Poem Recitation, Future Tense, Poetry Analysis and Descriptive Writing for Primary 4

Class: Primary 4
Term: 1st Term
Week: 5
Age: 9 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: English Language Studies
Previous Lesson: Obligations, Nouns, Poem Reading and Simple Sentence Writing.
Topic: Poetry, Future Tense, and Descriptive Writing
Subject Matter: Poetry Recitation, Future Tense, Poetic Devices, and Descriptive Writing

Specific Objectives

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

Cognitive Domain:

• Define future tense.
• Formulate sentences using the future tense.
• Identify characters, similes, and metaphors in given poems.
• Explain the concept of descriptive writing.

Affective Domain:

• Appreciate the use of imagery and figures of speech in poetry.
• Show interest in expressing ideas descriptively.

Psychomotor Domain:

• Recite simple poems with appropriate expression.
• Construct sentences correctly using the future tense.
• Write a short descriptive paragraph on preparing food.

Social Domain:

• Collaborate with peers in identifying poetic devices.
• Participate actively in class discussions and recitations.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum (Primary 4 English Language)
• State Unified Scheme of Work (Primary 4 English Language)
• Universal Basic Education (UBE) English Studies for Primary 4
• https://www.teachprimary.com/learning_resources/view/how-to-teach-poetry-in-primary-school
• https://www.twinkl.co.uk/teaching-wiki/future-tense

Instructional Materials

The teacher will teach this lesson with the aid of:

• English Language textbooks
• Notebooks
• Charts showing examples of future tense sentences
• Charts with short poems containing similes and metaphors

Rationale for the Lesson

This lesson helps pupils to improve their communication skills by understanding how to express future actions and appreciate the beauty of language through poetry. It also enables them to develop their creative writing abilities, which are important for clear expression in everyday life.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of present and past tenses, as well as simple sentence structures.

Lesson Content/Board Summary

Poetry, Future Tense, and Descriptive Writing

Poem Recitation

Poem recitation is the act of reading a poem aloud with expression and feeling. It helps to improve speaking skills and appreciation for poetry.

Future Tense

The future tense is used to talk about actions or events that will happen in the future. It indicates something that has not yet occurred but is expected to.

How to form the future tense:

• Use ‘will’ or ‘shall’ followed by the base form of the verb.

Examples of future tense sentences:

• I will go to the market tomorrow.
• She will eat rice for lunch.
• We shall visit our grandmother next week.

Poetic Devices

Poetic devices are tools used by poets to create special effects in their poems, making them more interesting and meaningful.

The following are common poetic devices:

• Characters: The people, animals, or imaginary beings that appear and perform actions in a poem or story.
• Simile: A figure of speech that compares two different things using the words ‘like’ or ‘as’.
  • Example: Her smile was as bright as the sun.
  • Example: He ran like a cheetah.
• Metaphor: A figure of speech that directly compares two unlike things without using ‘like’ or ‘as’. It says one thing *is* another.
  • Example: The classroom was a zoo.
  • Example: Her words were daggers to his heart.

Descriptive Writing

Descriptive writing is a style of writing that uses vivid language to create a clear picture in the reader’s mind. It focuses on details that appeal to the five senses (sight, sound, smell, taste, touch).

When describing how to prepare food, one should include:

• The ingredients used.
• The steps involved in cooking.
• The smells, colours, and textures of the food.
• How the food tastes.

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 what they like to do in their free time, focusing on reading or telling stories. The teacher then introduces the day’s topic, explaining that they will learn about poetry, how to talk about the future, and how to write descriptively.
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 topic for the day.

Step 2: Poem Recitation

Time: 7 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher presents a short, simple poem (either on a chart or from a textbook) and recites it with appropriate expression and gestures. The teacher then encourages pupils to recite the poem after them, paying attention to pronunciation and rhythm.
Pupils’ Activity: Pupils listen to the teacher’s recitation and then take turns reciting the poem, attempting to mimic the teacher’s expression.
Learning Point: Pupils practice poem recitation and improve their oral English skills.

