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									                                              Adolescent literature and language Arts in classroom
                                                                        Name: CHAN LIK MAN
                                                                            Student no.: 05042364

                                    Lesson Plan 3
Theme: The Touch of Love
Genre: Poem

Title: Love is…               by Adrian Henri (1932-2000)

Language Focus: Simile and Metaphor
Skills to be learnt: Analysing skills on poems, writing poems with patterns shown
Target students: S.5
Number of students: 20
Length: 45 mins/ lesson
Lessons involved in this session: 1

Learning Objectives:
After this lesson, students are able to….
 Develop an aesthetic view on appreciating poems through analysing the
     components such as mood, length, rhythm and rhyme scheme etc.
    Produce their own work

Language Objectives:
After this lesson, students are able to….
    Compare and contrast the differences between “Simile” and “Metaphor”
    Understand how “Simile” and “Metaphor” construct a deeper meaning in the
Because the “Simile” and “Metaphor” which poets mostly used to interpret an imagery would
be very likely close to their personal experience or person feelings.
i.e. We could guess what the poet is going to say from the “similie” or “metaphor” they used.
    Compose their own poem by using “Simile” and “Metaphor”

Teaching aids and materials:
 Whiteboard
 The poem “Love is…”
 Visualizer & Transparencies
 Fact sheets for analysing the poem
 “Love Puzzle”  segments of a heart

Prior Knowledge:
Students have basic ideas about the terms that used to describe a poem
      Stanza: A group of lines of poetry forming a unit
      Rhyme: Words which rhyme have the same last sound
       E.g. boat and goat; cake and make; free and tree etc.

TLAs                         Aims                                Steps
Opening (5 mins)
Some descriptions have           To introduce Ss with the       T would show Ss with two
been given out by T about         learning objectives              poems.
a poem, Ss have to               To retrieve Ss memory              See Appendix I
identify   whether    the         of   what   have         Ask Ss to look carefully
description of a poem is          before                     the differences between
correct or wrong.                To draw their attention    the two poems
(TClass)                        and stimulate Ss with                   (Ssreading the poem)
                                  distinguishing from right              T    would     give     some
                                  to wrong                           descriptions         about    the
                                                                  A poem should have rhymes.
                                                                  A poem should only have one
                                                                         form (repetitions).
                                                                  From the poem “Some day,
                                                                     Perhaps”, The part in
                                                                     is one of the Stanzas.
                                                                  From the poem “Homework!
                                                                         Oh, Homworkwork!”,
                                                                     “bits” and “fits” are the words

                                                                     that rhyme.)
                                                                Ss then answer it and
                                                                 correct when it is a wrong
                                                               A little gift could be given
                                                                   as to encourage Ss to
                                                                   answer the questions
Pre-analysis activity
(10 mins)
T would ask Ss whether              To introduce new           T first shows Ss the
they have seen about                 elements to the Ss: the     definition of “simile”
Xanga icons. Some of                 concept of “Simile” and          [(The use of) an expression
them are using “simile”              “Metaphor”.                      comparing one thing with
and “metaphor”.                     Compare and contrast             another,    always including
T could remind Ss they are          the difference between           the words “as” or “like”
  going to read a poem with          “simile” and                    Example:
  one of the features could be       “metaphor”.                      “Life is like a rollercoaster.”
  seen and tells them to pay                                          and “Metaphor”
  attention.                                                          [An       expression         which
                                                                      describes a person or object
                                                                      in    a    literary        way   by
                                                                      referring to something that
                                                                      is    considered      to    possess
                                                                      similar characteristics to the
                                                                      person or object you are
                                                                      trying to describe]
                                                                     “Knowledge is Power”
                                                                     (2 mins) (TClass)

                                                                 T tells Ss about both
                                                                 “Simile” and “Metaphor”
                                                                 are quite similar with the
                                                                     patterns in Chinese
                                                                     (2 mins)
                                                                     “Simile” (明喻)
                                                                           With “like” or “as” as

                                                                        “Metaphor”

                                                                  T shows some icons to Ss
                                                                   and asks them identify
                                                                   where the “Simile” or
                                                                      could be seen. (3 mins)


                                                                 “I love you like a fat kid loves
                                                                      cake” It’s a simile!

