- What images do we have in our heads? 5. To be able Display the Read the poem as a Ask learners to reflect on Elicit the to comment of a poem. class. the title of the poem in significance of on the effects relation to the rest of the titles when of structure. What is the poem. commenting on purpose of a structure. title? Learners - Does the writer lead you (expectations, annotate using to guess accurately the setting tone, responses. subject matter of the misleading the poem? reader, emphasis Elicit ideas about - Is there a shift/change of etc) your first expectations? expectations; setting the tone. Why do you think the writer has done this? Learners respond to the following question PEI (Point, Evidence, Inference). 6. To be able Project a bank of Project an image of a Learners reflect back on Create a class Comparative to effectively comparative lemon and an orange the poems they have success criteria discourse markers compare two discourse and ask learners to studied and decide which for selecting + (PPT slide). poems. markers on the make as many two would be good to appropriate board. comparisons as compare in pairs. poems to possible. compare. Ask learners to Select pairs to present predict skill Use this task to their case to the rest of they will be highlight how you the class. focusing on. compare effectively.
- What images do we have in our heads? 5. To be able to comment on the effects of structure. Display the of a poem. What is the purpose of a title? Learners annotate using responses. Elicit ideas about expectations; setting the tone. Read the poem as a class. Ask learners to reflect on the title of the poem in relation to the rest of the poem. - Does the writer lead you to guess accurately the subject matter of the poem? - Is there a shift/change of your first expectations? Why do you think the writer has done this? Learners respond to the following question PEI (Point, Evidence, Inference). Elicit the significance of titles when commenting on structure. (expectations, setting tone, misleading the reader, emphasis etc) 6. To be able to effectively compare two poems. Project a bank of comparative discourse markers on the board. Ask learners to predict skill they will be focusing on. Project an image of a lemon and an orange and ask learners to make as many comparisons as possible. Use this task to highlight how you compare effectively. Learners reflect back on the poems they have studied and decide which two would be good to compare in pairs. Select pairs to present their case to the rest of the class. Create a class success criteria for selecting appropriate poems to compare. Comparative discourse markers + (PPT slide).
Topics.Themes.docx