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    LESSON PLAN The BROOK Lesson Title The Brook by Alfred Lord Tennyson Sub Topic Understanding The Theme, Imagery, and Poetic Devices in The Brook' Lesson Duration 1 Hour 30 Minutes Learning Objec

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    LESSON PLAN The BROOK Lesson Title The Brook by Alfred Lord Tennyson Sub Topic Understanding The Theme, Imagery, and Poetic Devices in The Brook' Lesson Duration 1 Hour 30 Minutes Learning Objec

    Uploaded by

    Rekha Shukla
    1K views9 pages

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    LESSON PLAN the BROOK Lesson Title the Brook by Alfred Lord Tennyson Sub Topic Understanding the Theme, Imagery, And Poetic Devices in ‘the Brook’ Lesson Duration 1 Hour 30 Minutes Learning Objec

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    1K views9 pages

    LESSON PLAN The BROOK Lesson Title The Brook by Alfred Lord Tennyson Sub Topic Understanding The Theme, Imagery, and Poetic Devices in The Brook' Lesson Duration 1 Hour 30 Minutes Learning Objec

    Uploaded by

    Rekha Shukla

    Copyright:

    © All Rights Reserved
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    of 9

    LESSON PLAN : THE BROOK

    Lesson Title: The Brook by Alfred Lord Tennyson

    Sub Topic: Understanding the theme, imagery, and poetic devices in ‘The Brook’

    Lesson Duration: 1 hour 30 minutes

    Learning Objectives:

    Students will identify and analyze the theme of nature's resilience and continuity in The
    Brook.
    Students will analyze the imagery and poetic devices used in the poem to enhance its
    meaning.

    Students will demonstrate their understanding of the poem's structure and form through
    discussion and written responses.

    Warm-up Activitypp

    2 minutes meditation https://youtu.be/lE6RYpe9IT0?si=vfcJVgLLPrjEVCET

    Basic Nature Meditation -- Eyes Closed

    Find a comfortable position sitting. Begin with a few deep breaths, breathing deep into the
    belly, to help you relax and to bring you to the sensations of the present moment. Now close
    your eyes and be present to what is being experienced with your eyes closed. Notice how
    your body feels, as well as the activity of your mind and emotions. Experience whatever is
    present without resisting anything or trying to change it. Do this for about a minute.

    Now bring your awareness to everything that you can experience in your surroundings. Feel
    the temperature of the air on your skin, the feeling of the breeze and the sun. Notice the
    sounds around you -- birds, bees, crickets, flowing water. Listen to the symphony of nature.
    For the rest of the meditation, continue to experience these feelings and sounds. Whenever
    your mind wanders, gently bring it back to the experience of nature.

    As you meditate, you can see where your attention is naturally drawn, or purposefully scan
    for different experiences. You can also focus on one experience and notice the experience in
    greater detail. If it is a bird's song -- notice the quality of the sound -- as if you are going more
    deeply into the sound. (It may seem to have a shape or texture.) Don't analyze the sound and
    label it with your mind -- simply notice the quality of it.

    Once again, whenever you notice that the mind has become absorbed in thoughts, easily
    bring it back to the sounds and sensations of being in nature. At times both awareness of the
    sensations from the environment and thoughts will be present. That's fine. Just easily favor
    the experiences
    of nature.
    Prior Knowledge:

    What sentiments do these pictures depict?

    Instructions:

    Prepare a set of images depicting various natural wonders, landscapes, and wildlife.
    Each group picks an image and describes the beauty or power they see in the image in
    30-40 words.

    Encourage participants to share their reflections with the group, sparking discussion and
    appreciation for nature's wonders.

      

      

    ​ ​ ​

    Materials Needed:

    Copies of "The Brook" by Alfred Lord Tennyson for each student.


    Whiteboard and markers.
    Visual aids depicting natural landscapes .
    Internet access for multimedia resources.

    Teaching Methodologies:

    Close reading and analysis of the poem.


    Group discussion.
    Visual aids and multimedia resources for enhanced understanding.

    Written responses and reflection.

    Lesson Outline:

    Slides for reference

    Introduction:

    Engage students by asking them to share their experiences with nature and how it
    inspires them.
    Introduce the poem "The Brook" by Alfred Lord Tennyson and its significance in
    portraying nature's voice.

    Instructional Activities:
    Close Reading and Analysis:
    Read the poem aloud as a class emphasizing the flow and rhythm of the brook.
    Encourage students to annotate the text, noting significant imagery, metaphors, and
    poetic devices.

    Group Discussion:
    Facilitate a discussion on the theme of the poem, focusing on nature's persistence and
    resilience.
    Explore the imagery used by Tennyson to evoke the sensory experience of the brook.

    Analyzing Poetic Devices:


    Break down the poem's structure and form, discussing the significance of rhyme
    scheme and meter.

    Identify and analyze specific poetic devices such as alliteration, personification, and
    symbolism.

    Assessment Strategies:
    1) Write a diary entry as if you were the brook from Tennyson's poem ‘The Brook.’ Reflect on
    your journey from the hills to the river, describing the sights, sounds, and sensations you
    encounter. Share your thoughts and feelings about your perpetual motion and the changing
    landscapes. Consider your role in shaping the world around you and how your unceasing flow
    represents themes of continuity, change, and resilience in nature and human life.