Step 3: Future Tense

Time: 7 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains what the future tense is and how it is formed using ‘will’ or ‘shall’ + base verb. The teacher writes several examples on the board and asks pupils to identify the future tense verbs.
Pupils’ Activity: Pupils listen to the explanation, copy notes, and identify future tense verbs in the given examples. They also give their own examples.
Learning Point: Pupils understand and can identify the future tense in sentences.

Step 4: Poetic Devices (Characters, Similes, Metaphors)

Time: 7 minutes
Teaching Skill: Explanation/Analysis
Teacher’s Activity: The teacher explains characters, similes, and metaphors using examples from the poem recited earlier or from new examples on a chart. The teacher guides pupils to identify these devices. For example, “The sun is like a giant orange in the sky” (simile) or “The sun is a giant orange in the sky” (metaphor).
Pupils’ Activity: Pupils listen to the explanations, ask questions, and practice identifying characters, similes, and metaphors in short sentences or poem lines.
Learning Point: Pupils learn to identify and differentiate between characters, similes, and metaphors.

Step 5: Descriptive Writing

Time: 7 minutes
Teaching Skill: Explanation/Guidance
Teacher’s Activity: The teacher explains what descriptive writing is, emphasizing the use of sensory details to “paint a picture with words.” The teacher gives an example of describing a simple object or an activity like preparing a favourite meal, focusing on sight, smell, and taste.
Pupils’ Activity: Pupils listen and contribute ideas for describing a simple object or food. They note down the key points of descriptive writing.
Learning Point: Pupils understand the concept of descriptive writing and its elements.

Step 6: Practical Application/Guided Practice

Time: 5 minutes
Teaching Skill: Application/Group Work
Teacher’s Activity: The teacher divides pupils into small groups. Each group is given a simple task: one group forms three future tense sentences, another group identifies similes/metaphors in provided sentences, and a third group brainstorms descriptive words for preparing a particular food (e.g., Jollof Rice).
Pupils’ Activity: Pupils work in their groups to complete the assigned tasks, sharing their answers with the class afterwards.
Learning Point: Pupils apply their understanding of the lesson content through practical exercises.

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 the future tense?
2. Give two examples of sentences in the future tense.
3. Mention two poetic devices discussed today.
4. Explain the difference between a simile and a metaphor.
5. What is descriptive writing?

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, reinforcing the importance of using future tense correctly, appreciating poetry, and writing descriptively. The teacher gives pupils an assignment to write a short descriptive paragraph about preparing their favourite food.
Pupils’ Activity: Pupils listen to the summary and copy down the assignment.
Learning Point: Pupils consolidate their learning and receive homework.

Home Task: Write four correct English sentences that demonstrate the main language skill in Poetry, Future Tense, and Descriptive Writing.

Lesson Keywords

• Poetry – A type of literature that expresses ideas and feelings, often using rhythm and rhyme.
• Future Tense – A verb tense used to talk about actions that will happen after the present time.
• Simile – A comparison between two unlike things using ‘like’ or ‘as’.
• Metaphor – A direct comparison between two unlike things without using ‘like’ or ‘as’.
• Descriptive Writing – Writing that uses vivid words and sensory details to describe a person, place, thing, or idea.

Differentiation

For pupils who grasp concepts quickly, the teacher can provide more complex poems for analysis or encourage them to write longer descriptive paragraphs. For pupils needing more support, the teacher can provide simpler future tense sentence starters, guide them with fill-in-the-blanks for poetic devices, or offer a word bank for descriptive writing.

Note for teachers using this lesson plan

Teachers should ensure to use age-appropriate poems and examples throughout the lesson. Encourage active participation and provide constructive feedback during recitations and writing activities. Visual aids are important for illustrating poetic devices and descriptive writing concepts.