Lesson Note on Listening to Poetry, Building Vocabulary and Re-Prefix Word Formation for SS2

Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 2nd Term
Week: 2
Age: 16 years
Duration: 45 minutes
Subject: English Language
Curriculum Theme: English Language Studies
Previous Lesson: Reading for Main Gist, Prefixes and Environmental Vocabulary.
Topic: Speech
Subject Matter: Speech: Listening to poetry for comprehension and pleasure with types like dirge, epic and lyric, Vocabulary Development: Words associated with building and construction such as foundation and walls, Structure: Preservative prefix re for forming new words, Writing: Free writing through short stories, poems and plays using literary devices

Specific Objectives

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

Cognitive Domain:

• Identify and explain the characteristics of dirge, epic, and lyric poetry.
• Define words associated with building and construction.
• Explain the meaning and function of the preservative prefix ‘re-‘.
• State the meaning of literary devices such as simile and metaphor.

Affective Domain:

• Appreciate poetry for its aesthetic value and deeper meaning.
• Show interest in expanding their vocabulary related to various fields.
• Enjoy engaging in creative writing activities.
• Participate actively in class discussions.

Psychomotor Domain:

• Use words associated with building and construction correctly in sentences.
• Form new words by adding the prefix ‘re-‘.
• Write short creative pieces like stories, poems, or plays using literary devices.

Social Domain:

• Collaborate with peers during group activities and discussions.
• Share their creative writing with classmates.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Senior Secondary Schools.
• State Unified Scheme of Work for English Language, SS2.
• New Oxford Secondary English Course for Senior Secondary Schools 2.
• https://www.poetryfoundation.org/
• https://www.collinsdictionary.com/

Instructional Materials

The teacher will teach this lesson with the aid of:

• A chart showing examples of dirge, epic, and lyric poems.
• A building vocabulary chart with words like ‘foundation’, ‘walls’, ‘beam’, ‘column’.
• A list of words demonstrating the use of the prefix ‘re-‘.
• Creative writing prompts.
• Dictionaries.

Rationale for the Lesson

This lesson helps pupils to improve their listening skills by engaging with different forms of poetry for understanding and enjoyment. It also expands their vocabulary and teaches them how to form new words, which are important for effective communication. Furthermore, it encourages creativity through free writing, enabling pupils to express themselves using literary devices.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of poetry, common vocabulary, and simple sentence construction. They have also been introduced to basic literary devices in previous classes.

Lesson Content/Board Summary

Speech

Listening to Poetry for Comprehension and Pleasure

Poetry is a form of literature that uses aesthetic and rhythmic qualities of language to evoke meanings in addition to, or in place of, prosaic ostensible meaning.

Listening to poetry helps in understanding its message and enjoying its artistic expression.

The following are types of poetry:

• Dirge: A song or hymn of mourning or lamentation, typically composed or performed as a memorial to a dead person.
• Epic: A long narrative poem, typically derived from ancient oral tradition, telling of heroic deeds and adventures of legendary or historical figures.
• Lyric: A type of poetry that expresses personal emotions or feelings, typically spoken in the first person.

Vocabulary Development: Words Associated with Building and Construction

Vocabulary development involves learning new words and their meanings, especially those used in specific fields.

The following are words associated with building and construction:

• Foundation: The lowest load-bearing part of a building, typically below ground level.
• Walls: A continuous vertical brick or stone structure that encloses or divides an area of land.
• Beam: A long, strong piece of timber or metal spanning an opening or part of a building, usually to support the roof or floor above.
• Column: An upright pillar, typically cylindrical and made of stone or concrete, supporting an arch, entablature, or other structure or standing alone as a monument.
• Cement: A powdery substance made with calcined lime and clay, mixed with water to form mortar or concrete.
• Brick: A block of hard material used for building walls, usually made of clay.

Structure: Preservative Prefix ‘re-‘ for Forming New Words

A prefix is a letter or group of letters added to the beginning of a word to change its meaning or form a new word.

The prefix ‘re-‘ generally means “again” or “back.”

The following are examples of words formed with the prefix ‘re-‘:

• Rebuild: To build again.
• Rewrite: To write again.
• Return: To come or go back to a place.
• Reconnect: To connect again.
• Renew: To make something new again.
• Recall: To remember or bring back to mind.

Writing: Free Writing Through Short Stories, Poems, and Plays Using Literary Devices

Free writing is a pre-writing technique in which a person writes continuously for a set period of time without regard to grammar, spelling, or topic.

Free writing encourages creativity and expression through various forms such as short stories, poems, and plays.

