Lesson Plan of Poetry Recitation
Subject English
Grade II
Students` Learning Outcomes
- Read and recite short poems or nursery rhymes with actions.
- Articulate and recognize simply rhyming words.
- Copy rhyming words from a poem. Write more rhyming words.
- Familiarize themselves with rhythm, stress and intonation of English language for comprehension by listening to simple stories and poems read aloud in class.
- Comprehend simple stories and poems read aloud in classes.
Information for Teachers
- Singing nursery rhymes should be an on-going activity throughout the term.
- Select poems that are short and simple for the students to learn.
- Find rhyming words for the selected poems before the lesson.
- Stress means the part of the sentence or a word that is pronounced more loudly to show emphasis e.g.
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- This is my book
- I want the bigger apple.
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- Intonation refers to the up and down melody of the voice over the whole phrase or sentence:
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- For a yes-no question, we make it go up at the end.
- For a regular sentence, or a question with one of those words that has “Wh” in the beginning, we make the voice go down at the end. E.g. is he your brother? Who are you?
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- Select poems that you think your students will enjoy, and can do actions with such as Twinkle, Twinkle Little Star, Baby, Baby, yes Mama, etc.
- Teachers can also other poems given in the term.
- Also use poems given in the textbook.
- Teacher must practice the poems at home first before doing them with students in class.
- While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.
Material / Resources
Writing board, chalk/marker, duster, books of nursery rhymes, audio-cassettes of poems (if available), chart paper
Introduction
- Recite “baba Black Sheep” as an example, couple of times with actions to the students; follow the rhyme and rhythm and use intonation and actions as required.
- Explain that poems usually have rhyming words i.e. words with similar/matching ending sound.
- Explain that all poems have rhythm, which is what differentiates them from prose.
Development
Activity 1
- Paste the poem written on a chart paper on board.
- Introduce the main idea or story of the poem in a few words; e.g. Little Miss Moffat sat on a tuffet.
- Tell the students that they would be reciting a poem about a little girl and a big spider and how afraid she was of the spider.
- Paste the following poem on the board.
- Sing/recite the poem with actions. Explain the meaning of difficult words.
- Ask the students to follow the actions.
- Ask few volunteer students to recite the poem with you.
- Involve the whole class to recite the poem with actions.
- Encourage students to suggest actions according to their understanding.
- Allow creativity in actions.
Activity 2
- Ask simple questions from the students:
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- Did you like the poem?
- What was the name of the girl?
- How many spiders were there / in the poem?
- What did she eat?
- Where did the spider sit?
- Was she afraid of the spider?
- Are you afraid of spiders?
- Do you like spiders? Why?
- Do you like Miss Moffat? Why?
- What would you do if you were Miss Moffat or the spider?
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- (Note for Teachers): please ensure that you ask a mix of questions to check for comprehension (q 1-6) and encourage personal response (Q 7-10) to help children take interest and express their opinion, likes/dislikes and views.
Activity 3
- Tell the students: now we will find words in this poem which end with same sounds. E.g. Moffat and Tuffet.
- Ask students to read the poem and find rhyming words. Help them find one pair to give an example. (Answer: whey-away, spider—her)
- Take responses from students. Underline or circle the rhyming words on the chart poem.
- All students must repeat the rhyming words after the teacher.
- Tell the students the rhythm of the poem. (see information for Teachers)
- Give simple examples: cat, fat………..pot, hot………..
- Encourage them to give you a few examples.
- Inform the students that the words which have same ending sounds are called rhyming words. E.g. Moffett and Tuffet have same sound in the end
Activity 4
- Give any two words from a poem and ask students to come up with new rhyming words in groups.
- (See sample poem given). Teacher must do same activities for all other poems.
Sum up / Conclusion
- Ask the students to recite a few lines of the poem.
- Revise the poem.
Assessment
- Take a test of poem recitation every week.
- Give a test on rhyming words.
Follow up
- Learn the poem.
- Continue to give practice to the students by revising the poem regularly.
- Ask a different child to lead the singing each time. Instruct the child who will lead to use actions in a lively manner.
- Find the exercises related to this topic in the textbook and practice them with students.
