Lesson Plan No:
Teaching Practice: Lesson Plan Structure
The table under each heading will extend as you fill it with information.
A: ROUTINE INFORMATION
Complete ALL information in the table. The duration of your lesson should not exceed 1 hour.
Date:17 April 2025 Day: Thursday
Name of School: Nkandla Technical high school
Student surname and name: Thusi Thandoluhle
Student number: 221031312
Grade: 10
Subject: English FAL
Topic: Poem(The will)
Content/ Concept Area: Learning and applying strategies
CAPS page no: 54
Duration of lesson: 1 hour
B: SPECIFIC AIMS
• acquire the language skills necessary to communicate accurately and appropriately taking into
account audience, purpose and context
• use their Additional Language for academic learning across the curriculum
• listen, speak, read/view and write/present the language with confidence and enjoyment. These skills
and attitudes form the basis for lifelong learning
C: LESSON OBJECTIVES
1. KNOWLEDGE
Literary Analysis:Understanding the themes and literary devices used in poetry such as
symbolism, metaphors, and structure.
2.Cultural Context:Learning about the historical and cultural background of the poem and its
significance.
3.Emotional Insights:Gaining insight into human emotions and experiences depicted in the poem.
2. SKILLS
1.Critical Thinking:Developing the ability to analyse and interpret texts deeply.
2.Creative Expression:Enhancing writing skills through poetry composition and appreciation.
3.Communication:Improving verbal and written communication by discussing and sharing
interpretations of the poem.
3. VALUES/ATTITUDES
1.Resilience:Understanding the theme of determination and the importance of perseverance in the
face of challenges.
2.Empathy:Fostering a sense of empathy by connecting with the feelings and experiences portrayed
in the poem.
3.Self-Reflection:Encouraging personal reflection on one’s own values, goals, and aspirations.
D: APPROACH/TEACHING STRATEGY:
-Pre-Reading Activities:Introducing the background of the poem and its author. Discuss the historical
and cultural context.
-Read-Aloud:Read the poem aloud with expression. Encourage students to listen for tone, rhythm,
and emotion.
-Text Analysis: Analyse the poem stanza by stanza. Discuss literary devices, imagery, and word
choice.
Group Discussion: Dividing students into small groups to discuss their interpretations and feelings
about the poem.
E: RESOURCES:
Poetry worksheet, copies of the poem
F: LESSON PHASES:
1. INTRODUCTION (10 minutes)
A teacher will Begin by showing a short video clip or image that represents perseverance and
hope (e.g., a powerful quote or a historical moment of struggle for freedom).
After a teacher will Introduce Sipho Sepamla as a significant South African poet whose work
reflects the complexities of life during apartheid. Briefly discuss how poetry can express
collective emotions and experiences.
A teacher will Distribute copies of “The Will” to students. Read the poem aloud as a class,
encouraging students to listen for tone and emotion.
-There will be a hold brief discussion about students' first impressions of the poem. Prompt
them with questions like:
- What emotions did you feel while listening to the poem?
- What themes do you think the poet is addressing?
2. DEVELOPMENT(40 minutes)
.Step one: Reading the Poem
A teacher will First read the poem aloud to the class, asking students to listen carefully to the tone and
emotions conveyed by the speaker. Encourage them to note any feelings or images that the poem evokes as
you read. Students will read the poem aloud in groups, with each student reading one stanza or a few lines.
This will ensure everyone is engaged and familiar with the content.
Step two: poem analysis
1.Theme and Meaning
A teacher will Lead a discussion on the central themes of the poem. And she will Write these on the board
and guide students in naming them in the text.
2.Themes to discuss
Themes will be mentioned each and every theme will go together with-it own question to make easy for
students to understand the poem by giving their answers as follows.
-Resilience:Examine how the poem portrays the strength to overcome obstacles.
-Hope:Discuss the concept of hope in adversity. How does the poem convey this idea?
-Identity:Consider the relationship between will and personal identity. How does the poem reflect self-
discovery?
-Struggle:Explore the notion of struggle and its relationship with determination.
