Subject: English Literature

Date:
Grade: 8
Time: 1 hour
General topic: Poetry
Sub-topic: Different types of poems
Attainment target: By the end of this lesson students should be able to learn the different types
of poems.
Learning objectives: by the end of the lesson students should be able to
1. Read and acknowledge the different types of poem with expression
2. Learn examples of the different types of poems
3. Identify the use of literary devices used in the poems.
Prior learning: Students are already aware of what a poem is.
Engagement: The teacher starts with a pop quiz to engage the students and show the students a
YouTube video of a poem titled “Hungry”. The teacher will then question students to say some
their feelings about the poem in video.
1. How do you feel about Hunger?
2. Do you like to be hungry?
3. What are some of the difficulties the poet said he experienced because of hunger?

Exploration: Students will be shown a power point presentation and distinguish the facts or
opinions they know from what they find while researching.
Explanation: The teacher will inform the class that they will be listening and watching a video
about “Hunger”. The teacher will instruct students to listen keenly while the video plays of the
poem. After the model reading the students will read the poem together with the teacher. After
the reading the teacher will question students about the poem ensuring to note responses on the
board. The teacher will seek to engage the students on the facts surrounding the poem has
rhymes and that the category the poem would fit in.

Questions:
1. What is the poem about?
2. How did the poem make you feel?
3. Did you enjoy the poem? Why?
4. What are the rhyming words in the poem?
Elaboration/ extension: Students will be shown a PowerPoint presentation of the different types
of poems and provided examples. A video from you tube will also be shown to show the students
additional examples of the different types of the poems using visuals.

The teacher will ask the students to work cooperatively in their groups and pretend that each
group is the family and write two sentences telling how they felt when they went to the new
house and how they felt when they were in the old house. Three groups will tell how they felt
when they went to a new house with no roaches while the other groups will tell how they felt
when they were in the old house that was infested with roaches. The various groups will then
share their sentences with the class.

Evaluation: The students will be instructed to work cooperatively in their groups to do a

dramatic reading of the poem ensuring that they capture the frustration/ anger of the family. The
various groups will then share their reading with the class.

CONTENT
1. A poem is a kind of writing that usually has some type of rhythm, uses metaphors and is
written in stanzas with rhyme.
2. A stanza is a group of lines that are grouped together. A stanza can also be called a
verse.
3. Poems usually have very descriptive language. When authors use descriptive language,
the reader is able to imagine what the poem is talking about or feel the feelings the author
is writing about.
4. There are several different types of poems. A few of the types are haikus, ballads,
sonnets, and limericks.
5. Haikus are a type of Japanese poem that has three unrhymed lines with five, seven and
five syllables in each line.
6. Ballads are a story that is written in the form of a poem. Sonnets are poems that have 14
lines.
7. Limericks are a funny poem that has five lines. The first, second and fifth lines rhyme.
The third and fourth lines rhyme.
8. You are now going to read the poem, “One Inch Tall.” While you are reading, I want
you to think about what the poem is talking about and what type of poem it might be.
9. After you have finished reading, there are questions for you to answer. Write the answers
to the questions that are below the poem
Strategies: Group Discussions, Cooperative Learning
Resources: https://www.twinkl.com/blog/types-of-poems-and-examples-for-your-teaching
Day 2
Subject: English Litreature
Grade: 8G
Duration: 1 hour
Date:
Focus Strand: Types of Poems
Sub-topic: Different types of poems
Attainment target: By the end of this lesson students should be able to learn the different types
of poems.
Learning objectives: by the end of the lesson students should be able to
Review the different types of poems covered in the previous class.
Discuss the key elements and structural characteristics of each type of poem, emphasizing the
importance of imagery, rhythm, and theme.

Explain (15 minutes):

Engagement: Divide students into small groups and assign each group a
different type of poem to analyze. Provide handouts with sample
poems for each group to analyze, focusing on structure, language,
and theme. Encourage groups to discuss their findings and prepare
a brief presentation to share with the class.
Exploration: Have each group present their analysis of the assigned poem to the class.

Elaboration/ extension: Have students share their poems with the class or in small groups.

Encourage constructive feedback and discussion on the effectiveness of each poem in conveying
emotions, themes, and imagery.
Assess students' understanding and application of different types of poems through their
participation in class discussions and the quality of their original poem writing. Summarize the
key points of the lesson series, emphasizing the importance of understanding and experimenting
with different types of poems

Review the different types of poems covered in the previous class.

Discuss the key elements and structural characteristics of each type
of poem, emphasizing the importance of imagery, rhythm, and
theme.
Elaborate (25 minutes):
3. Divide students into small groups and assign each group a
different type of poem to analyze.

Provide handouts with sample poems for each group to analyze,

focusing on structure, language, and theme.
Encourage groups to discuss their findings and prepare a brief
presentation to share with the class.
Evaluate (10 minutes):
6. Have each group present their analysis of the assigned poem to
the class.

Facilitate a class discussion to compare and contrast the different

types of poems and their structural elements.

Subject: English Litreature

Grade: 8G
Duration: 1 hour
Date:
Focus Strand: Types of Poems
Sub-topic: Different types of poems
Attainment target: By the end of this lesson students should be able to learn the different types
of poems.
Learning objectives: by the end of the lesson students should be able to
1. Review the different types of poems covered in the previous class.
2. Discuss the key elements and structural characteristics of each type of poem,
emphasizing the importance of imagery, rhythm, and theme.

