Rationale:

I have chosen to teach in the class and work with the students in building up their knowledge and also to evolve their ideas and have a taste of poetry (Wing Jan, 2009).  The students have been reading and going through several chapters of prose which may have made them a little bored and their studies monotonous therefore I will be focusing on a very simple and yet a beautiful and famous poem by William Wordsworth; The Daffodils (Amer, 2003).  It is a very touching and soothing poem that the students may find interesting and pleasing. The description of nature may charm them and also make them aware about their surroundings. The students have learnt rhymes that they find very funny and enjoyable. Nursery Rhymes are always very sweet and touching an d easy to remember (Chik, 2015).  The Daffodils on the other hand is a poem that has almost a rhyming scheme of a nursery rhyme. The children will love the participation and the involvement of the poet with the daffodils. The Daffodils is not too long or too short a poem that the students will not get bored or take it casually (Gunderson, Odo & D’Silva, 2001).

My idea for choosing the poem definitely has a point of view, preferences and perspective. The poem The Daffodils is a very charming poem, it is taught in mostly K8 standard as students will be able to understand and perceive its notion beautifully if it is taught correctly in the class. The average age of the students ranges from 10-12 years. There are total 40 students in the class, of which there are 25 boys and 15 girls (Fujii, 2019). The students are in the learning and grasping stage therefore there will be no problem in teaching them. The students also are very attentive and quick learners, hence teaching them this poem will be a lot easier and equally beneficial for them. The poem The Daffodils carries a lot of symbols and images (Eilam, 2017). Many underlying layers of meaning are incorporated in the poem the student may be able to find them interesting. The student must be taught well so that can learn the essentials, that will be beneficiary for them in the future. The students will also be learning about the poet along with the poem therefore they will be able assign the poems and learn to analyse the poem according to the poet. The students will be granted full permission to interpret as much as they can. This will be done to germinate their creative minds (Maley, 2010).

The description of the daffodils in the poem is very appealing and mostly very beautifully explained. The students will not face any problem to learn the poem. Wordsworth uses various adjectives to describe the view of the daffodils along with the other features of the poem. Therefore the poem becomes very descriptive and self-explanatory which will be an easy poem for the students to analyse. And lastly the diction of the poem is very lucid therefore the students will be able understand the poem easily as the language is easy to understand and simple. Hence the students will not have any problem is learning the poem. Therefore having the idea of teaching students a good lesson along with keeping in mind about the student’s calibre and difficulties, I have selected this poem for their lesson, so that they can easily learn and able to understand the poem. (Skowron, 2015).

Lesson Plans 1:

Lesson: 

The Daffodils by William Wordsworth

Objective: 

Teach students the poem The Daffodils.

Materials:

Paper and pencils, Notebook, the text, Projector.  

Procedure:

12:00–12:15 – Let the students read the text on their own. Then allow them to go through the lines once again and point out key factors and words in the poem.  

12:15–12:30 – Recite the poem to the students so that they find the poem interesting and get attracted to the recitation, influencing them to recite as well. Then give a brief introduction of the poem to the students.

12:30–12:45 – After giving a brief introduction of the poem to the students then add several points on the situation for writing the poem. Give a brief introduction to the poet. The understanding of the poet is essential for understanding the poem. The poem needs to be understood from both the perspectives of the poet as well as the student may see fit according to their interpretive methods involving the creative minds.

12:45–1:45 – Explain certain terms of the poem that needs to be understood and analysed. The students must teach the terms- theme, imagery, symbols. All these are deeply incorporated into the poem. Understanding these will make the study of the poem easier to understand. Plus all these factors carry important notions and ideas based on which the whole poem stands. Hence knowing these factors is crucial.

1:45–2:00 – Explain the poem reading through it line by line, and then incorporating the previous facts that has been discussed in the class, previously. Both the life of the poet and his works has to be referred properly. There are certain factors that need to be kept in mind, that is using too many references in may cloud the mind of the students with too much information which may become problematic to handle for them. Thus the factors need to be developed and evaluated properly before guiding the student to study the poem.

2:00–2:15 – Doing a final all rounds wrap up of the poem, that has been taught and linking the ideas and again reflecting upon the study of the poem. The poem needs to well-liked by the students that also has to be kept in mind. There are certain things that should be done, that is to highlight the key factors of the poem. Giving a brief idea of the genre of the poem and explaining them the reasons for it. Then finally asking the questions if they had something in mind or any problems they faced while studying the poem, if they feel so they can ask questions. Make sure to clear all that has been taught to the students in the session and have they clearly understood them or not (Xhakaj, F., Aleven, V., & McLaren, B. M. (2017, September).

