Lesson Plan for Senior Secondary 2 - Literature in English - eading And Content Analysis Of Non-african Poetry

**Lesson Plan for Senior Secondary 2: Literature in English** **Topic:** Reading and Content Analysis of Non-African Poetry: "The Proud King" by William Morris --- ### **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 --- ### **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. --- ### **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. --- This lesson plan aims to engage students with the rich literary tradition of non-African poetry while fostering essential analytical skills.


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