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Subject: English
Semester: 1
Period: 3
Week: 15
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 6
Date: Week 15
Lesson Duration: 45 minutes
Week & Period: Week 15, Period 3
Topic: Introduction to Poetry
Sub-topic: Literary Devices in Poetry
Learning Objectives
By the end of the lesson, students should be able to:
Define poetry and explain its purpose
Identify literary devices: rhyme, imagery, and theme
Analyze poems such as “The Crocodile” and “The Owl and the Pussycat”
Create short rhyming verses using sensory language
Previous Knowledge
Students already know sentence and paragraph writing, descriptive language
Instructional Materials
English Language textbook for Grade 6, sample poems, markers, chart paper
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Recite a simple nursery rhyme and ask learners what sounds or images stood out
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
👩🏽🏫 Teacher Explanation and Demonstration (10 minutes)
📘 What is Poetry?
Poetry is a creative form of writing that expresses feelings, ideas, or stories using special techniques such as:
- Rhythm: the musical beat or flow of the poem
- Rhyme: repetition of similar sounds at the ends of lines (e.g., cat – hat)
- Imagery: words that create pictures in the reader’s mind using the five senses
- Theme: the main message or idea in a poem
🛠️ Key Literary Devices
- Rhyme
- Words that have the same ending sounds
- Often occurs at the end of lines (end rhyme)
Example:
The cat sat on a mat,
She wore a tiny hat.
Rhyming words: mat, hat
- Imagery
- Words or phrases that appeal to the senses: sight, sound, touch, taste, smell
Example:
The golden sun spilled light on the quiet, cool river.
Sensory images: golden sun (sight), quiet (sound), cool (touch)
- Theme
- The main idea or message the poet is trying to share
- Can be about nature, friendship, love, adventure, sadness, etc.
📖 Poem Analysis – Guided Practice
Use two short, accessible poems for class reading and analysis:
Poem 1: “The Crocodile” by Lewis Carroll
How doth the little crocodile
Improve his shining tail,
And pour the waters of the Nile
On every golden scale!
Guided Questions:
- Which words rhyme? (tail / scale, crocodile / Nile)
- What images can you see in your mind? (shining tail, golden scale)
- What do you think the poem is about (theme)? (Maybe how the crocodile takes care of itself or acts politely but is still dangerous.)
Poem 2: “The Owl and the Pussycat” by Edward Lear (excerpt)
The Owl and the Pussycat went to sea
In a beautiful pea-green boat...
Guided Questions:
- What rhymes can you hear? (sea / pea)
- What pictures are formed in your mind? (a cat and an owl in a green boat)
- What is the theme? (Friendship, adventure, or love)
👩🏾🎓 Learners' Activities (Expanded – 15 minutes)
🔍 1. Identify and Mark Literary Devices (5 minutes)
- Learners read printed copies of the two sample poems.
- They underline or highlight:
- Rhyming words
- Sensory images (imagery)
- Try to write what they think is the theme of each poem
✍️ 2. Compose Original Rhyming Verses Using Imagery (7–8 minutes)
- Learners write a 4-line rhyming verse (a quatrain)
- Use at least 2 rhyming pairs and at least 2 sensory descriptions
- Topics can include:
- A rainy day
- A forest walk
- A market scene
- A pet or animal
Example by teacher:
The sky grew dark with angry sound,
Raindrops danced upon the ground.
Trees were shaking, tall and wide,
As thunder rolled across the sky.
🎤 3. Read Aloud and Share (5 minutes)
- Volunteers read their verses aloud to the class with expression
- Encourage rhythmic reading and clarity
- Classmates give peer feedback on rhyme, imagery, and theme
✅ Assessment Checks
✔️ Formative Observation Checklist
|
Skill |
Yes/No |
|
Identified at least 2 rhyming pairs in sample poems |
✅ / ❌ |
|
Understood and explained imagery (sensory language) |
✅ / ❌ |
|
Stated a reasonable theme for a poem |
✅ / ❌ |
|
Used rhyme and imagery in original verse |
✅ / ❌ |
|
Read with clear expression and rhythm |
✅ / ❌ |
📝 Written Work Review
- Check learners’ original verses for:
- Proper rhyme scheme
- Use of at least two sensory descriptions
- Coherence and creativity
- Thematic relevance
🗒️ Notes (Expanded & Detailed)
🔹 Why Teach Poetry?
- Boosts creativity, emotional expression, and vocabulary
- Improves listening and speaking through rhythmic reading
- Encourages deep thinking and interpretation
🔹 Tips for Learners
- Not all poems need to rhyme, but rhyme makes them musical
- Use your five senses to describe things clearly
- Think about what message or feeling your poem shares
- Read poetry slowly and with feeling
🔹 Common Learner Mistakes to Address
- Using forced rhymes that don’t make sense
- Forgetting the meaning or theme while trying to rhyme
- Using vague language instead of sensory images (e.g., “it was good” instead of “it smelled sweet like fresh mangoes”)
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Learners can define poetry, recognize literary devices, and create rhyming verses
Evaluation Method (Expanded):
Exit slip/quiz: Identify rhyme, imagery, and theme in a short poem
Teacher will collect slips and provide oral feedback
Assignment (Expanded):
Write a short four-line poem using at least one rhyme and one sensory image
Follow-up Activity:
Peer reading and discussion of poems
Differentiation / Inclusive Strategies
Provide word banks, allow group poem writing, permit oral composition for struggling writers
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low