Homework: The students should be told to study the poem thoroughly and understand it properly, it they find something difficulty they must take note of that and certainly ask the teacher in the next class. They should be given to do more background study of the poem and about the poet as well. The students must have a proper knowledge about the Romantic period to analyse the poem and learn its impact and influence also. Provide the students with sufficient study materials and information that they need to successfully understand the poem that is being taught.  Also mention that the next day the questions will be asked to the student based on the general understanding of the poem, and that they come prepared for it with ample knowledge about the poem.

Lesson Planning 2:

Lesson:

Study of the poem The Daffodils by William Wordsworth.

Objective:

To deeply analyse the poem The Daffodils that is being taught in the class previously and discuss questions that are probable to come in the exams. Also discuss several themes of the poem that is important to keep in mind while reading the poem and writing any answers regarding the questions from the poem.

Materials:

Pencil, pen and paper, projector, notebooks, exercise books, study materials.

Procedure:

12:00–12:15 – Revision of the previous class is done along with explaining and relating with the key factors and the key words that was mentioned in the previous class along with extra added information, which will make the students aware of the fact they need to ;earn more and need to know more about the poem, they should understand that whatever they have learnt so far is not enough to analyse the poem.

12:15–12:30 → Based on the discussions regarding the revision and that of the previous class the students should be asked questions according to what has been taught in the class. Questions may be of various types, they can be analytical, explanatory or based on understanding, and therefore the questions should be well framed so that when the question is asked to most of the students the teacher can evaluate the class of the student by asking questions and understanding the ability of the students on an average basis. Thus the teacher has to be concerned of the factor that all the students must be able to understand and grasp that has been done in class.

12:30–12:45 – After doing the evaluation orally, the students should be asked to provide views on the poem personally. The certain factors that the students found to be problematic and were facing difficulty with be analysed and put forward. Thus after solving the problem the teacher must give question to write for the students based on the discussion and the previous class.

12:45–1:45 – The students should be given ample time to think and write their answers carefully thinking and relating whatever that has been taught in class.

1:45–2:00 – All the students must submit their answers to the teacher and wait for the teacher to go through their answers and understand their knowledge and how much they have learnt.

2:00–2:15 – Understanding the answers of the students, the teacher must highlight the most important factors and also mention the crucial points that most of students have misunderstood or failed to analyse. The teacher should give examples and provide the correct answers for the students. Hence the students will be able to know their faults and correct their answers. The teacher should also provide the best answers to the class.

Homework: The re-reading of the poem and revision work of the questions and ideas discussed must be done at home to come prepared for the next class (Janssen, Knoef & Lazonder, 2019).

Referencing:

 – Wing Jan, L. (2009). Imaginative narratives. In L. Wing Jan Write Ways. Melbourne: Oxford University Press.

 Amer, A. (2003). Teaching EFL/ESL Literature. The Reading Matrix. Vol 3:2. Pp 63-73. Retrieved from: http://readingmatrix.com/articles/amer/article.pdf Gallagher, K. (2015). Poetry, metaphor and performance. In Roswell and K. Phal (Eds.).  The Routledge handbook of literacy studies.

-Chik, A. (2015). Popular Culture, Digital Worlds and Second Language Learners. In J.Roswell and K. Phal (Eds.). The Routledge handbook of literacy studies. Retrieved from https://www-

Eilam, B. (2017). Probing Teachers’ Lesson Planning: Promoting Metacognition. Teachers College Record, 119(13), n13.

Fujii, T. (2019). Designing and adapting tasks in lesson planning: a critical process of Lesson Study. In Theory and Practice of Lesson Study in Mathematics (pp. 681-704). Springer, Cham.

-Gunderson, L., Odo, M., & D’Silva. ( 2001 ) Second language literacy. In E. Hinkel, (Ed.). Handbook of research in second language teaching and learning. Retrieved from  

Janssen, N., Knoef, M., & Lazonder, A. W. (2019). Technological and pedagogical support for pre-service teachers’ lesson planning. Technology, Pedagogy and Education, 28(1), 115-128.

Maley, A. (2010). Using literature in the language classroom. In R. Carter & D. Nunan (Eds.) The Cambridge guide to teaching English to speakers of other languages. Retrieved from https://www-cambridge

Skowron, J. (2015). Powerful lesson planning: Every teacher’s guide to effective instruction. Simon and Schuster.

Xhakaj, F., Aleven, V., & McLaren, B. M. (2017, September). Effects of a teacher dashboard for an intelligent tutoring system on teacher knowledge, lesson planning, lessons and student learning. In European Conference on Technology Enhanced Learning (pp. 315-329). Springer, Cham.