LESSON DESIGN IN

TEACHING POETRY
• Poetry is the best way to encourage
children's love of language and has a lot of
appeal to them. It lays the groundwork for
an appreciation of language's beauty.
Poetry's rhythm helps students develop
natural speech rhythm.
• According to Prof. S. Subrahamanyam
"Poetry leads an all-round development of
the whole personality of the pupils,
particularly the emotional, imaginative,
intellectual aesthetic, and intuitive sides.”
AIMS OF TEACHING OF POETRY
1.General Aims At Primary Level
(i) To enable the students to recite the poem with proper
rhythm and intonation.
(ii) To enable the students to enjoy the recitation of the
poem.
(iii) To develop the students' power of imagination.
(iv) To train the emotions of the students
(v) To develop love for poetry reading and writing.
AIMS OF TEACHING OF POETRY
1.2 General Aims At Secondary /Higher Secondary Level
(i) To enable the students to appreciate the poem.
(ii) To enable them to understand the thought and
imagination contained in the poem.
(iii) To appreciate the rhyme & rhythm and style of the poem.
(iv) To train the emotions, feelings, and imagination of the
students.
(v) To develop their aesthetic sense.
(vi) To create love for English poetry.
AIMS OF TEACHING OF POETRY
2. Specific Aims
The specific aims of teaching poetry differ from
poem to poem. The specific aims of teaching
English poetry are as follows:
(i) To enable the students to recite the poem
namely '-----------------' with proper rhyme and
rhythm.
(ii) To enable the students to enjoy the recitation of
the poem '-------------'
AIMS OF TEACHING OF POETRY
2. Specific Aims
The specific aims of teaching English poetry are
as follows:
(iii) To understand the central idea of the poem.
(iv) To communicate the exclusive message of
the poem to the students.
(v) To enable them to appreciate the beauty and
images depicted in the poem.
AIMS OF TEACHING OF POETRY
3. Procedure of Poetry Teaching
Procedure of poetry teaching involves the
following steps:
(a) Preparation
(b) Presentation
(c) Comprehension/Appreciation
(d) Home Assignment
AIMS OF TEACHING OF POETRY
4. Preparation
Under preparation following points are to be
considered:
I. General Aims (already discussed)
II. Specific Aims (already discussed)
III. Material Aids
A suitable material aid can be used depending on
the theme and content of the poem.
INTRODUCTION
When teaching anything it always
starts with the introduction, same
goes with teaching poetry. The
introduction must be done in a way
that can catch the interest of the
learners and can create an
environment suitable for teaching.
Introduction of the poem can be done in
different ways:
(i)Parallel poem that describes the similar theme or
similar emotion may be read.
(ii) By giving a brief summary of the poem pertaining
to the back ground and general theme of the poem
and then asking few questions on it.
(iii) By giving a life - sketch, poetic style and
characteristics of the poet.
(iv)If the poem is descriptive, a picture can be
shown. Two or three questions on the picture can
be asked.
STATEMENT AIM
After the introduction o f the poem
and its author, the instructor shall
announce the aim of teaching the
said lesson.
PRESENTATION
According to Ryburn," A good poem is a
complete whole." Therefore poetry
should be taught in one unit, but in
condition that the poem is too long, it
must be divided in units in such a way,
so that it may not lose its rhythm, music
and emotional effect. The presentation
stage consists of the following points:
PRESENTATION
(i) 1st Model Recitation by the teacher
Recitation is the soul of poetry. Reading a
poem with proper rhythm, stress and
intonation is of vital significance. The model
recitation by the teacher helps the students
to experience or feel the poem in its totality
without going into other detail. Therefore the
teacher should recite the poem with proper
rhythm, stress and intonation.
PRESENTATION
(ii) 2nd Model Recitation by the Teacher
According to Ryburn, "One reading, of
course, is not enough. It must be read
twice or thrice. " To have greater effect,
the teacher recites the poem once again
with proper rhyme and rhythm. This
time the students are asked to open
their books and follow in it.
PRESENTATION
(iii) Imitation Reading by the
Students
The teacher asks two or three
students one by one to recite the
poem in the same manner, he has
recited.
PRESENTATION
(iv) Meaning of Difficult Words
The expositions of words are not
done in detail while teaching poetry.
Only those difficult words or
phrases which create hindrance in
the comprehension of the poem
should be explained.
PRESENTATION
(v)Silent Reading of the poem by the
students
During this step, the students may
be asked to read the poem silently
and grasp the theme of the poem.
At the primary stage silent reading
can be avoided
PRESENTATION
(vi)Chorus Recitation
At the primary stage, the students
enjoy the recitation of the poem in
chorus. It helps them in overcoming
their shyness. At this stage the teacher
can read the poem line by line which
shall be followed by the students
collectively.
PRESENTATION
(vii) Comprehension / Appreciation
These questions should be simple and short.
Appreciation questions are asked on the
appreciation of beauty of language, thought,
emotions and images of the poem. The students
may be asked to:
● Pick out the rhyming words,
● To complete the lines.
● To explain the central idea of the poem.
PRESENTATION
(vii) Comprehension / Appreciation
These questions should be simple and short.
Appreciation questions are asked on the
appreciation of beauty of language, thought,
emotions and images of the poem. The students
may be asked to:
● Pick out the rhyming words,
● To complete the lines.
● To explain the central idea of the poem.
Remember, the goal
is to make the lesson
engaging and
interactive so that
students develop an
appreciation for
poetry.
MATERIALS & RESOURCES IN
TEACHING POETRY
POETRY
Literature that is written in
verse and emphasizes the
rhythmic use of words to
create imagery.
Materials
Anything which can be
used to facilitate the
learning.
SETS OF MATERIALS

