Lesson Plan 7

Lesson Plan No:
7
Teaching Practice: Lesson Plan Structure
The table under each heading will extend as you fill it with information.
A: ROUTINE INFORMATION
Date: 15 August 2023 Day: Tuesday

Name of School: Dilizela High school
Student surname and name: Zwane Aphiwe
Student number: 222002952
Grade: 8
Subject: English FAL
Topic: Poetry (The porcupine)
Content/ Concept Area: Reading and viewing
CAPS page no: 87
Duration of lesson: 1 Hour
B: SPECIFIC AIMS
 Listen, speak, read/view and write/present the language with confidence and enjoyment.
The skills and attitude form the basis for lifelong learning.
 Express and justify, orally and in writing, their own ideas , views, and emotions
confidently in order to become independent and analytical thinkers.
 Learners should be able to interact with each other and the educator.
C: LESSON OBJECTIVES
1. KNOWLEDGE
 Be able to explain what a poem is.
 Be able to describe the different structures of a poem.
2. SKILLS
 Be able to analyse a poem, capture what it is talking about and how to answer
questions based on the poem.
 Should be able to differentiate between different types of poems.
3. VALUES/ATTITUDES
 Show positive attitude and appreciation to the poets and poetry.
 Show awareness and share poems in your community.
D: APPROACH/TEACHING STRATEGY:
 Explanation.
 Discussion.
 Question and Answer.
E: RESOURCES:
 Textbooks
 Chalk
 Chalkboard.
F: LESSON PHASES:
1. INTRODUCTION
The teacher will name and explain different types of poems. E.g., Sonnet. Limerick, haiku,
narrative, epic, couplet, free verse etc.
1. SONNET: A short rhyming poem with 14 lines.
2. LIMERICK: A five-line witty poem with a distinctive rhyme
3. HAIKU: Has a 5~7~5 pattern with syllables. 3-line poem.
4. NARRATIVE: Tells a story of an event in a form of a poem.
5. COUPLET: Two lines of verse which rhyme and form a unit alone.
Then the teacher will introduce the Porcupine Poem by Paul Chidyausiku. Learners will be
instructed to look at the title of the poem and will be asked what they think the topic is about.
Furthermore, the teacher will explain the title of the poem to the learners and discuss what is a
porcupine.
2. DEVELOPMENT
STEP 1:
The teacher will remind the learners about the various figures of speech one finds in a poem.
Figure of Speech Definition Example
Simile Indirect comparison using like or Life is like a box of chocolates.
as
Metaphor A direct comparison Bill is an early bird.
Personification Giving human qualities to non- The sun smiled down on us.
human things
Alliteration Repetition of the first letter in a Peter Piper picked a peck of
sequence of words pickled peppers
Onomatopoeia A word that describes a sound The cat meows as she pets it.
STEP 2:
The teacher will explain the external structure of a poem.
The external structure consists of rhythm, stanzas, meter, line break, lines, and words.
 Rhythm: The beat and pacing of a poem are referred to as rhythm. The pattern of stressed
and unstressed syllables in a line or stanza creates the rhythmic beat.
 Stanza: A stanza is a section of a poetry that consists of two or more lines grouped as a
unit. A stanza is a group of lines that are usually structured in a recurring pattern of
metrical lengths and rhymes.
 Meter: The basic rhythmic structure of a line in a poem is called meter. The meter is made
up of two parts: The total number of syllables in a word. An emphasis pattern on certain
syllables.
 Line break: The end of a poem's line and the start of a new line is referred to as a line
break. Lineation is the practice of organizing text using lines and line breaks.
 Lines: A line is a part of a poetry that consists of a set of words organized in a row that
terminates somewhere other than the right-hand margin.
STEP 3:
The teacher will read it for the first poem for the first time , then 3 learners will read it for the
second time because there are 3 paragraphs in this poem.
Furthermore, the teacher will explain the following about the poem:
 What the poem is about?

 What is the poet’s tone?
 What is the purpose of the poet by writing this poem?
3. CONSOLIDATION/LESSON CONCLUSION
Recap: The teacher will conclude with that a free verse poem does not follow any rules. Their
creation is on the hands of the author. Rhyming. Syllables, count, punctuation can be done
however the author wants in order to convey the idea.
G: LEARNER ACTIVITY
Describe the learner activity you plan to use. If you are using a worksheet, attach it
to the Lesson Plan)
Class Activity.
H: CHALLENGES ENCOUNTERED DURING PLANNING OF LESSON
No challenges encountered.
I: REFLECTION ON THE PRESENTATION OF YOUR LESSON

1. What went well during the presentation of your lesson?
Leaners participation, and engaging introduction.
2. What challenges did you experience during the presentation of your lesson?
Some learners what to answer using IsiZulu home language during a English FAL lesson.
3. How could you improve on the presentation of your lesson?

By Effective Use of Technology: Integrate technology tools that enhance the learning
experience. For example, interactive online quizzes, educational apps, and digital simulations
can make complex concepts more accessible and engaging.
4. Did you experience any interesting incidents during the presentation of your
lesson?
Yes, I did.
 Unexpected Questions: Students surprised me with questions I hadn't anticipated. It
was a great opportunity to showcase my depth of knowledge and ability to think on my
feet.
Surprising Reactions: I got a range of reactions from students. They were more excited, than I
anticipated. Skilfully navigated these reactions with patience and understanding led to
productive discussions.
J: REFERENCES
 Caps document
 ATP (Annual teaching plan)

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Lesson Plan No:

Date: 15 August 2023 Day: Tuesday

 What the poem is about?

H: CHALLENGES ENCOUNTERED DURING PLANNING OF LESSON

I: REFLECTION ON THE PRESENTATION OF YOUR LESSON

Leaners participation, and engaging introduction.

3. How could you improve on the presentation of your lesson?

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