TEACHER: Muli Amaye

DATE: 23 March 2018

CLASS: LITS 2603
TIME: 1:00 pm
Title: Imaginative Ramblings – Emotional Poetry

BRIDGING
The teacher:

 Read a quote from Robert Frost

 Explain the difference between reporting and poetry to get students thinking
 Explain emotional language in poetry

OBJECTIVES
At the end of this lesson, students will be able to:

1. Explain how emotions can be written into poetry.

2. Create a number of original metaphors.
3. Utilise the senses in unexpected ways in poetry.
4. Produce a short poem in first draft
PRE-ASSESSMENT
By encouraging the students to consider emotions and emotional language, they can consider what they
know and how the approach emotions in their poetry. Asking students how they feel in order to have
them connect to their emotions in general.

CONTENT- Teaching Points

1. Explore the five main senses and suggest ways they can be used differently.

2. Explain how to create original metaphors using concrete nouns, abstract nouns and
adjectives.

3. Discuss the different hues of colours and suggest students explore the different
ways of using colour.

4. Provide an example of a poem using the tools given throughout the lesson, show
ways of reading to promote the emotional response.

PARTICIPATORY LEARNING
 TEACHER STRATEGY STUDENT ACTIVITY RESOURCES
The teacher: Students:
Give time for students to Writing for two minutes Pen and paper/laptop
explore emotions through showing emotion rather than
their writing. telling.

Give time for students to try Producing some original Pen and paper/laptop
writing original metaphors. metaphors using the tools
suggested.

Give time for students to Producing some lines of poetry Pen and paper/laptop
produce some lines of poetry using colour.
using different colour hues and
tones.

Give time for student to pull Writing for 10 minutes to Pen and paper/laptop
together what they have done produce a poem that can be
and produce a first draft poem worked on further.
using emotional language.

SUMMARY / CLOSURE
We have five senses and can use them in different ways

Original metaphors can be created through playing with language

Use the full spectrum of colour to language

Delivery is important.
POST ASSESSMENT
Suggest students meet online for a discussion about what they have learned using the following questions:
1. What did you feel when you wrote, read, listened?
2. How would you continue the conversation from a primarily emotional perspective?
3. Can poetry effectively express emotion on a universal level?
4. Does the potential inexpressibility point to universality?

Reflection:

What?

A ten-minute lesson using BOPPPS to teach students about emotional writing in poetry. This was done as a
screencast and therefore I needed to get feedback from students as to its effectiveness as a lesson. I felt
that using BOPPPS had improved my teaching allowing me to be more organised and deliver the material
in a way that was logical and accessible.

So What?

Using CATS I used ‘the muddiest point’ with students in order to discover if the lesson was worthwhile and
gave them enough information in order to complete a lesson. It was important for me to get student
feedback in this case because I had not been able to video teaching at the end of the course as was
required. Clarity of information was the most important point and knowing that the students were able to
access the work.

Now What?

Feedback was very positive from students. However, some felt that I did not give enough information on
certain points, such as showing emotion rather than reporting it. They suggested I should give them
examples for each point and not assume that they can understand simply from me telling them. This is a
valid point and I will take that on board.

In future classes I will ensure that I explain, show, and obtain feedback on each teaching point. This could
slow the lesson down but as learning is the objective in my class and not teaching, it is worthwhile
teaching in the way that students learn best.