Lesson Plan
Lesson 2: The Poet’s Lament
A 60 minute lesson in which students will explore their preconceived ideas and attitudes towards poetry.
Lesson Plan
Tuning In
- Watch the Why Do We Create Poetry? video on the ABC Splash website. After watching, ask the students:
- What are some of the reasons for writing a poem?
- What should you do when you read a poem for the first time?
- What might you need to think about if you wanted to write a poem of your own?
Teacher Instruction
- Project a copy of the poem, The Poet’s Lament, on the board. Read the poem aloud to the class and discuss the main idea of the text. Ask volunteers to describe how the poem makes them feel.
- Ask the students whether they agree with the point of view expressed by the poet. Have the students who agree with the poet move to one side of the classroom and the students who disagree with the poet move to the other side of the classroom. Allow students from each side of the room to share their feelings about reading and writing poetry (either positive or negative) with the class. As the students share their thoughts, encourage them to justify these with supporting reasons.
Guided/Independent Learning
- Provide the students with a copy of The Poet’s Lament – Comprehension. Answer any questions, then monitor and support the students as they independently complete the comprehension task.
- Discuss the answers of the comprehension task as a class. Encourage volunteers to share their thoughts from the brainstorm in Question 9 and note any commonalities.
Wrapping Up
- In order to record the students’ preconceived ideas and attitudes towards poetry, ask them to answer the following questions in their poetry reflection journals.
- How do you feel about reading and writing poetry?
- Which experiences from the past have shaped your attitudes towards poetry?
- What are your feelings about the upcoming poetry unit?
Differentiation
Extending Students
- Encourage fast finishers to use a dictionary to define some of the key poetry vocabulary mentioned in the poem.
Supporting Students
- Allow students with lower literacy levels to work on the comprehension task in a small group with the support of a teacher or teacher aide.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
Resources
NSW Curriculum alignment
- EN3-1A
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
- EN3-2A
Composes, edits and presents well-structured and coherent texts
- EN3-3A
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- EN3-8D
Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
Victorian Curriculum alignment
- VCELY337
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience...
- VCELY347
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
- VCELY319
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
Australian Curriculum alignment
- ACELY1699
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students?? own experiences and present and justify a point of view
- ACELY1709
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
- ACELY1796
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
- ACELY1816
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience...
- ACELY1703
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
- ACELY1713
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
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