaning of “crossing the bar” as death.
Pupils’ Activity: Pupils listen to the reading, discuss the summary, and offer their initial interpretations.
Learning Point: Pupils grasp the central theme and literal meaning of the poem.

Step 5: Poetic Devices and Techniques

Time: 8 minutes
Teaching Skill: Analysis/Identification
Teacher’s Activity: The teacher explains key poetic devices like metaphor, symbolism, and rhyme scheme, guiding pupils to identify examples from the poem.
Pupils’ Activity: Pupils identify and discuss the poetic devices used in specific lines of the poem.
Learning Point: Pupils learn to recognize and analyze poetic techniques.

Step 6: Imagery and Symbolism

Time: 5 minutes
Teaching Skill: Elucidation/Illustration
Teacher’s Activity: The teacher elaborates on the imagery and symbolism in the poem, explaining how elements like “sunset,” “evening star,” and “Pilot” contribute to its meaning.
Pupils’ Activity: Pupils explain the symbolic meaning of various images in the poem.
Learning Point: Pupils deepen their understanding of how imagery and symbolism convey deeper meanings.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Who was Alfred Tennyson, and when did he write “Crossing the Bar”?
What is the main subject matter of “Crossing the Bar”?
Explain the meaning of “crossing the bar” as used in the poem.
Identify and explain two poetic devices used in the 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: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating Tennyson’s reflective tone and the poem’s central message about facing death with serenity. The teacher assigns homework: to write a short paragraph explaining the significance of the “Pilot” in the poem.
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their understanding and receive further learning tasks.

Lesson Keywords

Tennyson – The author of the poem.
Crossing the Bar – A metaphor for death or the transition from life to the afterlife.
Pilot – Symbolizes God or a divine guide.
Metaphor – A figure of speech where a word or phrase is applied to an object or action to which it is not literally applicable.
Symbolism – The use of symbols to represent ideas or qualities.
Imagery – Visually descriptive or figurative language.

Differentiation

For struggling learners, the teacher will provide simplified explanations of complex metaphors and focus on identifying key symbols. Advanced learners will be encouraged to discuss the philosophical implications of the poem and compare Tennyson’s view of death with other poets.

Note for teachers using this lesson plan

Encourage pupils to read the poem independently before the lesson to familiarize themselves with the text. Emphasize the historical context and Tennyson’s personal feelings about death, as this enriches the understanding of the poem’s themes. Allow for open discussion to explore diverse interpretations of the symbols and imagery.