01 02
Students’ Teachers’
copy copy
SET 1

A B
Steps to analyze poem Key aspects and guiding questions for poetry
analysis

C D
Writing an analytical paragraph on Writing practice
different aspects of a poem
STEPS TO ANALYZE A POEM
• Look at the title, form and shape of
the poem
• Read the poem aloud (or in your
mind)
• Think about the setting of the poem
• Work out the subject and theme of the
poem
• Identify the sound effects such as
rhymes, assonance and alliteration
• Identify poetic devices
• Think again about the feelings,
messages and ideas presented
KEY ASPECTS AND GUIDING QUESTIONS
FOR POETRY ANALYSIS

 CONTENT/SUBJECT  SPEAKER, TONE AND

AND THEME(S) VOICE
What is the poem Who is the speaker?
about? What is the tone of
voice? Does the poem
How are the ideas
sounds happy or not?
organized in the
poem?
KEY ASPECTS AND GUIDING QUESTIONS
FOR POETRY ANALYSIS

 SETTING AND  SOUND EFFECTS, FORM

ATMOSPHERE AND STRUCTURE

Where and when is Is there a rhyming

the poem set? pattern/rhyming
scheme? Does the
What is the mood
poem follow a regular
and atmosphere? poetic form?
KEY ASPECTS AND GUIDING QUESTIONS
FOR POETRY ANALYSIS
 POETIC DEVICES  DICTION/WORD CHOICE/USES
OF LANGUAGE
Does the poet uses What effects does the
poetic technique? What choice of language
effects do the devices create? Is there any
create and how do significance to the
they help to present the capitalization and spelling
themes of the poem? of words?
WRITING AN ANALYTICAL PARAGRAPH ON
DIFFERENT ASPECTS OF POEM
 Write an critical analysis in the form of an essay or answer
some show questions on the poem. It is important to
present your observations and explain your views in a
cleanly structured paragraph.

-A statement/main point
-Textual support and evidence
-Elaboration and explanation
WRITING PRACTICE
01 02 03

• Choose • Include the • Show and

aspects to following identify the
focus on elements in different
and write each elements
an analytical of your
analytical paragraph analytical
paragraph paragraphs
with color-
coding
 SET 2

PRE-READING READING THE POEM-

COMPREHENSION AND
FOLLOW-UP
ACTIVITIES: ACTIVITIES
APPRECIATION
PRE-READING ACTIVITIES:
FOLLOW-UP
• INTERVIEWING
ACTIVITIES
• INFORMATION SEARCH • REVIEWING A
SHORT CLIP ON
THE POEM
• WRITING A SHORT
POEM
READING THE POEM-
COMPREHENSION AND
APPRECIATION
• PROVIDE GUIDE
QUESTIONS/FOLLOW
UP QUESTIONS DURING
AND AFTER READING
RESOURCES
RESOURCES
Materials available in
our environment which
are accessible
EXAMPLES OF RESOURCES
BOOKS
SCHOOL LEARNING
MATERIALS
SELF-MADE
INTERNET
SELECTING POEMS
 Only those poems should be selected with are
up to the mental level of learners.
 The short poem should be given preference over
long ones.
 The rhythmic poems appeal more to the children
because they can be memorized easily by them.
 Only poem of that type of the selected which
have universal appeal.
THANK YOU FOR
LISTENING!
FORREST ANGEL D. HAMOC
BSED-ENGLISH 2
PRESENTER