Reading and Discussing Prose and Poetry Characteristics

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Subject: English

Semester: 1

Period: 3

Week: 16

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School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 7
Date:
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 3
Topic: Reading and Discussing Prose and Poetry Characteristics
Sub-topic: Elements and Comparison of Prose and Poetry

Learning Objectives
By the end of the lesson, students should be able to:

1. Define prose and poetry.
2. Identify the key elements of prose: paragraphs, characters, and plot.
3. Identify the key elements of poetry: rhythm, stanza, imagery, and emotions.
4. Compare prose and poetry in terms of structure, style, and purpose.

Previous Knowledge
Students already know:
• Basic reading and comprehension skills.
• Elements of a short story and paragraph writing.

Instructional Materials
• Textbook: English Language textbooks for Grade 7
• Teaching aids: Sample prose passages, poems, charts showing elements of prose and poetry, chalkboard/marker board
• Students’ notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Can you recall a story or poem you have read that made you feel happy, sad, or excited?
• How did the writer make you feel that way?
The teacher will record responses on the board.
Teacher’s Role: Guide discussion to activate prior knowledge and introduce prose and poetry.
Learner’s Role:
• Share experiences and feelings from reading stories or poems.
• Respond verbally and participate actively.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded with Rich Examples)

1. Define Prose and Poetry

• Prose → Ordinary writing that uses sentences and paragraphs, following normal grammar rules.
• Examples: novels, short stories, essays, news articles, letters.
• Sample (from Liberian context): “The sun was setting over Monrovia, and the fishermen returned from the sea with baskets of fish.”
• Poetry → Writing that uses lines and stanzas, often with rhythm, imagery, and emotions.
• Examples: songs, chants, praise poems, and written poems.
• Sample (imaginary poem snippet):
  “The river sings in rainy season,
  Carrying dreams from farm to town.”

 

2. Explain Elements of Prose

• Paragraphs → Blocks of sentences expressing one idea.
• Example: A short passage describing a market in Red Light.
• Characters → People or animals in the story.
• Example: In a story, Kpannah the farmer and Mary his daughter.
• Plot → The sequence of events (beginning, middle, end).
• Example: A story of a boy who wants to attend school, faces challenges, and finally succeeds.

 

3. Explain Elements of Poetry

• Rhythm → The beat or flow of words (like in songs or drum patterns).
• Example: “Drums beat, hearts meet, voices rise in the street.”
• Stanza → A group of lines (like a paragraph in poetry).
• Example:
  The moon shines bright,
  Over the dark night,
  Children sing in delight.
• Imagery → Words that create mental pictures.
• Example: “The coconut tree bends like a mother carrying a child.”
• Emotions → Poetry expresses feelings (joy, sorrow, hope, love).
• Example: A poem about peace after war, showing relief and happiness.

 

4. Compare Prose and Poetry (Side by Side)

Aspect	Prose	Poetry
Structure	Sentences & paragraphs	Lines & stanzas
Language	Straightforward, ordinary speech	Figurative, rhythmic, emotional
Style	Narrative, descriptive, expository	Creative, condensed, symbolic
Purpose	To inform, entertain, explain	To express emotions, inspire, create beauty

 

5. Use Examples from African/Liberian Literature

• Prose Example (narrative style):
  “One early morning in Lofa, the women carried cassava to the market. They laughed and talked as they walked along the red dusty road.”
• Poetry Example (imagery & rhythm):
  “Red dust rises under our feet,
  The sun greets us with fire,
  But still we sing,
  Carrying baskets of hope.”

 

Learners’ Activities (Expanded)

1. Listening & Note-taking: Students copy definitions, elements, and comparison points.
2. Identification Practice:
   • Teacher reads short passages. Students classify: prose or poetry.
   • Example: “The boy walked to school with his friends.” → Prose.
   • Example: “Feet march, voices sing, dreams grow like cassava roots.” → Poetry.
3. Group Work: Students work in groups of 4–5:
   • One group lists prose elements in a passage.
   • Another identifies poetry elements in a short poem.
   • Groups present findings to the class.
4. Creative Activity:
   • Students write 3–4 sentences of prose about their school.
   • Then rewrite the same idea as poetry (using imagery and rhythm).
   • Example:
     • Prose: “The children played football on the field. They were happy.”
     • Poetry: “Children chase the ball, laughter flies like birds across the field.”

5. Class Discussion: Compare the two versions — which is prose, which is poetry, and why.

 

Assessment Checks (Expanded)

1. Oral Questions:
   • “What is prose? What is poetry?”
   • “Give one difference between prose and poetry.”
   • “Which element is found in poetry but not prose: stanza or paragraph?”
2. Written Exercise:
   • Classify: Is the following prose or poetry?
     • “Our teacher teaches us every morning.” (Prose)
     • “Morning light wakes the classroom walls.” (Poetry)
   • Identify elements:
     • Characters → In a story about Martha and her farm.
     • Stanza → A group of lines in a poem.

3. Board Activity:
   • Teacher writes a passage and a poem on the board. Students underline features (paragraph vs stanza, characters vs imagery).

 

Notes (Expanded & Detailed)

• Prose = everyday writing in sentences and paragraphs, with elements like characters, events, and settings.
• Poetry = creative writing in lines and stanzas, with rhythm, imagery, and emotions.
• Both prose and poetry are forms of literature, but their structure, style, and purpose are different.
• Why this matters: Knowing the difference helps students read better, analyze more deeply, and appreciate literature.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher asks students to recall the definitions, elements, and differences between prose and poetry.
Evaluation Method (Expanded):
• Exit slip/quiz:

1. Define prose and poetry.
2. Identify one element each of prose and poetry from given examples.
3. State one similarity and one difference between prose and poetry.
   Teacher collects responses and gives oral feedback.
   Assignment (Expanded):
   • Read one prose passage and one poem from the textbook. Write a short paragraph identifying their elements and explaining how they differ.
   Follow-up Activity:
   • Students select a short prose passage and a poem to present to the class, highlighting elements discussed.

Differentiation / Inclusive Strategies
• Struggling Learners: Use simplified examples and visual aids to identify elements.
• Advanced Learners: Analyze literary techniques and stylistic devices in prose and poetry.
• Students with Disabilities: Use oral reading, peer assistance, and guided worksheets.

Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low