Comprehensive and Vocabulary development : Selected Children’s Poems

Learning Objectives :

By the end of the lesson, pupils should be able to

1. Read the selected children’s poems rhythmically
2. Identify the key words or lines that introduce the main ideas in the poems
3. Construct sentences with the selected words in another context with the words in the poems
4. Answer questions on the poems.

 

Learning Activities

1. Pupils in groups read the poems rhythmically
2. Pupils in pairs write out the main ideas or words in the poems
3. The check up the meaning of the new words in sentences
4. Pupil’s in smaller groups analyse the passage to derive the hidden meaning in the passage

 

 

Embedded Core Skills

1. Communication and Collaboration
2. Critical thinking and problem solving
3. Leadership skills and Personal Development
4. Creativity and Imagination

 

Learning Materials

• Wall charts
• Audio player
• Video clip
• Wall charts
• Laptop

 

Content

Selected children’s poems can be a great way to develop both comprehensive and vocabulary skills. Poems often use descriptive language and imagery, which can help children learn new words and expand their understanding of the world around them. Additionally, the rhyme and rhythm of poems can make them more engaging and memorable for children, helping to build their comprehension skills.

 

Some examples of children’s poems that are known for their vocabulary and comprehension building potential include

“The Owl and the Pussycat” by Edward Lear,

“The Jabberwocky” by Lewis Carroll, and

“The Road Not Taken” by Robert Frost

 

Who sat and watched my infant head, when sleeping on my cradle bed, And tears, sweet drops, did stand in eyes, Like pearls upon her feathers drest?

Who passed her gentle hand above, My lowly form, and kissed my brow, And, whispering, “Weep not, my want,” My infant sorrows hushed, or knew?

My mother. Where her tender hand Smoothed the pillow of my head, And where her love and watch did stand, The night and every night she slept.

And, in my soul, the thought doth dwell, That, one sweet day, I’ll know full well, All love and truth my mother taught, And be her joy and crown in heaven.”

 

1. What is the main subject of the poem? a) An infant b) A mother c) A bird d) A pillow
2. Who is the speaker of the poem? a) The infant b) The mother c) A narrator d) A bird
3. What is the tone of the poem? a) Romantic b) Nostalgic c) Melancholic d) Joyful
4. What is the main metaphor used in the poem? a) Pearls on feathers b) A cradle c) A pillow d) A crown
5. Who is the person who sat and watched the infant’s head? a) The father b) The bird c) The mother d) A nurse
6. How are the person’s eyes described in the poem? a) Teary b) Happy c) Angry
7. Who whispered “weep not, my want”? a) The mother b) The bird c) The father d) The nurse
8. What is the main emotion conveyed by the poem? a) Love b) Sorrow c) Anger d) Hope
9. What is the main theme of the poem? a) The love of a mother b) The loss of a child c) The beauty of nature d) The passing of time
10. What is the imagery used to describe the mother’s love in the poem? a) Tender hand b) Smoothed pillow c) Watching eyes d) All of the above.

 

poem : “The Owl and the Pussycat” by Edward Lear

The Owl and the Pussycat went to sea In a beautiful pea green boat, They took some honey, and plenty of money, Wrapped up in a five pound note.

The Owl looked up to the stars above, And sang to a small guitar, “O lovely Pussy! O Pussy, my love, What a beautiful Pussy you are, You are, You are!

The Pussycat smiled as she sailed away, With a “meow, meow” and a “purr, purr” “I love you, Owl, but please understand, I want to live with a barge-man, purr, purr”

So they lived happily ever after, The Owl and the Pussycat in the boat, And if they haven’t drowned, they’re still alive and well, Sailing on the deep sea in their beautiful pea green boat.

 

“Mary Had a Little Lamb” by Sarah Josepha Hale.

Mary had a little lamb, Its fleece was white as snow; And everywhere that Mary went, The lamb was sure to go.

It followed her to school one day, Which was against the rule; It made the children laugh and play, To see a lamb at school.

And so the teacher turned it out, But still it lingered near, And waited patiently about, Till Mary did appear.

