As per our lecturer's request, we acquired and presented a lesson plan as our assignment, and now present it on our blog for the benefit of our classmates and whoever might want to visit our blog. Enjoy.
Lesson Plan For Poetry and Proper Pronunciation
Time: 90minutes (2 periods)
Number of Students: 40
Level of Proficiency: Form 4
Theme: Literature
Topic: Poetry (The Road Not Taken)
Focused Skill: Speaking and Writing
Integrated Skill: Comprehension and Listening
General Outcome: To expose students to the literary aspects in literature especially poems
Specific Learning Outcomes: By the end of the lesson, students should be able to:
1)recite the poem with feelings and correct pronunciation
2)finding out meaning of unfamiliar words by using contextual clues and the dictionary
3)produce an essay about the specific topic about the poem
4)rearrange the correct sequence of events of the poem from the worksheet given
Evaluation:
1)verbal/oral recitation
2)exercise of the meaning of words in the poem
3)an essay for students relating to the poem
4)exercise; refer to worksheet 2
Teaching aids: Computer
Poem (The Road Not Taken by Robert Frost)
Online Dictionary
Video presentation of “The Road Not Taken”
Sparknotes website
Activities: 1. Whole class discussion
2. Group discussion
3. Groups of 4
4. Pair works
Procedure
10minutes
Induction
-Teacher talks about the history of the poem “The Road Not Taken” and the biography of the poet,Robert Frost
15minutes
Group work and class discussion
-Teacher introduces them to the poem
-Teacher divides students into groups of four. Each groups work on 1 stanza and study them
-Each group recite the poem loudly
-Teacher explains and discusses the meaning of the poem and highlights unfamiliar words using the online dictionary
10 minutes
Group work
-Students who have problems in reciting the poems can use the online dictionary with the teacher’s assistance to pronounce the words correctly
10 minutes
Group work
-Teacher distributes worksheet 1 which asks students to match some lines from the poem with its literal meaning
-Teacher discusses the answer with the students
10minutes
Group Work
-Then, teacher distributes worksheet 2 that requires them to rearrange the sequence of the meaning of the poem correctly and later discusses the answer together with the students
10minutes
Group Work
-Students are asked to go to sparknotes.com and the teacher will explain in brief of what the poem is all about.
10minutes
Class Discussion
Teacher discusses the moral values of the lesson by eliciting question, “what have we learnt today?”
15minutes
pair Work
Teacher asks students to work in pairs and create a short essay based on the poem. The story must be submitted by the end of the class.
Activities:
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.
Worksheet 1
Below are lines from the poem. Match the lines with correct meaning
“Two roads diverged in a yellow wood,
And sorry I could not travel both ( )
“Then took the other, as just as fair,
And having perhaps a better claim” ( )
“Because it was grassy and wanted wear” ( )
“Oh, I kept the first for another day!” ( )
“Yet knowing how way leads on to way,” ( )
“I doubted if I should ever come back.” ( )
“I took the one less travelled by,
And that has made all the difference.” ( )
a)It was the less trodden of the two
b)I am what I am today because of the choice I made to explore the road less walked upon
c)Stood before a road that divided into two and was not able to explore both
d)Perhaps the road can be explored later
e)But the path would lead to another and this could go on and on
f)Chances are I may never return to this point in the road
g)Chose the other road because it seemed better.
Worksheet 2
Rearrange the sequence of the poem into its correct order.
Some time in the future, I shall be telling this story with regret. Two roads branches out in a wood and I took the less travelled one and that has made a huge difference in my life.
( )
I am travelling alone and see two roads in a yellow wood. I feel sorry I cannot travel down both of them. For a long time I look down one of them till it turns a corner and is hidden by the bushes.
( )
That morning, both roads are equally covered with leaves, which have not been walked on.
( )
Then I take the other road. It looks just as good. It attracts me maybe because it is grassy and less used. On second thoughts, it looks as much travelled as the other.
( )
Reflection:
The lesson plan was made according to the literature theme that was given to us. The main problem when creating the lesson plan was to find the software that suits the theme of the lesson plan. The worksheet also needs a thorough check and being revised over and over again since we cannot give students the wrong interpretation of the meaning of the poem. Books and various comments from the literature website are used to give the correct interpretation of the poem. There are several activities provided for the students and the 90 minutes given are fully utilised for group discussion and pair work, just to give students the best method of exposing literature for beginners.
After our presentation, and some recommendations to its various flaws, we were able to make some corrections to the original plan.
A LITERATURE TEACHING LESSON PLAN (EDITED)
Time: 90minutes (2 periods)
Number of Students: 40
Level of Proficiency: Form 4
Theme: Literature
Topic: Poetry (The Road Not Taken)
Focused Skill: Speaking and Writing
Integrated Skill: Comprehension and Listening
General Outcome: To expose students to the literary aspects in literature especially poems
Specific Learning Outcomes: By the end of the lesson, students should be able to
1) recite the poem with feelings and correct pronunciation
2) finding out meaning of unfamiliar words by using contextual clues and the dictionary
3) produce an essay about the specific topic about the poem
4) rearrange the correct sequence of events of the poem from the worksheet given
Evaluation: 1) verbal/oral recitation
2) exercise of the meaning of words in the poem
3) an essay for students relating to the poem
4) exercise; refer to worksheet 2
Teaching aids: Computer
Poem (The Road Not Taken by Robert Frost)
Online Dictionary
Video presentation of “The Road Not Taken”
Sparknotes website
Activities: 1. Whole class discussion
2. Group discussion
3. Groups of 4
4. Pair works
Procedure
10minutes
Induction
-Teacher talks about the history of the poem “The Road Not Taken” and the biography of the poet,Robert Frost
15minutes
Group work and class discussion
-Teacher introduces them to the poem
-Teacher divides students into groups of four. Each groups work on 1 stanza and study them
-Each group recite the poem loudly
-Teacher explains and discusses the meaning of the poem and highlights unfamiliar words using the online dictionary
10 minutes
Group work
-Students who have problems in reciting the poems can use the online dictionary with the teacher’s assistance to pronounce the words correctly
10 minutes
Group work
-Teacher distributes worksheet 1 which asks students to match some lines from the poem with its literal meaning
-Teacher discusses the answer with the students
10minutes
Group Work
-Then, teacher distributes worksheet 2 that requires them to rearrange the sequence of the meaning of the poem correctly and later discusses the answer together with the students
10minutes
Group Work
-Students are asked to go to sparknotes.com and they will answer the study quiz there. Teacher will explain the moral values of the poem.
10minutes
Class Discussion
Teacher discusses the moral values of the lesson by eliciting question, “what have we learnt today?”
15minutes
pair Work
Teacher asks students to work in pairs and create a short essay about the theme or moral values of the poem. The story must be submitted by the end of the class.
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment