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Subject: English
Semester: 1
Period: 2
Week: 11
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 7
Date:
Lesson Duration: 45 minutes
Week & Period: Week 11, Period 2
Topic: Literature Practice: Prose, Poetry, and Folk Tales
Sub-topic: Reading, Analysis, and Literary Devices
Learning Objectives
By the end of the lesson, students should be able to:
- Read and analyze selected prose passages.
- Read and interpret poetry, focusing on imagery, rhythm, and emotion.
- Retell and discuss folk tales, highlighting their morals.
- Compare prose and poetry, noting similarities and differences.
- Identify themes, morals, and literary devices such as simile, metaphor, and personification.
Previous Knowledge
Students already know:
- Elements of literature and literary terms.
- Short story analysis and types of paragraphs.
- Narrative and expository writing skills.
Instructional Materials
- Textbook: English Language textbooks for Grade 7
- Teaching aids: Selected prose passages, poems, folk tales, charts for literary devices, chalkboard/marker board
- Students’ notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
- Teacher asks:
- “Can you recall a story or poem that made you feel happy, sad, or excited?”
- “What lesson or message did you learn from it?”
- Students share responses and teacher links them to analysis of prose, poetry, and folk tales.
Teacher’s Role: Lead discussion to activate prior knowledge and engage students in critical thinking.
Learners’ Role: Share experiences, respond orally, and listen actively.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded):
- Guide Reading and Analysis of Short Prose Passage
- Define prose: writing in ordinary language, organized into sentences and paragraphs.
- Select a short prose passage (e.g., a paragraph from a story or an article).
- Demonstrate how to analyze: identify main idea, theme, and language style.
- Example passage: A description of a rainy day in a village → Students discuss theme (nature, hardship, or beauty of rain).
- Lead Reading and Interpretation of a Short Poem
- Define poetry: writing arranged in lines and stanzas, often with rhythm, imagery, and emotion.
- Choose a short African/Liberian poem (or simple one like “The Rain”).
- Focus on three elements:
- Imagery: Words that create pictures in the reader’s mind.
- Example: “The sun smiled on the village” (personification).
- Rhythm: The beat or flow of the poem when read aloud.
- Example: Poems with repeated sounds or rhymes: “rain…pain…gain.”
- Emotion: Feelings the poet wants to express.
- Example: Joy, sadness, hope, pride.
- Retell and Discuss a Folk Tale
- Share a simple folk tale, e.g.:
- “The Greedy Dog” (greed leads to loss).
- “Why the Spider Has a Big Head” (greed and selfishness).
- “The Lion and the Mouse” (kindness is never wasted).
- Highlight the moral lesson (be content, help others, don’t be greedy).
- Ask learners to retell the story in their own words.
- Compare Prose and Poetry (Structure, Language, Style):
|
Prose |
Poetry |
|
Written in sentences and paragraphs. |
Written in lines and stanzas. |
|
Everyday language. |
Figurative, imaginative language. |
|
Focus on narration and explanation. |
Focus on imagery, rhythm, emotions. |
|
Example: A short story. |
Example: A short poem about nature. |
- Facilitate Small Group Activities (Literary Devices):
- Define and give examples:
- Simile: Comparison using “like” or “as.”
- Example: “Her smile was as bright as the sun.”
- Metaphor: Direct comparison.
- Example: “Time is a thief.”
- Personification: Giving human qualities to non-human things.
- Example: “The trees whispered in the wind.”
- Students find and share examples from the prose passage, poem, or folk tale.
- Discuss how these devices create vivid pictures and deeper meaning.
Learners’ Activities (Expanded):
- Read aloud and silently the prose passage and poem.
- Participate in guided discussion: identify themes, morals, and devices.
- Retell the folk tale in their own words (individually or in pairs).
- Compare prose and poetry in structure and purpose.
- In groups, underline similes, metaphors, or personifications in texts, then explain their effect.
Assessment Checks (Expanded):
- Oral questions:
- “What is the theme of this prose passage?”
- “What emotions does the poem express?”
- “Give one example of a simile from the text.”
- “How is prose different from poetry?”
- Short activity: Students classify 3 sentences → prose or poetry.
- Group reporting: Share one moral lesson from today’s folk tale.
Notes (Expanded & Detailed):
- Prose: Ordinary writing in sentences and paragraphs. Used in stories, essays, articles.
- Poetry: Writing in lines and stanzas, often with rhythm, imagery, and emotion.
- Folk Tales: Traditional stories passed down to teach moral lessons.
- Literary Devices:
- Simile (comparison using “like”/“as”),
- Metaphor (direct comparison),
- Personification (giving human qualities to non-human things).
- Key point: Literary devices enrich both prose and poetry by creating vivid imagery and enhancing meaning.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
- Teacher reviews: key points in reading and analyzing prose, poetry, and folk tales.
- Highlight themes, morals, and literary devices learned.
Evaluation Method:
- Exit slip/quiz:
- Identify the theme of a given prose passage.
- Find one example each of simile, metaphor, and personification in a poem.
- Retell a folk tale and state its moral lesson.
- Teacher provides oral feedback and clarifies misconceptions.
Assignment:
- Select one prose passage, one poem, and one folk tale from the textbook. Write a paragraph summarizing the theme, moral, and literary devices in each.
Differentiation / Inclusive Strategies
- Struggling Learners: Provide guided questions and simplified passages.
- Advanced Learners: Encourage them to analyze multiple literary devices and provide deeper interpretations.
- Students with Disabilities: Use audio readings, peer support, or oral responses before writing.
Teacher’s Reflection (After Class)
- What worked well? __________________________________________
- What needs improvement? _____________________________________
- Students’ engagement level: □ High □ Medium □ Low