Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 3rd Term
Week: 8
Age: 16 years
Duration: 45 minutes
Subject: Literature in English
Curriculum Theme: Poetry
Previous Lesson: Introduction to “Crossing the Bar” by Alfred Tennyson.
Topic: Introduction to “The Soul’s Errand” by Walter Raleigh
Subject Matter: Meaning of the poem “The Soul’s Errand”, 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 the poet and the poem.
Summarize the poem “The Soul’s Errand” effectively.
Identify and explain poetic devices used in the poem.
Identify and explain imagery and symbolism in the poem.

Affective Domain:

Appreciate the poet’s message about truth and accountability.
Value the effective use of poetic language to convey deep meaning.

Psychomotor Domain:

Recite selected lines from the poem with appropriate intonation.
Illustrate examples of imagery found in the poem.

Participate actively in discussions about the poem’s themes and interpretations.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Literature-in-English for Senior Secondary Schools by African University Press
https://www.poetryfoundation.org/poems/45170/the-souls-errand
https://www.britannica.com/biography/Walter-Raleigh

Instructional Materials

The teacher will teach this lesson with the aid of:

A copy of the poem “The Soul’s Errand” by Walter Raleigh
A picture of a boy on an errand
Whiteboard and markers

Rationale for the Lesson

This lesson helps pupils to understand the complexities of poetic expression and the historical context that influences literary works. It enables pupils to analyze themes of truth, morality, and human accountability, which are important for critical thinking and personal development.

Prerequisite/Previous Knowledge

Pupils have prior knowledge of basic literary terms such as poetry, poet, and simple poetic devices from previous lessons.

Lesson Content/Board Summary

Introduction to “The Soul’s Errand” by Walter Raleigh

About the Poet: Sir Walter Raleigh (c. 1552/1554 – 1618)

Sir Walter Raleigh was an English explorer, soldier, writer, and courtier during the reign of Queen Elizabeth I. He was known for his expeditions to the Americas and his literary works. He was imprisoned several times and eventually executed under King James I.

Background and Setting of the Poem

“The Soul’s Errand” (also known as “The Lie”) is a powerful allegorical poem written by Sir Walter Raleigh, possibly during his imprisonment. The poem is a defiant challenge to authority and hypocrisy, reflecting Raleigh’s disillusionment with the corruption and falsehoods he observed in society and at court.

Summary of “The Soul’s Errand”

The poem is an allegorical address by the speaker’s soul, which is commanded to undertake an “errand” to various institutions and individuals, exposing their lies and hypocrisies. The soul is instructed to tell the truth to the court, the church, the state, and even the speaker’s own friends, revealing their deceit, vanity, and corruption. The soul is to fear no consequence, as it is immortal and free from earthly judgment. The poem concludes with a challenge to anyone who would contradict the soul’s message, asserting that truth will ultimately prevail.

Poetic Devices and Techniques

The poem effectively uses several poetic devices:

Apostrophe: The poem is a direct address to the speaker’s soul.
Personification: The soul is given human qualities, such as the ability to speak and carry out an errand.
Allegory: The entire poem functions as an extended metaphor, where the soul’s errand represents a quest for truth against societal falsehoods.
Anaphora: The repetition of phrases like “Go, soul, the body’s guest” and “Tell them…” creates emphasis and rhythm.
Metaphor: “The body’s guest” is a metaphor for the soul’s temporary residence in the human body.
Irony: The poem ironically exposes the supposed pillars of society (court, church, state) as sources of lies.

Imagery and Symbolism

The poem employs vivid imagery and symbolism to convey its message:

The Soul: Symbolizes truth, conscience, and the eternal spirit.
The Errand: Symbolizes a mission to expose falsehoods and speak truth.
“The body’s guest”: Imagery suggesting the soul’s transient nature and its independence from the physical body.
“The lying world”: Symbolizes the corrupt and deceitful nature of human society.
Specific institutions (court, church, state, friends): These symbolize the various facets of human life where hypocrisy and deceit are prevalent.