    2) Compare ‘The Brook’ with the below given nature-themed poem


    (Refer only the first two stanzas)

    Oh, stay, little brook, as your waters flow by,


    Rolling swiftly the old bridge under;
    Do you ever list to the passionate cry
    Of hearts that are torn asunder?
    Are all of your days 'neath this summery sky
    Filled with joy, you clear, happy rover?
    Don't you think you could tell me a tale if you'd try
    Of some one and somebody's lover?

    Ah! I know very well, you mischievous elf,


    Of last night, how four went out walking,
    For one of that party, I think, was myself,
    And the others?—ah! well, they were talking
    Of the beautiful things in youth's rosy flush;
    Perhaps there were vows they were making—
    Not thinking the future's cold mandate may crush
    Each thought till the heart seemeth breaking.

    The stars may look down, yet they never will tell,
    For how many secrets they're keeping!
    And the zephyrs flit by, yet whisper "'T is well,"
    Down, down through night's corridors sweeping.
    Each life has its dream of beauty and love,
    Where the future is all sunny weather,
    And Peace, like a beautiful, white-winged dove,
    May fold all her plumes together—

    And promise to stay in your heart of hearts,


    And dwell in yonr home forever,
    If you bind him close with Love's beautiful arts,
    So firmly no doubt can sever.
    The mountains look down cold, calmly to-night,
    Untouched by the same old, old story;
    Yet the stars shed around us a softer light,
    Painting life in primeval glory.

    Ah! well for the present; the future wall come,


    The night will be merged in to-morrow,
    And Fate only can tell where shall be our home,
    As she gives to us joy or sorrow.
    Yet bravely we'll bear it, whatever it be,
    Until, reaching the cold silent river,
    The cross is laid down, and the soul shall be free,
    Unshackled forever and ever.
    Closure:

    Reflection:

    Extension Activities
    Transform a section of the classroom into a brook by setting up seating and a
    whiteboard or easel. Use paper boulders and paper trouts, graylings etc to represent
    the challenges in life and ways to overcome them respectively. Each child will come
    and add theirs to the brook. (Speaking/Reflective Activity)
    Students can even have a stream restoration project around the brook with
    infographics.
    Rubrics

    Participation and Engagement Collaboration

    Creativity and Innovation Presentation

    Critical Thinking

    References:

    Tennyson, Alfred Lord. "The Brook."

    Any additional literary analysis resources or critical essays on Tennyson's poetry.

    Attachments:

    Visual aids depicting natural landscapes (optional).


    Worksheets or handouts with guided questions for close reading and analysis.
    Multimedia resources such as audio recordings of "The Brook" being read aloud or video
    clips of flowing streams for visual comparison.

    Reflective Activity Rubric: Transforming the Classroom into a Brook


    Criteria Excellent (4) Good (3) Fair (2) Needs
    Improvement
    (1)

    Participation Actively Participates in Participates Shows little to


    and engages in setting up the minimally in no
    Engagement setting up the brook and the activity, participation,
    brook, adds occasionally lacks
    demonstrates contributions, contributing engagement,
    enthusiasm, showing ideas or and does not
    and interest and assistance. contribute to
    contributes involvement. the activity.
    creative ideas.

    Creativity and Demonstrates Shows Displays some Shows little


    Innovation exceptional creativity in creativity in creativity, with
    creativity in the setting up the minimal
    designing and arrangement brook but may variation or
    arranging the and design of rely heavily on innovation in
    brook, utilizing the brook, conventional the setup of
    diverse incorporating approaches. the brook.
    materials various
    imaginatively. elements
    thoughtfully.

    Critical Reflects Demonstrates Shows basic Shows little


    Thinking deeply on the understanding understanding understanding
    symbolism of of the of the of the
    the brook, the symbolism and symbolism and symbolism and
    challenges engages in attempts to struggles to
    represented by thoughtful reflect on the engage in
    the paper reflection on challenges and meaningful
    boulders, and the challenges solutions, but reflection on
    the solutions and solutions with limited the challenges
    presented by depicted. depth or and solutions.
    the paper insight.
    trouts. Offers
    insightful
    contributions.

    Collaboration Works Collaborates Demonstrates Works


    collaboratively with peers, limited independently,
    with peers, communicates collaboration does not
    communicates adequately, with peers, collaborate
    effectively, and and struggles with effectively
    contributes to contributes to communicatio with peers,
    the group's the group's n, and may and may
    efforts. efforts with require disrupt group
    occasional dynamics.
    support or significant
    guidance. guidance.
    Presentation Presents ideas Presents ideas Presents ideas Presents ideas
    clearly and clearly, with with difficulty, unclearly or
    effectively, some struggles to incompletely,
    using hesitancy or articulate with frequent
    appropriate minor errors, thoughts hesitancy,
    language and but maintains effectively, and errors, or
    gestures to overall clarity may rely reliance on
    convey and heavily on notes.
    meaning. coherence. reading from
    Demonstrates notes.
    confidence
    and poise.

    Overall Exceeds Meets Meets some Falls


    Performance expectations in expectations in expectations significantly
    all aspects, most aspects, but falls short short of
    demonstrating showing good in several expectations in
    exceptional engagement, areas, showing multiple areas,
    engagement, creativity, limited demonstrating
    creativity, critical engagement, minimal
    critical thinking, creativity, engagement,
    thinking, collaboration, critical creativity,
    collaboration, and thinking, critical
    and presentation collaboration, thinking,
    presentation skills. or collaboration,
    skills. presentation and
    skills. presentation
    skills.

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