Teaching Literature - Lesson 5 - Poetry; "Caged Bird" & "My Mother's Kitchen"

• Engels
• Middelbare school
• havo, vwo
• Leerjaar 2,3

Welcome! You need: laptop, notebook, learning journal, pen, 

Program

- learning goals

- warm-up exercise (10 min) 

- exploration (15 min)

- main activity (1): discussion (15 min)

- main acitivity (2): visualising your poem (20 min)

- learning journal entry (20 min)

- reflection/evaluation + homework

Learning goals

At the end of this lesson, I can...

- identify poetic devices in various poems and explain their effect.

- compare poetic expressions of freedom with personal or societal realities.

- reflect on how poetry influences their understanding of the essential question. 

What do you remember of
poetry lessons last year?

VWO 4 is the year in which pupils are introduced to literary fiction, short stories, (war) poetry and literary/poetic devices. This slide is meant to test their pre-knowledge of poetry, specifically poetic devices. We want to create a bridge between what they learned last year and what they will learn this year. 

Are they the same? Literary vs poetic devices

What? Writing techniques used to enhance 

a piece of writing. 

Difference? Literary devices are broader and 

have far more techniques. Poetic devices are

specifically used in poetry. 

Let's watch the next video; how many of these 

literary/poetic devices do you still remember? 

Assonance

Hyperbole

Volta turn

Allegory

Rhyme

Let students work out this question after watching the short video clip. 

poetryarchive.org

Students listen to the recording of "My mother's kitchen" by Choman Hardi. They get a physical copy of the poem and have to highlight words/phrases that speak to them. Afterwards, they briefly reflect on what they highlighted; what 'triggered' them? Why did these parts speak to them? How did it make them feel? 

Students listen to the recording of Maya Angelou's "Caged bird". They get a physical copy of the poem and have to highlight words/phrases that speak to them. Afterwards, they briefly reflect on what they highlighted; what 'triggered' them? Why did these parts speak to them? How did it make them feel? 

After reading/listening

Take a moment for yourself and write down (for BOTH poems): 

• What did you highlight/write on your copy? 
• Why did these parts speak to you? 
• How did the poem in general make you feel? Explain.
• What do you think was the main idea/theme? 
• How did the poetic devices (rhyme, volta turn, allegory, assonance, hyperbole)
• Were there any specific poetic devices used to convey the themes of the poems? 
• How does this poem relate to the (lack of) freedom? 

After reading/listening

=> Now discuss this with your neighbour next to you. Both of you need to exchange what you came up with. 

Teacher takes on a guiding role as students exchange their answers to the reflection questions. 

Main activity (1): group discussion

The backgrounds of both poems and poets are very different. 

In your groups, you're going to further analyse your poems. 

Your teacher will give you a handout with some guiding questions. 

There needs to be a timekeeper and someone who takes notes. 

Main activity (1): group discussion

Now go sit together with another group who had a different 

poem than yours. 

Exchange what your most important discussion points were. Were there any similarities in themes or other aspects or were there only differences? 

Write your own short poem. Focus on the themes of this lesson. 

Make a video of 2 minutes. Focus on the themes of this lesson. 

This is part 2 of the main activity; students put their knowledge of what they've learned/discussed together and create a final product. To offer them a choice and make them feel competent, they get to decide their own task. Afterwards, they reflect on this learning process. 

Learning journal entry (L.J 5)

Now it's time to work on your learning journal. 

How has your perception of freedom changed so far?

Reflection/Evaluation

At the end of this lesson, I can...

- identify poetic devices in various poems and explain their effect. 

- compare poetic expressions of freedom with personal or societal realities. 

- reflect on how poetry influences their understanding of the essential question.