The following are common literary devices used in creative writing:

• Simile: A figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid (e.g., “as brave as a lion,” “crazy like a fox”).
• Metaphor: A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable (e.g., “the world is a stage,” “he is a towering inferno”).
• Rhythm: A strong, regular, repeated pattern of movement or sound. In poetry, it refers to the pattern of stressed and unstressed syllables.

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 asks them to name different forms of literature they know. The teacher then introduces the topic of Speech, highlighting that it involves various aspects of language use, including listening, vocabulary, structure, and writing.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.
Learning Point: Pupils are prepared for the lesson and understand the scope of the topic.

Step 2: Presentation of Poetry

Time: 7 minutes
Teaching Skill: Reading/Exposition
Teacher’s Activity: The teacher reads aloud short examples of dirge, epic, and lyric poems from the instructional chart or text. The teacher then encourages pupils to listen for comprehension and to appreciate the language.
Pupils’ Activity: Pupils listen carefully to the poems being read.
Learning Point: Pupils gain exposure to different types of poetry and practice listening skills.

Step 3: Discussion of Poetry Types

Time: 7 minutes
Teaching Skill: Explanation/Questioning
Teacher’s Activity: The teacher explains the characteristics of dirge, epic, and lyric poetry, using the examples read in Step 2. The teacher asks pupils to identify features of each type.
Pupils’ Activity: Pupils discuss the characteristics of the poems and ask questions for clarification.
Learning Point: Pupils understand the distinctions between dirge, epic, and lyric poetry.

Step 4: Vocabulary Development

Time: 7 minutes
Teaching Skill: Definition/Illustration
Teacher’s Activity: The teacher introduces words associated with building and construction (e.g., foundation, walls, beam, column) using the vocabulary chart. The teacher explains their meanings and uses them in sentences. Pupils are asked to form their own sentences using these words.
Pupils’ Activity: Pupils listen to the explanations, copy the words and meanings, and construct sentences.
Learning Point: Pupils expand their vocabulary related to building and construction.

Step 5: Structure – The Prefix ‘re-‘

Time: 6 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains what a prefix is and specifically focuses on the meaning and use of the preservative prefix ‘re-‘. The teacher writes several base words on the board and demonstrates how to add ‘re-‘ to form new words, explaining the change in meaning.
Pupils’ Activity: Pupils observe, ask questions, and practice forming new words with ‘re-‘.
Learning Point: Pupils learn how to use the prefix ‘re-‘ to form new words.

Step 6: Introduction to Creative Writing

Time: 8 minutes
Teaching Skill: Guidance/Facilitation
Teacher’s Activity: The teacher introduces the concept of free writing and discusses how short stories, poems, and plays can be used for creative expression. The teacher explains basic literary devices like simile, metaphor, and rhythm, providing simple examples. The teacher then gives pupils a prompt and encourages them to brainstorm ideas for a short creative piece.
Pupils’ Activity: Pupils listen, ask questions about literary devices, and begin brainstorming ideas for their writing.
Learning Point: Pupils understand the basics of creative writing and literary devices.

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. Define a dirge and an epic poem.
2. Mention three words associated with building and construction and use them in sentences.
3. What does the prefix ‘re-‘ generally mean? Give two examples of words formed with ‘re-‘.
4. Explain the difference between a simile and a metaphor, giving one example for each.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the importance of listening to poetry, expanding vocabulary, understanding word structure, and engaging in creative writing. The teacher then gives an assignment: “Write a short poem or a paragraph of a story (about 100 words) using at least one building/construction word and one literary device (simile or metaphor).”
Pupils’ Activity: Pupils listen to the summary and copy down the assignment.
Learning Point: Pupils consolidate their learning and are given an opportunity to apply their knowledge.

Lesson Keywords

• Dirge – A song of mourning or lamentation.
• Epic – A long narrative poem about heroic deeds.
• Lyric – A poem expressing personal emotions.
• Foundation – The lowest supporting part of a building.
• Re- – A prefix meaning “again” or “back.”
• Simile – A comparison using “like” or “as.”
• Metaphor – A direct comparison without “like” or “as.”
• Free writing – Writing continuously without stopping, usually for a set time.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to identify more complex literary devices in poetry or to write longer, more intricate creative pieces. For pupils requiring additional support, the teacher can provide simpler poem examples, offer more direct assistance with vocabulary definitions, or provide sentence starters for their creative writing tasks.

Note for teachers using this lesson plan

Ensure that the chosen poems are appropriate for the age group and easily comprehensible. Encourage active participation and create a supportive environment for creative expression. Provide constructive feedback on pupils’ written work, focusing on clarity and use of literary devices.