Lesson Plan: Reading and Analyzing Non-African Poetry "The Pulley" by George Herbert
Grade Level: Senior Secondary 2
Subject: Literature in English
Topic: Reading and Analyzing Non-African Poetry "The Pulley" by George Herbert
Duration: 70 Minutes
Objectives:
- Students will gain an understanding of George Herbert and his contribution to poetry.
- Students will accurately analyze the content and themes of "The Pulley".
- Students will identify literary devices used by Herbert in the poem.
- Students will engage in discussion and critical thinking regarding the poem's meanings and implications.
Materials Needed:
- Copies of "The Pulley" by George Herbert (one per student)
- Biographical handout on George Herbert
- Whiteboard and markers
- Projector (optional)
- Notebooks and pens
Lesson Structure:
1. Introduction (10 Minutes)
- Begin with a brief introduction to non-African poetry, explaining its relevance to the overall curriculum.
- Present the lesson’s objectives.
- Start with a quote by George Herbert to capture attention: "He who cannot forgive others breaks the bridge over which he must pass."
2. About the Poet: George Herbert (15 Minutes)
- Distribute the biographical handout on George Herbert.
- Discuss Herbert’s life, including his background, career, and major works.
- Highlight his role in metaphysical poetry and the themes he typically explored in his writing.
- Show images or a short video clip (if available) to make the poet more relatable.
3. Content Analysis: "The Pulley" (20 Minutes)
- Read the poem aloud to the class (consider using an audio recording for variety).
- Ask students to follow along and annotate their copies, marking any unfamiliar words or phrases.
- Provide a brief summary of the poem, focusing on the mythological metaphor of the pulley.
- Break down each stanza, discussing the main ideas and Herbert’s intentions.
- Stanza 1: The gift of blessings.
- Stanza 2: The giver, God.
- Stanza 3: The single withheld blessing.
- Stanza 4: The paradox of "Rest" withheld and its spiritual meaning.
4. Identifying Literary Devices (15 Minutes)
- Engage students in identifying literary devices within the poem.
- Metaphor: The pulley as a metaphor for divine-human interaction.
- Irony: The paradoxical nature of God's blessing.
- Alliteration and imagery: Examples within the poem.
- Divide students into small groups and assign each group a stanza to analyze specifically for literary devices. Have each group present their findings to the class.
5. Discussion and Critical Thinking (10 Minutes)
- Pose questions to the class to encourage discussion:
- What is the significance of God withholding 'Rest’ according to Herbert?
- How might the poem relate to the human pursuit of happiness and spirituality?
- Do you agree with Herbert’s perspective on divine blessings?
- Allow students to share their interpretations and thoughts.
6. Conclusion (5 Minutes)
- Summarize the key points discussed during the lesson.
- Reinforce the importance of understanding and analyzing poetry.
- Assign homework: Ask students to write a short essay (300-500 words) on how “The Pulley” reflects the human relationship with God, using examples from the poem to support their ideas.
Assessment:
- Participation in class and group discussions.
- Annotation and understanding demonstrated during the lesson.
- Written essay on the poem’s themes and analysis.
Extension (Optional):
- Encourage students to read another poem by George Herbert and compare its themes with "The Pulley".
- Create a poetry wall in the classroom featuring students' favorite lines from Herbert's poems.
By the end of this lesson, students should have a deeper understanding of "The Pulley" by George Herbert and be able to appreciate the complexities of metaphysical poetry.