LESSON PLAN TEMPLATE Subject: Lower Secondary ......Students are to read and annotate the poem...

Please do not replicate without permission

LESSON PLAN TEMPLATE

Subject: Lower Secondary Literature Class: 2F

Unit: Singapore Poetry (Ties and Bonds) Date:

Topic: “Missing” by Alfian Sa’at Time: 35 minutes

Prior Knowledge

Students should already know: 1. Basic annotation methods. 2. How to identify literary devices like personification, characterisation, metaphors, similes, onomatopoeia and rhymes in prose. 3. How to structure their response in the P-E-E-L format. Instructional Objectives

By the end of the lesson, students should be able to: 1. Distinguish between a poet and a persona. 2. Articulate that a dramatic monologue is when a poet is writing in the voice and perspective of a particular character. 3. Identify the shifts in tone in a dramatic monologue.

Please do not replicate without permission

Time Lesson Development Rationale (optional) Resources

5 mins

Introduction OR Pre-activity

● Teacher to trigger prior knowledge on annotation skills ○ Annotation skills to be applied to this lesson

● Teacher is to show the learning objectives of the lesson ● Teacher to shows two short short clips, If Frozen was a

Horror film , as a juxtaposition to the actual movie trailer. While the content of the clips are largely similar, the tone differs.

○ Using the clips as an example, teacher is to foreground the notion of tone to students

● This is to reinforce students’ existing schema.

● This is to provide students with a signpost of what the lesson primarily centres upon. Outlining lesson objectives serves as a signpost for the students so that they can keep track of their own learning.

● This is to pique students’ curiosity.

https://www.youtube.com/watch?v=he7UEvHjqdk https://www.youtube.com/watch?v=9eD2UpdhbwA

25 mins

Lesson Development OR Main Activities

● Students are to read and annotate the poem individually.

● Teacher is to go through the distinctions between a poet and a persona so that students know how to use these terms accurately.

● Teacher is to ask questions in order to elicit responses from the ground:

Powerpoint slides Worksheet http://eresources.nlb.gov.sg/newspapers/Digitised/Article/straitstimes19861028.2.25.7.aspx

Please do not replicate without permission

○ Who do you the persona is? What makes you think so?

○ Who is “missing”? What is the relationship between the persona and the subject?

● Following from that, teacher is to go through what a dramatic monologue is, in that the poet is writing in the tone and from the perspective of a character. Teacher can ask students what are the effects of using a dramatic monologue to convey the content. A possible question to prompt students is this:

○ What would have happened if the poet had written the poem from a third person point of view (e.g. policeman, teacher, a stranger)?

○ How does the use of Singapore Colloquial English contribute to the authenticity of the persona?

● Thereafter, teacher is to show the class a poster of the Mcdonald’s boys and the media maelstrom that followed after their disappearance. This is to provide context to the dramatic monologue, which is pertinent to the next activity on identifying tone.

● Teacher to scaffold the understanding of tone

○ Teacher can ask the class what ‘tone’ means; explain that tone is how a poet addresses the theme/conveys the content, in that it factors in the persona’s feelings and thoughts

○ Question to probe students: Why does the persona pray to be kidnapped ? (line 29)

● Class will be split into groups of fours for the next segment

○ before splitting into their groups, teacher is to instruct students to pay particular attention to tone in their group discussion

Please do not replicate without permission

○ in groups, students are to share their annotations of the poem

○ in groups, students are to discuss if there is any shift in tone throughout the poem (by underlining or highlighting key words or phrases)

○ highlight the title of the poem, “Missing”. Missing could well refer to the missing boys or the persona’s act of missing her child.

● Each group will be focusing on a stanza ○ a representative from each group is to do a

dramatic reading of a stanza ○ this allows the class to overtly hear the shifts in

tone throughout the poem ● Teacher is to examine the shifts in tone throughout the

poem with the class. Teacher is to draw implications of the persona’s desperation and loss through the poet’s use of tone.

5 min

Closure and Consolidation OR Post-Activity

● Students will be tasked to do a take-home assignment ○ In their literature journal, students are to

imagine themselves as one of the boys. Write a letter in response to the persona (dramatic monologue)

● Teacher is to draw students’ attention to the learning objectives and recap what the students have learnt in the lesson.

● A conclusion to sum up the lesson consolidates the content. In addition, it integrates new learning points into their existing knowledge schema.

Literature journal

© 2015, NIE, Office of Teacher Education (OTE), Practicum

Bonds and ties in Singapore

Poetry

Our goals this lesson

1. Distinguish between a poet and a persona.

2. Articulate that a dramatic monologue is when a poet is writing in the voice and perspective of a particular character.

3. Identify the shifts in tone in a dramatic monologue.

What if Frozen were a horror movie?

http://www.youtube.com/watch?v=he7UEvHjgdk

https://www.youtube.com/watch?v=9eD2UpdhbwA

1.Read and annotate the poem

highlight/underline/circle any words or phrases that stand out

The person who wrote the poem

a voice or an assumed

role of a character

Poet or Persona?

poet persona

WHo is the Persona?

?age?

gender?

What he/she does for a living?

Dramatic monologue

A poem where in which an imagined speaker addresses a silent listener

- it express a point of view through the words of a character- - it expresses the views/thoughts/feelings of a character, not the poet

The McDonald’s BoysMissing since 1986

TONEis the perspective or attitude that the poet adopts

Get in groups❏ In your group, share your individual annotations❏ Discuss the shifts in tone in the poem❏ Imagine you are the persona. Discuss how you would

read the poem

Shifts in the poem’s toneFirst

stanza

Secondstanza

Thirdstanza

Fourthstanza

Fifthstanza

“I make police report” (line 3) matter-of-factly

“Praying come kidnap me” (line 29)

“Let me wake up/to the mess he left behind” (line 39-40)

grief

Missing Poster of missing boys?

The act of missing someone?

Dramatic reading

Imagine you are one of the missing boys. In your literature journal, write a letter (i.e. dramatic monologue) in response to the persona.

home-play

Our goals this lesson

1. Distinguish between a poet and a persona.

2. Articulate that a dramatic monologue is when a poet is writing in the voice and perspective of a particular character.

3. Identify the shifts in tone in a dramatic monologue.

Thanks!

Any questions?

Please do not replicate without permission.

VANDA INSTITUTION

SECONDARY 2 EXPRESS ENGLISH LITERATURE

Name:

Class:

Date:

Answer the following questions

1. A poet is

____________________________________________________________________________________

2. A persona is

____________________________________________________________________________________

3. A dramatic monologue is

____________________________________________________________________________________

4. Tone refers to

____________________________________________________________________________________

5. Why does the persona pray to be kidnapped (line 29)?

____________________________________________________________________________________