Grade 6 English Lesson Plan: Introduction to Poetry
Materials Needed:
– Selected poems (printed or digital copies)
– Whiteboard and markers
– Projector (for visual aids)
– Worksheets for identifying poetic devices
– Craft supplies for poetry collage (coloured paper, scissors, glue)
– Access to a computer or tablet (optional)
Learning Objectives:
By the end of the lesson, students will be able to:
1. Identify key features of poetry, including structure, rhyme scheme, and rhythm.
2. Recognise and explain various poetic devices such as similes, metaphors, and alliteration.
3. Analyse a poem and express personal interpretations and feelings about it.
Vocabulary:
1. Poetry – A literary form that uses aesthetic and rhythmic qualities of language to evoke meanings.
2. Rhyme scheme – The pattern of rhymes at the end of each line of a poem.
3. Simile – A figure of speech comparing two different things using “like” or “as”.
4. Metaphor – A figure of speech that makes a direct comparison between two unrelated things.
5. Alliteration – The repetition of the same initial consonant sound in a series of words.
Previous Learning:
Students should have prior knowledge of basic literary terms and have been introduced to different forms of writing, including narrative and descriptive texts. This foundation will help them understand the specific features of poetry.
Anticipated Challenges and Solutions:
– Challenge: Some students may struggle with identifying poetic devices.
– Solution: Provide examples and do a guided practice as a class, allowing students to work collaboratively to discuss and identify devices together before doing it independently.
- Challenge: Students may find it difficult to express their feelings about a poem.
- Solution: Use prompts to guide their reflection and provide sentence starters to assist them in articulating their thoughts.
Beginning Activities (4 minutes):
1. Introduce the topic of poetry, explaining its significance in literature and expression.
2. Share a short, engaging poem with the class and read it aloud to capture their interest.
3. Ask students what emotions or images the poem evokes to activate their prior knowledge.
Middle Activities (32 minutes):
1. Direct Instruction (10 minutes):
– Introduce key features of poetry, including structure and rhyme schemes. Explain some common poetic devices (simile, metaphor, alliteration) and share examples of each.
- Guided Practice (12 minutes):
- Provide students with a selected poem.
- In pairs, have them identify the rhyme scheme and any poetic devices used. They should underline or highlight these features in their copies of the poem.
- Discuss findings as a class, allowing students to share their observations.
- Independent Practice (10 minutes):
- Ask each student to write a short poem (4-6 lines) using at least two poetic devices discussed in class.
- Encourage them to be creative and express their feelings or experiences in their poetry.
End Activities (4 minutes):
1. Conduct a quick ‘exit ticket’ where students write down one thing they learned about poetry and one question they still have.
2. Collect these responses to assess understanding and identify areas for further clarification in future lessons.
Assessment and Checks for Understanding:
– Monitor group discussions during guided practice and provide feedback.
– Review students’ written poems for the use of poetic devices and understanding of poetic structure.
– Review exit tickets to gauge overall understanding of lesson objectives.
Differentiation Strategies for Diverse Learners:
– Scaffolding: Provide additional support materials, such as a list of poetic devices with definitions and examples.
– Extension: Encourage advanced learners to experiment with complex structures, such as creating a haiku or limerick, to challenge their understanding of poetry.
Teaching Notes:
This lesson introduces students to the beauty and complexity of poetry. Emphasising expression and creativity will help students connect with the material on a personal level. When delivering the lesson, encourage an open discussion where students feel safe to share their interpretations. Be mindful of accessibility, ensuring that materials are legible, and provide alternative methods for expressing thoughts (audio recordings, drawings) for students with special needs.