Hfle U1 Lesson Plan

THE UNIVERSITY OF THE WEST INDIES, ST.
AUGUSTINE
SCHOOL OF EDUCATION
HFLE/ ENGLISH LESSON PLAN
TEACHER: ANA CEDEO

CLASS:
SIXTH
FORM
GOVERNMENT
SCHOOL:
UNIT
ONE
SIXTH
FORM
LITERATURES IN ENGLISH
DATE: 6th April, 2016
ESTIMATED DURATION: 75 Minutes
THEME/TOPIC: CRAFTING A RESPONSE on IMAGERY: Poets Use of Language
CURRICULUM STANDARD: POETRY
TEACHING POINT: Through the use of Language, the student will be able to understand
the images presented in a poem: Language is used to euphemise the issue of the Rape of
Persephone.
INSTRUCTIONAL OBJECTIVES:
1. Identify and comment on the use of language for imagery.
2. Identify the poetic devices used to highlight the imagery of the poem.
3. Justify why the poet uses select words as well as these poetic devices and which themes
are highlighted because of them.
4. Use graphic organizers to do idea mapping.
5. Construct thesis statements that show the use of poetic devices.
PRE-KNOWLEDGE:
1.
2.
3.
4.
Students understand what tone is.

Students know what visual images are.
Students know what theme is.
Students should know how to engage in idea mapping.
ANTICIPATED DIFFICULTY:
1. Students may not know how to link poetic devices and theme.
2. The meanings of theme and visual imagery may need to be revisited, in case they dont
understand.
3. Students may not understand tone.
4. Students need to apply the above to the construction of a thesis, which they are still
practicing.
TECHNOLOGIES AND RESEARCH RESOURCES:

1.
2.
Video clips: https://prezi.com/m6gzhrc4teor/persephone-falling-by-rita-dove/ and

https://www.youtube.com/watch?v=bx6f68Wd9dc
http://www.slideshare.net/cassandraneace/elements-of-poetry-5817811
2.
Power Point Presentation
3.
The Laptop and Overhead Projector
4.
Graphic Organisers, Pictures, and coloured markers.
5.
Vocabulary Lists and Worksheets
SET INDUCTION (10 minutes):

1. Teacher will begin the class with the discussion of rape culture in society. Teacher will
reference two issues:
a. The Asami Nagakiya issue and the ex-Mayors commentary and reaction by women:
https://www.washingtonpost.com/news/morning-mix/wp/2016/02/12/outrage-intrinidad-after-mayor-blames-carnival-killing-on-dancers-lewd-behavior/
b. The Vernella Alleyne-Toppin issue and the publics reaction:
https://networkngott.wordpress.com/category/women-in-trinidad-and-tobago/
c. Students will engage on active discussion as to how the issue of rape is treated in our
society, as well as the traditional culture of rape that is seen in the Greek Mythology:
http://www.slideshare.net/alw2015/demeter-and-persephone-42733784
d. http://www.salon.com/2014/12/21/why_rape_is_so_intrinsic_to_religion_partner/
ACTIVITIES: FORMATION OF LITERATURE CENTERS WITH DIFFERENT
ACTIVITIES
TEACHER
1. (15 mins) Teacher plays video on the poem
Persephone Falling by Rita Dove:
https://prezi.com/m6gzhrc4teor/persephone
-falling-by-rita-dove/
3. Teacher introduces the question to the class:
STUDENTS
2. Explain how the poem can be
interpreted and what the themes
that emerge as a result are.
4. Students form into groups and
Poetic devices distract the reader from the

social issues that concern the poet: They
are to focus on the issue of Patriarchy and
Rape.
5. Teacher asks students to formulate a thesis
statement. Teacher models the thesis
statement for the class:
https://www.kibin.com/essay-writingblog/thesis-statement-examples/
11. Teachers observe and assist students as

needed.
12. Teachers organise students so that they will
present in an orderly fashion.
begin constructing idea maps on

theme.
6. Student discuss thesis ideas and

construct the argument: Was
there anything Persephone could
have done to be safe? Why does
the Poetic Voice blame herself
for what happened to her
daughter? Do you know of any
similar incidences?
7. Students observe the
construction of the thesis.
8. Listen critically to peers
responses and comment
accordingly.
9. Students link ideas on Rape
culture to local and international
incidences.
10. Students form into groups and
begin constructing the thesis
statements.
13. Students will ensure that idea
maps have topics that will be
covered by the thesis.
14. Students ensure that the thesis
covers ideas to be presented.
15. Students gather evidence to
support thesis and discuss
accordingly.
16. Students plan the essay
17. Students draft topic sentences
18. Students draft conclusion.
CLOSURE:
1. Students are asked to present an essay plan after the discussion on the above theme.
LESSON EVALUATION:
1. Students plans will be evaluated.

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THE UNIVERSITY OF THE WEST INDIES, ST.

TEACHER: ANA CEDEO

CURRICULUM STANDARD: POETRY

Students understand what tone is.

TECHNOLOGIES AND RESEARCH RESOURCES:

Video clips: https://prezi.com/m6gzhrc4teor/persephone-falling-by-rita-dove/ and

Power Point Presentation

The Laptop and Overhead Projector

Graphic Organisers, Pictures, and coloured markers.

Vocabulary Lists and Worksheets

SET INDUCTION (10 minutes):

Poetic devices distract the reader from the

11. Teachers observe and assist students as

begin constructing idea maps on

6. Student discuss thesis ideas and

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