Lesson Plan #: Poetry
16th Aug 2024
Location
On Campus
40 mins
Group
size
1X
(Optional/Compulso
ry)
Session title
Sonnet 18 (William Shakespeare)
Date
Learner group
1X (Optional/Compulsory)
Duration
Learning aims
Develop a taste in the field of language and appreciate its beauty and increase the creativity level of the children and
enhance their imagination power.
A statement which provides
the scope of the subject and
the overall intent of the
course.
Learning objectives
What are learners expected to
learn after completing the
lesson? These should be
specific and able to be
assessed.
Time
By the end of the day students will be able to:
 analyze and differentiate between the rhyme schemes and formal structures of Petrarchan and Shakespearean
sonnets
 explore their historical context within the timeline of literature
 identify key literary devices employed in each form, and articulate the qualities of the sonnet that transcend
mere structural elements.
 Formulate a response to a critical analysis
Content and teacher activity
How are you explaining and
illustrating the topic?
5 mins
Teacher will greet and inform the
students about the objectives of
the class
Learner activity
What are the learners doing to
help them understand the topic?
Formative assessment
Learning materials and resources
How do you plan to assess
learning as it is happening?
What resources will you use that
will support the teaching and
learning activities?
Time
Content and teacher activity
Learner activity
15
mins
Background of Shakespeare and
his writings will be retrieved
through Brain Dump
 Retrieve the following:
Background context
 Time line
 Elizabethan and Jacobian Era
 Shakespeare and his works
Modelling (Shakespeare
Globe will be displayed)
 Context of the poem( will be
provided by the teacher
Students will write in their
notebooks.
The teacher will provide
background of the sonnet
Students will know
ZOOM IN
When was in written first?
Students will sum up their
responses in the notebooks
Who was the pioneer of sonnet?
take a closer look of the structure How did Shakespeare adapt the
of the Shakespearean model and sonnet writing and for what
the Petrarchan Model
purpose?
What changes did Shakespeare
make while writing 154 sonnets?
25
mins
Teacher will be read the sonnet
and explain the text and its
context
Students will take notes
Formative assessment
Learning materials and resources
Time
Content and teacher activity
Learner activity
The teacher will ask question
related to the two topic of
discussion
Sun
Seasons with the students
response as a recollection of the
previous class, the teacher will
ask them to sum up their
understanding
10
mins
The teacher will write the first
line of the sonnet on the board
and ask relevant question
recollecting the previous lecture.
Students responses
She will gear the students
towards the desired goal i:e
PETAL format
AO1- AO4
10
mins
5mins
See appendix #1
The teacher will ask the students
to annotate the 2nd line as the 1st
Students will annotate
line
Discussion
Teacher –Student discussion
HW
Students will annotate the
remaining lines of the Sonnet
Students will summarize
Formative assessment
Learning materials and resources
Scaffolding for Assignment:
o Graphic organiser
o Reference to mat
o Sentence stems
o WAGOLL
o CPD:1) Brain Dump
2)Modelling
o Live modelling
o Visual :__________
o Realia
o Bloom’s Questions
o Challenges
o Structure strip
o Slow writing
o Other:__________
How did you make the lesson inclusive?
Lesson Evaluation: Include what you feel went well and what you would like to improve.
Lesson Plan #: Poetry# Plan 2
Session title
Sonnet 18 (William Shakespeare) 2
Learner group
1X (Optional/Compulsory)
19th- 23th August 24
Date
Duration
50+50+40 mins
Location
Group size
On Campus
1X (Opt/Comp)
Develop a taste in the field of language and appreciate its beauty and increase the creativity level
of the children and enhance their imagination power.
Learning aims
A statement which provides the scope of the
subject and the overall intent of the course.
By the end of the day students will be able to:
Learning objectives
What are learners expected to learn after
completing the lesson? These should be specific
and able to be assessed.
Time




Analyze the themes of beauty, love, and time in Sonnet 18.
Identify and interpret the metaphors and imagery used in the poem.
Discuss the emotional impact of the poem on readers.
Create a personal interpretation of the sonnet through creative projects.
Content and teacher activity
How are you explaining and illustrating the topic?
Day 1: Analyze the themes of beauty, love, and time in
Sonnet 18.
Learner activity
What are the learners
doing to help them
understand the topic?