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 displays a picture of a boy on an errand and asks pupils to describe what an errand is and what it means to be sent on one.
Pupils’ Activity: Pupils describe an errand as a task or mission and share experiences of being sent on errands.
Learning Point: Pupils connect the concept of an errand to the lesson’s topic.

Step 2: Introduction of Poet and Poem’s Background

Time: 10 minutes
Teaching Skill: Explanation/Narration
Teacher’s Activity: The teacher explains the background of Sir Walter Raleigh and the historical context surrounding “The Soul’s Errand,” highlighting why the poem was written.
Pupils’ Activity: Pupils listen attentively and take notes on the poet’s background and the poem’s setting.
Learning Point: Pupils understand the context that influenced the poem.

Step 3: Reading and Summarizing the Poem

Time: 10 minutes
Teaching Skill: Guided Reading/Summarization
Teacher’s Activity: The teacher reads the poem aloud, or asks capable pupils to read, stanza by stanza. The teacher then guides the pupils in summarizing the main points of each stanza and the poem as a whole.
Pupils’ Activity: Pupils follow along, read parts of the poem, and contribute to the summary of the poem’s content.
Learning Point: Pupils grasp the overall meaning and narrative of the poem.

Step 4: Analysis of Poetic Devices

Time: 7 minutes
Teaching Skill: Explanation/Analysis
Teacher’s Activity: The teacher explains and identifies various poetic devices such as apostrophe, personification, allegory, and anaphora, providing examples from the poem.
Pupils’ Activity: Pupils identify and discuss the poetic devices with examples from the text.
Learning Point: Pupils understand how poetic devices enhance the poem’s message.

Step 5: Analysis of Imagery and Symbolism

Time: 5 minutes
Teaching Skill: Explanation/Interpretation
Teacher’s Activity: The teacher explains the use of imagery and symbolism in the poem, discussing what the ‘soul’, ‘errand’, and other elements represent.
Pupils’ Activity: Pupils identify and interpret the imagery and symbolism in the poem.
Learning Point: Pupils understand the deeper meanings conveyed through imagery and symbolism.

Step 6: Class Discussion

Time: 3 minutes
Teaching Skill: Facilitation/Discussion
Teacher’s Activity: The teacher facilitates a brief discussion on the poem’s themes of truth, hypocrisy, and defiance.
Pupils’ Activity: Pupils share their interpretations and insights into the poem’s themes.
Learning Point: Pupils deepen their understanding of the poem’s central messages.

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 Sir Walter Raleigh?
Briefly summarize the main message of “The Soul’s Errand.”
Mention two poetic devices used in the poem and provide an example for each.
What does the “soul” symbolize in the poem?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization/Homework Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson and assigns homework: “Read the poem again and identify any other poetic devices or images you find.”
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: The lesson is reinforced, and pupils are encouraged to continue their study.

Lesson Keywords

Soul – The spiritual or immaterial part of a human being.
Errand – A short journey undertaken in order to deliver or collect something, or to deliver a message.
Apostrophe – A figure of speech in which a speaker directly addresses someone or something that is not present or cannot respond.
Personification – Attributing human characteristics to inanimate objects, animals, or abstract ideas.
Allegory – A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one.
Imagery – Visually descriptive or figurative language, especially in a literary work.
Symbolism – The use of symbols to represent ideas or qualities.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to research other works by Walter Raleigh or compare “The Soul’s Errand” with other allegorical poems. For pupils who need more support, the teacher can provide simplified summaries or focus on identifying only one or two key poetic devices.

Note for teachers using this lesson plan

Teachers should encourage pupils to express their personal interpretations of the poem while ensuring they back up their claims with textual evidence. Emphasize the historical context to help pupils understand the poem’s rebellious tone. Ensure that pupils understand the difference between imagery and symbolism, and how both contribute to the poem’s overall message.