TEACHING LEARNING ACTIVITIES
School
: SMP N 1 Boja
Class / Semester : IX / 1
Theme
: Beautiful Poem
Time Allocation : 1x meeting
A. Learning objectives
After following this lesson, students are expected to be able to
a. Interpreting poetry related to life.
b. Analyzing poetry related to life
c. Understand the social functions, characteristics, and types of poetry related to life.
B. Learning materials
 Definition of Poems
According to the Macmillan Dictionary, a poem is “a piece of writing using
beautiful or unusual language arranged in fixed lines that have a particular beat
and often rhyme”. Means, poem or poetry is an English literary work in the form
of writing written using beautiful language. Usually, poem also has a rhyme that
is similar to or equal to one and other. A common mistake that often occurs is,
people like to think that poem is a poetry. In terms of form, they are similar, but in
fact, poetry and poetry are clearly different. A poem was written every word is
intertwined and the form of presentation is regular and bound, while poetry is
usually written with figurative language and has aesthetics in its delivery.
 Poetry Characteristics
Each literary work has its own characteristics. Poetry in English also has main
characteristics that are very easy to recognize. Among others:
- Poems are written in a more concise language or words.
- It is easy to understand.
- Even though it is written more concisely, the depth of meaning to be
conveyed is certainly not lost or diminished.
- Poem is characterized by clear and firm language. This
straightforwardness is the main attraction of the poem. The
straightforward language used in poetry can even change a person's
thinking
 Kinds of Poems
All rhymes may look the same as one another. In fact, poetry has various types
that can be identified from the form of the sentence. What are the types of
rhymes?
1. Ballads: Usually written related to romance. Ballads have sentences
similar to song lyrics that can be sung. Ballads contain personal stories
and usually have frequent repetition of words.
2. Elegy: In writing a poem, all emotions can mix together. However,
especially in elegy, the poems written are sad or mourning poems. The
Elegy is usually performed at funerals and is usually not recited but may
take the form of a song lyrics being sung.
3. Free verse: Although poetry is usually written using the same rhyme or
rhythm, free verse is poetry that is free from these rules. Usually, free
verse is difficult to distinguish from poetry because it has the same form.
4. Imagery: Is a poem that reads only like a piece of words not a sentence. It
could be that in one line it only consists of one word which is not
necessarily related to the previous sentence or word.
 Example
Ballad
As you came from the holy land
Of Walsinghame,
Met you not with my true love
By the way as you came?
How shall I know your true love,
That have met many one,
As I went to the holy land,
That have come, that have gone?
Elegy
Strong Son of God, immortal Love,
Whom we, that have not seen thy face,
By faith, and faith alone, embrace,
Believing where we cannot prove;
Thine are these orbs of light and shade;
Thou madest Life in man and brute;
Thou madest Death; and lo, thy foot
Is on the skull which thou hast made.
Free verse
Let us go then, you and I,
When the evening is spread out against the sky
Like a patient etherized upon a table;
Let us go, through certain half-deserted streets,
The muttering retreats
Of restless nights in one-night cheap hotels
And sawdust restaurants with oyster-shells:
Streets that follow like a tedious argument
Of insidious intent
To lead you to an overwhelming question.
Oh, do not ask, “What is it?”
Let us go and make our visit.
Imagery
so much depends
upon
a red wheel
barrow
glazed with rain
water
beside the white
chickens.
C. Learning Method
Method: Genre Based Approach
D. Learning Activities
Activities
Description
Allocation
time
Introduction
1. The teacher greets and invite all students to pray
15 minutes
2. Introduce yourself as a teacher to students
3. Check the presence of learners and check the readiness of learning
4. Asking a question about the previous material, in order to remind it
5. The teacher conveys the theme, purpose, space, scope, and the
benefits of that learning students will achieve.
6. The teacher conducts apperception through questions and answers
about poetry related to adolescent life.
Core
Building Knowledge of the Field
1. Students are introduced to the topics to be studied through
debriefing with the teacher
2. The teacher introduces the definition of poem.
3. The teacher introduces the characteristics of poem.
4. The teacher introduces the kinds of poem.
Modelling of the Text
1. The teacher gives an example of a poem untitled “The Bright Side
Out”
2. The teacher asks students to identify the social function,
characteristic, and kind of poem that has been given.
3. The teacher and students together discuss social functions,
characteristic, and kind of poem.
4. The teacher gives an example of how to read a poem according to
its social functions, characteristic, and kind of poem.
Joint Construction of the Text
1. The teacher divides students into pairs with the provision that each
pair consists of children who are good at reading and children who
have difficulty reading.
2. Students are asked to find a poem with a type that suits them.
45 minutes
3. Students analyze together the social functions, characteristics, and
types of poetry they have chosen.
4. Students practice reading poetry correctly in accordance with the
provisions (social function, characteristic, type).
5. Students ask each other and help if there are difficulties (assisted
also by the teacher).
Independent Construction of the Text
1. Students read the poetry that has been chosen in front of the class,
taking into account the provisions (social function, characteristics,
and types)
2. Other students and the teacher provided feedback after the
presentation was finished.
Closing
1. Teachers and students conclude what they have learned.
2. Teachers and students reflect on the activities that have been
carried out.
3. The teacher conveys the lesson plan at the next meeting.
4. The teacher closes the class by praying
E. Assessment
Please analyze this poem!
1. What is the social function about?
2. How about the characteristic?
3. What kind of poem is this?
4. How to read this poem based oh its social function, characteristic, and type?