Prior learning: Students are already aware of what a poem is.

Engagement: Divide students into small groups and assign each group a different type of poem
to analyze.
Provide handouts with sample poems for each group to analyze, focusing on structure, language,
and theme.
Encourage groups to discuss their findings and prepare a brief presentation to share with the
class.
Exploration: Have each group present their analysis of the assigned poem to the class.

Elaboration/ extension: Have students share their poems with the class or in small groups.

Encourage constructive feedback and discussion on the effectiveness of each poem in conveying
emotions, themes, and imagery.
Assess students' understanding and application of different types of poems through their
participation in class discussions and the quality of their original poem writing. Summarize the
key points of the lesson series, emphasizing the importance of understanding and experimenting
with different types of poems.

Encourage students to continue exploring poetry in their own time and to use their newfound
knowledge to enhance their creative writing skills.
Evaluation: The students will be instructed to work cooperatively in their groups to do a
dramatic reading of the poem ensuring that they capture the frustration/ anger of the family. The
various groups will then share their reading with the class.
Reflection 1:
Teaching the topic of different types of poems was an illuminating experience, particularly in
observing the interactions among my students throughout the classroom. From the outset, it was
evident that students approached poetry with varying levels of interest. Some students were eager
to explore the different types of poems, while others expressed apprehension and uncertainty as
they stated that poetry was boring and it was going to put them to sleep.
As we delved into lyric, narrative, haiku, and free verse poems, I observed how students
collaborated and supported one another in breaking down the complexities of each poem form.
During the PowerPoint display the, students were actively engaged with the display, asking
probing questions and offering insightful interpretations. It was good to see students drawing
connections between the poems we studied and their own experiences, demonstrating a growing
appreciation for the power of poetry to evoke emotion and provoke thought.
Moving forward, I plan to continue leveraging collaborative learning strategies to promote peer
interaction and dialogue in the study of poetry. By providing opportunities for students to share
their perspectives, exchange ideas, and engage in constructive feedback, I hope to foster a sense
of community and collective ownership of learning outcomes in the next class.

Reflection 2:
Teaching different types of poems not only allowed me to explore the nuances of poetic forms
but also provided valuable insights into the dynamics of student interactions in the classroom.
Throughout the unit, I observed a range of interactions among my students, from enthusiastic to
quiet introspection.
During group discussions and analysis activities, some students emerged as natural leaders,
guiding their peers through the complexities of each poem type with confidence and clarity.
These students demonstrated strong communication skills and a genuine passion for poetry,
inspiring their classmates to engage and try to dig deeper into their imagination and bring it to
life. Other students, while initially reserved, gradually became more active participants in
discussions as they gained confidence in their understanding of poem types and themes.
Witnessing students supporting and encouraging one another in their creative endeavors
underscored the importance of fostering a positive and inclusive classroom culture where every
voice is valued and respected. Moving forward, I plan to continue nurturing a collaborative
learning environment where students feel empowered to express themselves creatively and
engage in meaningful dialogue with their peers. By fostering a sense of community and mutual
respect in the classroom, I hope to cultivate a supportive learning environment where students
feel inspired to explore new ideas, take risks, and pursue their passions with confidence.

Reflection 3:
Teaching different types of poems provided a unique opportunity to observe the diverse ways in
which students interacted with each other and with the material. These students demonstrated
strong communication skills and a genuine passion for poetry, inspiring their classmates to
engage more deeply with the material. Other students, while initially hesitant to share their
thoughts, gradually became more confident in expressing their ideas as they received positive
reinforcement and encouragement from their peers.
One particularly memorable interaction occurred during a group analysis activity, where students
worked together to interpret a challenging poem. As students debated the meaning of the poem's
imagery and symbolism, I was struck by their willingness to listen to each other's perspectives
and consider alternative interpretations. Through respectful dialogue and collaborative problem-
solving, students demonstrated their ability to engage critically with complex texts and construct
meaning collaboratively.

Reflection 4:
Teaching different types of poems allowed me to observe a wide range of interactions among my
students, each contributing to a rich and dynamic learning environment. Throughout the unit, I
witnessed students engaging with each other and with the material in ways that were both
inspiring and illuminating.

During group discussions and collaborative activities, students demonstrated a remarkable ability
to communicate and collaborate effectively, sharing ideas, asking questions, and offering
feedback in a respectful and constructive manner. I was particularly impressed by students'
willingness to listen to each other's perspectives and consider alternative interpretations of the
poems we studied. Through thoughtful dialogue and collaborative problem-solving, students
demonstrated their capacity to engage critically with complex texts and construct meaning
collaboratively.

One particularly memorable interaction occurred during a peer review session, where students
provided feedback on each other's poems. I was struck by the depth of insight and empathy with
which students approached their peers' work, offering thoughtful critiques and words of
encouragement. Witnessing students supporting and encouraging one another in their creative
endeavors underscored the importance of fostering a positive and inclusive classroom culture
where every voice is valued and respected.

Moving forward, I plan to continue nurturing a collaborative learning environment where

students feel empowered to express themselves creatively, engage in meaningful dialogue with
their peers, and take ownership of their learning. By promoting active participation and
collaboration in the classroom, I hope to cultivate a community of learners who are curious,
engaged, and empathetic in their exploration of poetry and literature.