                                                                  T asks Ss to make a
                                                                      sentence with “simile”
                                                                      and “metaphor” (3 mins)
                                                                 (Tind. SAnswer the question)

While-analysis      Activity
(20 mins)
A poem analysis for Ss            Develop      Ss        with    Asks Ss to form a group of
with Fact sheet provided           analyzing    skills     on        four and the poem and the
as a group work.                   poems                             Fact     Sheet      will    be
Material:                        Strengthen Ss with the            distributed to Ss. (2 mins)
 “Love is…” by Adrian Henri        understanding     of    the       (TDistributing the materials
(See Appendix II)                  elements of a poem and            Class)
                                   the use of “Simile” and
                                                                  T first talks about the
                                                                  difficult words in the poem
                                                                  such as “panties”

                           “forlorn”(abandoned) etc.
                           (3 mins) (T Class)

                          There are           stanzas
                             all together. Each group is
                             responsible for one stanza.
                             T first invites Ss from
                             Group one to read the
                             first stanza with T, and
                             then Group two and go
                             on. (5 mins)

                          T asks the five groups to
                             [fill in the blanks &
                             MCQs] the Fact sheet
                             (SsGroup Work)
                             (10 mins)
                             (For Fact Sheet, Please see
                             Appendix III)
                          The questions in the Fact Sheet
                            mainly focus on the elements
                            of     a   poem,    for   example:
                            patterns, pausing and rhymes
                          T would also ask Ss to
                             underline          where      the
                             “metaphor” is used and ask
                             Ss try to guess the meaning
                             behind the “Metaphor”

Post-Analysis Activity

(10 mins )
A brief report of each         To    assess      Ss      Each Group will take turns
group      about  their         understanding with the     to come up and talk about
observation from the            elements of the poem       what they have observed
poem                           To    train    Ss   with   from the poem (5 mins)
                                reporting      skills   and       (ClassGroupT)
                                confidence to speak in
                                front of people                Peers and T could raise
                                                               questions to the reporting
                                                                group for clarification and
                                                                further explanations
                                                                (E.g. To point out where they
                                                                could find the words that
                                                                rhyme and which word rhymes
                                                                with the others)

                                                               T would give feedback and
                                                                correct Ss if there are any
                                                                mistakes. (2 mins)

Follow-up Activities
(5 mins)

 Individual Work:             Summarise               A “Double-Entry Journal”
    Doing a “Double             the knowledge that Ss    is given to Ss in order to
    Entry Journal” of the       have learnt during the   share their thoughts from
    poem “Love is…”             class                    the poem
   (Ssind. Work)                                                 (See Appendix IV)
                                                              There are two columns. The left
                                                                hand side is about the quotes
                                                                from the poem; the right hand
                                                                side is about the Ss thoughts.
                                                               It will be an individual analysis
                                                                 of the Ss.

                                                                Ss hand in the Journal in
                                                                 the next lesson & T would
                                                                 give      feedback    and
                                                                 comments on it

In the Next lesson…
 Group Work:
      “Love Puzzle”              Make     use     of    the    Ask Ss to form a group of
    (A Poem creation)             knowledge      that   have     four
 T will be involved in the       learnt during the lesson
creation as well!                                               T would give the group a
                                                                 segment of a heart

                                                                Each S has to create his/her
                                                                  own “interpretation of
                                                                 Love” by using “Simile” or
                                                                 “Metaphor” . Ss could
                                                                 make a draft before they
                                                                 write down on the segment.
                                                                (E.g. Love is a box of chocolate.
                                                                  Simile!
                                                                 Love is like a box of chocolate.
                                                                 (Sind. WorkGroup)
                                                               Group            members     should
                                                                 compromise whether “Simile”
                                                                 or “Metaphor” they are going to
                                                               T should ensure that the group
                                                                 is using the same patterns or

                                                                Group their ideas together
                                                                     and to make one stanza
                                                               i.e. S1: Love is like…/is…
                                                                     S2: Love is like…/is…
                                                                     and so on

 At the same time T could work
on his/her “Love Metaphor”
   i.e. There would be Five
   stanza from Ss and One from
   the class teacher

 Discussion among the
   groupmates of the reasons
   why they would have such
   “Simile” or “Metaphor”
   then write down their
   ideas on a transparency

 One S from each group
  would come out and
   report the ideas of their
   group to create this
   segment of heart. Then T
   gives feedback

 T & Class could put the
  segments together to form
  a “Love Puzzle” and put it
   on the displayboard and
   decorate the board to
   make up a theme about
   “Love is…”


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