. Students will have to reference each theme with a line from poem or from a stanza
Structure and Form
-Discuss the poem’s structure. Is it free verse, or does it follow a specific form?
-How does the structure contribute to the poem’s meaning? Discuss line breaks, stanzas, and rhyme scheme,
if applicable.
Language Techniques
-Identify and analyze key language techniques used in the poem, such as:
-Imagery:What images are created? How do they enhance the themes?
-Metaphors:Explore any metaphors related to will and perseverance.
-Symbolism:Are there symbols present? What do they represent?
-Sound Devices:Discuss the use of alliteration, assonance, or rhyme and how they affect the poem’s rhythm.
Guided Practice
1.Group Activity:Divide students into small groups. Assign each group a specific theme, language technique,
or structural element to analyze in the poem.
- Provide guiding questions:
- How does your theme manifest throughout the poem?
- What specific examples from the text illustrate this theme?
- How does the structure of the poem support the theme?
- Identify at least two language techniques and their impact.
2.Sharing Insights:Have each group present their findings. Encourage classmates to ask questions or add
additional insights.
Independent Practice
1.Poem Analysis Exercise:Instruct students to write a short analysis of the poem, focusing on one theme,
structure, or language technique of their choice. Use the following guidelines:
- Introduce the theme or technique.
- Provide examples from the poem.
- Explain how it contributes to the overall meaning or emotional impact.
2.Peer Review: Pair students up for peer review. Each student will share their analysis and provide
constructive feedback on clarity and depth of analysis.
Step Three: Guided Practice
Students will be given a class work.
The following questions will be asked and students are required to write down their answers on their excises.
They also work as a group and they are required to provide evidence from the poem to support.
Hand out a worksheet with analysis questions based on the poem
A copy of a poem that was part of the lesson today
3. CONSOLIDATION/LESSON CONCLUSION (10 Minutes )
-A teacher will summarise the key points discussed during the lesson regarding themes, literary
devices, and the historical context of the poem.
-A teacher will ask students to reflect on how “The Will” connects to broader themes in literature and
real-life experiences of resilience and hope.
-Students will write a brief exit ticket answering the question: "What is one insight you gained about
the human spirit from Sepamla's poem, and how might it apply to your own life?"
-A teacher will conclude by emphasising the importance of poetry as a means of communication and
how it allows voices to be heard, especially in times of struggle. Encourage students to continue
exploring poetry as a powerful form of expression.
-After a teacher will give learners worksheet to answer questions.
G: ASSESSMENT (LEARNER ACTIVITY):
1. ASSESSMENT TYPE
Past question paper
2. ASSESSMENT INSTRUMENTS
Worksheet
3. ASSESSMENT METHOD
Informal assessment
4. ASSESSMENT TASK AND INSTRUCTIONS
I: REFLECTION ON PLANNING OF LESSON
This is written after the presentation of the lesson. The reflection aims to engage in honest critical self-
reflection to consider what you as an educator should change to improve your lesson presentation. Also,
consider what you would not change and why not. Reflect on your experience of the lesson.
1. CHALLENGES ENCOUNTERED
- Finding appropriate resources that align with the lesson objectives can sometimes be difficult. I had
to ensure that the available texts, videos, and other materials were both high-quality and relevant to
the lesson.
2. HOW DID I USE RESOURCES IN MY LESSON
the use of diverse and well-planned resources would significantly enhance the effectiveness of
teaching this lesson. By fostering engagement, promoting critical thinking, encouraging collaboration,
and making connections to real life, students are likely to develop a deeper appreciation for the poem
and its themes.
3. LEARNER PARTICIPATTION
. Yes, it encouraging small group and whole-class discussions, students actively participate by
sharing their thoughts, interpretations, and personal connections to the poem.
4. USE OF A VARIETY OF QUESTIONS
Yes. I used Barrettes Taxonomy
The inclusion of questions across different difficulty levels that ensures all students, regardless of their
reading or analytical abilities, can engage with the lesson at their own pace.
I: REFERENCES
.Caps document
.Poetry Anthology
