**Lesson Plan for Senior Secondary 2: Literature in English**
**Topic:** Reading and Content Analysis of Non-African Poetry: "The Proud King" by William Morris
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### **Objective:**
- To enhance students' understanding and appreciation of non-African poetry.
- To analyze the themes, style, and structure of William Morris's "The Proud King."
- To develop critical thinking and interpretive skills.
### **Materials Needed:**
- Copies of "The Proud King" by William Morris.
- Writing materials (notebooks, pens).
- Whiteboard and markers.
- Multimedia projector (optional for visual aids).
### **Duration:**
80 minutes
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### **Lesson Breakdown:**
#### **Introduction (10 minutes):**
1. **Greeting and Settling In:**
- Welcome students and ensure they are ready for the lesson.
- Briefly review previous lesson content to create a connection (if relevant).
2. **Introduction to the Poem and Its Author:**
- Provide background on William Morris, his life, and contributions to literature.
- Explain the context of the poem “The Proud King” (written in 1871, part of Morris's narrative poetry).
- Briefly discuss the importance of reading non-African poetry to broaden literary perspectives.
#### **Reading the Poem (20 minutes):**
1. **First Reading:**
- Teacher reads "The Proud King" aloud to the class, ensuring to emphasize the tone, emotion, and rhythm.
2. **Second Reading:**
- Students read the poem silently to themselves.
- Encourage students to underline words/phrases that they find striking or confusing.
#### **Content Analysis (30 minutes):**
1. **Theme Identification:**
- Ask students to identify and discuss the central themes of the poem (pride, humility, fall from grace, self-discovery).
- Prompt questions such as:
- What is the main message the poet is trying to convey?
- How does the theme of pride manifest in the poem?
2. **Character Analysis:**
- Discuss the character of the king in the poem.
- Analyze his transformation throughout the narrative.
- What are the turning points for the king’s character?
- How does his pride lead to his downfall?
3. **Style and Structure:**
- Examine Morris’s use of literary devices (imagery, metaphors, similes).
- Discuss the poem’s structure and form.
- How does the structure of the poem contribute to its overall impact?
- Identify examples of figurative language and discuss their effect.
4. **Group Work:**
- Divide students into small groups to discuss a stanza or passage in detail.
- Each group presents their analysis to the class, focusing on their passage's contribution to the poem’s overall themes and structure.
#### **Discussion and Interpretation (15 minutes):**
1. **Class Discussion:**
- Open the floor for a class discussion on personal interpretations of the poem.
- Encourage students to share their insights on how the poem relates to modern-day contexts or personal experiences.
2. **Teacher’s Interpretation:**
- Summarize the poem’s interpretations and provide your insight on Morris’s intentions and the poem’s relevance.
#### **Assessment and Homework (5 minutes):**
1. **Formative Assessment:**
- Ask a few students to summarize the key points discussed in the lesson.
- Provide immediate feedback and clarification if necessary.
2. **Homework Assignment:**
- Assign an essay where students analyze a specific aspect of the poem (theme, character, or literary device).
- Provide guidelines and a rubric for the essay to ensure students understand the expectations.
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### **Conclusion:**
- Recap the main points covered during the lesson.
- Emphasize the learning objectives achieved.
- End with an encouraging note and remind students to approach their homework thoughtfully.
### **Supplementary Activity (Optional):**
- Arrange a poetry reading session where students can perform dramatic readings of “The Proud King” or other non-African poems. This can deepen their appreciation and understanding of poetic expression.
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This lesson plan aims to engage students with the rich literary tradition of non-African poetry while fostering essential analytical skills.