Formative assessment
Learning materials and
resources
How do you plan to
assess learning as it is
happening?
What resources will you
use that will support the
teaching and learning
activities?
Time
Content and teacher activity
Learner activity
Formative assessment
Learning materials and
resources
5 mins
Greetings and Recap
Students will response to
teachers probing
questions
Songs of ourselves
5 mins
Read Sonnet 18 aloud.
One of the students will
read others will listen
Notebook White board
book
2nd Read using the Iambic Pentameter to at rhythm to the
Sonnet
10
mins
Activity: Think Pair and Share
White - Board
Each student will be provided with one /two questions.
They will discuss their response with their peer and Share
their opinions
 What is your initial reaction to the title "Sonnet
18"?
 How do you think it might relate to nature or
beauty?
 As you read, underline phrases that evoke strong
imagery.
 What emotions do these images evoke for you?
 After reading, write down three words that
describe your overall impression of the poem.
 Why did you choose these words?
Students will participate
Time
Content and teacher activity
Learner activity
Formative assessment
Teacher facilitate where
need be
Learning materials and
resources
5 mins
CPD: Hinge Question
How is the sonnet different from the other Poems you
have read?
Students responses
15
mins
Direct Instructional Strategy
Teacher will guide the students to colour code and
annotate the first quatrain of the Sonnet
Blue: form and Structure, rhyme scheme
Red: Themes love, beauty, time
Yellow: Literary devices
Green: emotion, tone, mood
Students will follow
instructions
Colour pencils, pencil
and book
5 mins
Plenary: Exit ticket on first impressions.
Student will write in the
notebook.
notebook
5 mins
Day 2: Analyze the themes of beauty, love, and time in
Sonnet 18.
Warm –up: Greetings and Recap
Students will use the cue
to colour code and
interpret the text
Students will colour code
Mention the line no
Infer
Colour pencils, pencil
and book
20mins
1520mins
Individual Task:
Students will be asked to annotate the remaining two
quatrains of the sonnet
Teacher will ask the students to look for alliteration in the
text and infer what the poet is illustrating through the
sound device
Define beauty in literature and discuss beauty in Sonnet
18.
Identify phrases that convey love in Sonnet 18.
The teacher will
distinguish the AO1 –
AO4 from the responses
of the students
Time
Content and teacher activity
Learner activity
Identify and analyze metaphors and imagery in Sonnet
18.
CPD: Collaboration
Discuss the concept of time in poetry and how
Shakespeare addresses time in Sonnet 18.
10
mins
10.
mins
15
mins
Students will discuss in a
group and present their
interpretation
Plenary: Create a visual representation of love and beauty
in the poem.
Day3 : Discuss the emotional impact of the poem on
readers.
Warm up: Walk through Gallery
Students will present their visual presentation of the
previous class. Critical overview will be given by their
peers
Discussion: Emotional impact on the Readers
Teacher will provide questions that will gear the
discussion to the said objective.
1. What feelings do you associate with nature and
beauty?
2. How do you feel when you think of love and
relationships?
3. What is the significance of comparing a person to
nature?
4. Reflect on a poem or song that evokes strong
emotions for you. What makes it impactful?
5. How do metaphors enhance the meaning of a
text?
Students will respond to
the question and write
the responses in the
annotations where need
be
Formative assessment
Learning materials and
resources
Time
Content and teacher activity
6. Can you think of a time when a piece of literature
changed your perception of something?
7. In what ways can poetry capture be fleeting
moments?
8. Why do you think Shakespeare chose to write
about beauty and time?
9. How does imagery contribute to the emotional
experience of a poem?
10
mins
Design an Acronym that highlights your feelings for this
Sonnet
Learner activity
Formative assessment
Learning materials and
resources
Scaffolding for Assignment:
o Graphic organiser
o Reference to mat
o Sentence stems
o WAGOLL
CPD:1) Brain Dump
2)Collaboration
3)Think Pair share
4) Hinge Question
5)Retrieval
(Acronym)
o Live modelling
o Visual :__________
o Realia
o Bloom’s Questions
o Challenges
o Structure strip
o Slow writing
o Other:__________
How did you make the lesson inclusive?
Lesson Evaluation: Include what you feel went well and what you would like to improve.
Conclusive activity:
Construct a question using the point of discussion Art and Mortality that is illustrated through the figurative language that they have practised in
this lesson