Poem comprehension, figures of speech and theme for Primary 4

Class: Primary 4
Term: Third Term
Week: 6
Age: 9 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Reading
Focal competence: Reading and comprehending short poems, stories and plays
Skills:

• Reading skill

Previous Lesson: Choosing and Using Past, Present and Future Tenses in Context
Topic: Reading Poems
Subject Matter: Poem comprehension, figures of speech and theme

Specific Objectives

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

Cognitive Domain

• read short poems with reasonable comprehension;
• read short poems and identify simple figures of speech (simile and metaphor);
• state the theme of a short poem.

Affective Domain

• show appreciation for reading and understanding poems.

Psychomotor Domain

• answer comprehension questions based on a poem.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Macmillan Primary English for Primary 4
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• A short poem on a cardboard
• Flash cards showing key words in the poem and songs
• Simple poetry books
• Charts
• Course books

Rationale for the Lesson

This lesson is important because it helps pupils develop critical reading skills by understanding and interpreting poetic texts. It introduces them to literary devices like figures of speech, which enrich their appreciation of language and communication. Comprehending poems also strengthens their ability to identify main ideas and messages in various forms of writing.

Prerequisite/Previous Knowledge

Pupils have basic reading skills and can answer simple questions about short stories or passages.

Lesson Content/Board Summary

Reading Poems

Poem Comprehension

Poem comprehension means understanding what a poem is about. It involves reading the poem carefully and being able to answer questions about its content, characters, setting, and message.

To comprehend a poem, you should:

1. Read the poem several times.
2. Look up any words you do not understand.
3. Think about the main idea of each stanza.
4. Try to understand the overall message of the poem.

Example Poem: My Little Bird

I have a little bird,
Its feathers are so bright,
It sings a happy song,
Like sunshine in the light.

Its eyes are like two beads,
So tiny and so round,
It hops around the cage,
Without a single sound.

It flies around with joy,
A tiny, feathered friend,
My heart is full of love,
Until the very end.

Comprehension Questions:

1. What kind of pet does the poet have?
2. What does the bird’s song sound like?
3. How does the poet feel about the bird?

Figures of Speech

Figures of speech are words or phrases used in a non-literal way to make writing more interesting and imaginative. They help to create vivid pictures in the reader’s mind.

Common figures of speech for Primary 4 include:

1. Simile: This compares two different things using the words “like” or “as”.

Examples:

1. “It sings a happy song, like sunshine in the light.” (Comparing the song to sunshine)
2. “Its eyes are like two beads.” (Comparing the eyes to beads)
3. “Brave as a lion.”
4. “Runs like a cheetah.”
2. Metaphor: This compares two different things by saying one thing *is* another, without using “like” or “as”. It suggests that one thing has the qualities of another.

Examples:

1. “The classroom was a zoo.” (Comparing the classroom to a zoo, meaning it was noisy and chaotic)
2. “My teacher is a star.” (Comparing the teacher to a star, meaning they are brilliant or outstanding)

Theme of a Poem

The theme of a poem is the main message, idea, or lesson that the poet wants to share with the reader. It is the central topic or insight explored in the poem.

To find the theme, ask yourself:

1. What is the poem mostly about?
2. What message is the poet trying to convey?
3. What lesson can I learn from this poem?

Theme of “My Little Bird”: The theme of “My Little Bird” is the love and joy a person feels for their pet.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Reading Aloud, Question and Answer, Guided Practice, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them if they enjoy reading stories or songs. The teacher then introduces the topic by telling them that today they will learn about reading poems and understanding them.

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

Learning Point: Introduction to poems

Step 2: Poem Reading

Time: 8 minutes

Teaching Skill: Guided Reading

Teacher’s Activity: The teacher displays the poem “My Little Bird” on a chart and reads it aloud clearly, paying attention to expression. The teacher then asks pupils to read the poem silently, followed by a few pupils reading it aloud.

Pupils’ Activity: Pupils listen to the teacher, read the poem silently, and then take turns reading it aloud.