“Why does the lamb love Mary so?” The eager children cry; “Why, Mary loves the lamb, you know.” The teacher did reply.

 

 

1. What is the main subject of the poem? a) A lamb b) A teacher c) Mary d) A school
2. Who is the speaker of the poem? a) Mary b) The lamb c) The teacher d) A narrator
3. What color is the lamb’s fleece? a) Black b) Brown c) White d) Grey
4. What did the lamb do when Mary went to school? a) Stayed home b) Went to school c) Followed her to school d) Waited outside the school
5. How did the children at school react when they saw the lamb? a) They were scared b) They laughed and played c) They were angry d) They were indifferent
6. Why did the teacher turn the lamb out? a) Because it was against the rule b) Because it was causing a disturbance c) Because it was dirty d) Because it was too cold
7. How did the lamb behave when it was turned out? a) It ran away b) It waited patiently c) It was angry d) It was sad
8. What is the main theme of the poem? a) Friendship b) Love c) School rules d) Childhood memories
9. How does the teacher explain the lamb’s behavior? a) The lamb is in love with Mary b) The lamb is lost c) The lamb is hungry d) The lamb is following a rule
10. What is the tone of the poem? a) Melancholic b) Nostalgic c) Light-hearted d) Serious

 

Lesson Presentation

Step 1

Building Background / Connection to prior knowledge :

• Begin the lesson by asking students if they have ever heard the poem “Mary Had a Little Lamb.”
• Read the poem aloud to the class and ask students if they can identify any rhyming words in the poem.
• Write the rhyming words on the board or chart paper.

 

 

Strategies and Activities 

• Next, ask students what they think the poem is about.
• Discuss the main subject of the poem and the imagery used to describe the lamb’s fleece.
• Identify the theme of the poem and discuss the meaning of the poem.

 

Learners Activities 

• Divide the class into small groups and ask each group to come up with a list of words that describe the lamb in the poem.
• Have each group share their list with the class and discuss the different words used to describe the lamb.

 

 

Independent pupil practice:

• Have students choose a different animal and write their own poem using the same rhyme scheme as “Mary Had a Little Lamb.”
• Encourage them to use descriptive language and imagery to create a vivid image of the animal in their poem.

 

Conclusion :

• Have students share their poems with the class and discuss the different animals and imagery used in their poems.
• Review the main subject, rhyme, imagery, and theme of the poem “Mary Had a Little Lamb” by Sarah Josepha Hale and ask students to explain how the poem helped them understand these elements better.

 

Assessment:

• Collect the students’ independent practice poems to evaluate their understanding of the elements of poetry and their ability to use descriptive language and imagery.

 

Review Questions.

1. Who is the speaker in the poem “Mary Had a Little Lamb”? a) Mary b) The lamb c) The teacher d) A narrator
2. What color is the fleece of the lamb in the poem? a) Black b) Brown c) White d) Grey
3. What is the rhyme scheme of the poem “Mary Had a Little Lamb”? a) AABB b) ABAB c) ABCB d) AABC
4. What does the lamb do when Mary goes to school? a) Stayed home b) Followed her to school c) Went to school d) Waited outside the school
5. Why did the teacher turn the lamb out in the poem? a) Because it was against the rule b) Because it was causing a disturbance c) Because it was dirty d) Because it was too cold
6. How does the teacher explain the lamb’s behavior in the poem? a) The lamb is in love with Mary b) The lamb is lost c) The lamb is hungry d) The lamb is following a rule
7. What is the main theme of the poem “Mary Had a Little Lamb”? a) Friendship b) Love c) School rules d) Childhood memories
8. What kind of imagery is used in the poem to describe the lamb’s fleece? a) Simile b) Metaphor c) Personification d) Hyperbole
9. What literary devices are used in the poem “Mary Had a Little Lamb”? a) Rhyme, imagery, and theme b) Rhyme, metaphor, and alliteration c) Rhyme, imagery, and personification d) Rhyme, simile, and metaphor
10. How does the poem “Mary Had a Little Lamb” convey the theme of love? a) Through the description of the lamb’s behavior b) Through the imagery used to describe the lamb c) Through the rhyme scheme of the poem d) All of the above