Learning Point: Reading a poem

Step 3: Poem Comprehension

Time: 7 minutes

Teaching Skill: Questioning/Explanation

Teacher’s Activity: The teacher explains what poem comprehension means and asks the pupils the comprehension questions based on “My Little Bird” (e.g., “What kind of pet does the poet have?”, “What does the bird’s song sound like?”). The teacher guides them to find answers in the poem.

Pupils’ Activity: Pupils answer the comprehension questions based on the poem.

Learning Point: Understanding poem content

Step 4: Explaining Figures of Speech

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces “figures of speech,” explaining that they make writing more interesting. The teacher defines “simile” and “metaphor” with simple examples not from the poem (e.g., “The boy is as strong as an ox” for simile, “The sun is a giant ball of fire” for metaphor).

Pupils’ Activity: Pupils listen to the explanations and try to understand the definitions of simile and metaphor.

Learning Point: Simile and metaphor definitions

Step 5: Identifying Figures of Speech in the Poem

Time: 6 minutes

Teaching Skill: Guided Identification

Teacher’s Activity: The teacher guides pupils to identify similes in “My Little Bird” (e.g., “like sunshine,” “like two beads”). The teacher asks pupils to explain why these are similes.

Pupils’ Activity: Pupils identify similes in the poem and explain their reasoning.

Learning Point: Identifying similes

Step 6: Explaining and Identifying Theme

Time: 5 minutes

Teaching Skill: Concept Development

Teacher’s Activity: The teacher explains that the theme is the main message or idea of the poem. The teacher then guides pupils to discuss and identify the theme of “My Little Bird” (e.g., “love for a pet”).

Pupils’ Activity: Pupils discuss and state the theme of the poem.

Learning Point: Identifying poem theme

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. Read the poem “My Little Bird” again.
2. What is poem comprehension?
3. Give one example of a simile from the poem.
4. What is the theme of “My Little Bird”?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Comprehension and identification skills

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on poem comprehension, figures of speech, and theme into their notebooks.

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

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher briefly reminds pupils of the importance of reading poems carefully to understand them and identify special language used. The teacher encourages them to read more poems.

Pupils’ Activity: Pupils listen and acknowledge the importance of the lesson.

Learning Point: Consolidating poem analysis

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the short poem below and answer the questions that follow in your notebook.

The Busy Bee
A busy little bee,
Flies from flower to flower,
Collecting sweet nectar,
Working every hour.

It’s as quick as lightning,
Buzzing through the air,
Its home is like a castle,
Built with so much care.

1. What does the bee collect?
2. Find one simile in the poem.
3. What is the main idea (theme) of “The Busy Bee”?

Lesson Keywords

• Poem – a piece of writing that expresses emotions, ideas, or experiences in a creative way, often using rhythm and rhyme.
• Comprehension – the ability to understand something.
• Figures of Speech – words or phrases used in a non-literal way to create a special effect.
• Simile – a figure of speech that compares two different things using “like” or “as”.
• Metaphor – a figure of speech that compares two different things by saying one *is* the other.
• Theme – the main message or idea of a poem, story, or book.

Differentiation

For weaker learners, the teacher will provide simpler poems or focus only on identifying the main idea and one simile. They can work in pairs for comprehension questions. For faster learners, the teacher can challenge them to identify more figures of speech or write a short poem using a simile and metaphor.

Suggested Lesson Videos

For further understanding of poem comprehension and figures of speech, pupils can search on YouTube for: Primary 4 poem comprehension figures of speech

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have selected a suitable, age-appropriate short poem and written it clearly on a chart or cardboard. Prepare flashcards for any challenging vocabulary in the chosen poem. During the lesson, read the poem with expression to model good reading. Guide pupils step-by-step through the comprehension questions, figures of speech identification, and theme analysis. Encourage them to explain their answers. Pay close attention to pupils’ understanding of simile and metaphor, providing additional simple examples if needed. Remind pupils to copy the Board Summary notes neatly into their notebooks during the designated time. Check their understanding frequently through questions and provide immediate feedback. For pupils struggling with reading, offer extra support by reading with them or providing simpler texts. Challenge advanced learners to create their own sentences using similes or metaphors.