Night of the Scorpion
NIGHT OF THE SCORPION lesson plan
Learning objectives: • To be able to comment on the punctuation used by a poet and how this punctuation helps us to understand the poem’s ideas • To be able to identify and rhythm and the pace of a poem and explain the impact of these on the reader’s understanding
KEY WORDS THIS LESSON: punctuation rhythm pace repetition
STARTER: (10 minutes)
Remind the students of what being a successful group discussion member actually means, using the first resource
In groups of 3, students should discuss their answers to the 4 questions, jotting down their key ideas.
After 5 minutes, explain to the students that we are going to read a poem about an accident that occurs in ANOTHER CULTURE. They need to play a ‘what-if’ game, and re-answer the questions. Model: “What if you didn’t have access to a telephone? What would you ‘do’ then? How would you feel then? How would that change your experience of the accident?” Each student should come up with 2 ‘What if’ questions and pose them to the group.
(SPEAKING AND LISTENING ASSESSMENT FOR A GROUP OF THE STUDENTS: discuss, argue, persuade)
INTRODUCTION: (20 minutes)
Explain the learning objectives for the lesson and WHAT THE STUDENTS WILL GET BETTER AT DURING THE LESSON.
Turn to ‘How can a poet use punctuation?’ sheet. Ask the students to make links with the previous activity by asking them to discuss the following questions, one at a time for 1 minute each: ➢ If you were going to write a poem about an accident which has happened to one of your family members, which punctuation might you use in the poem BEFORE the accident happens, and why? ➢ Which punctuation would you use AS THE ACCIDENT IS HAPPENING and why? ➢ Which punctuation would you use IMMEDIATELY AFTER THE ACCIDENT and why? ➢ Which punctuation would you use HOURS AFTER THE ACCIDENT and why?
So, what could these punctuation marks be used to DO by a poet?
Introduce the
Learning objectives: • To be able to comment on the punctuation used by a poet and how this punctuation helps us to understand the poem’s ideas • To be able to identify and rhythm and the pace of a poem and explain the impact of these on the reader’s understanding
KEY WORDS THIS LESSON: punctuation rhythm pace repetition
STARTER: (10 minutes)
Remind the students of what being a successful group discussion member actually means, using the first resource
In groups of 3, students should discuss their answers to the 4 questions, jotting down their key ideas.
After 5 minutes, explain to the students that we are going to read a poem about an accident that occurs in ANOTHER CULTURE. They need to play a ‘what-if’ game, and re-answer the questions. Model: “What if you didn’t have access to a telephone? What would you ‘do’ then? How would you feel then? How would that change your experience of the accident?” Each student should come up with 2 ‘What if’ questions and pose them to the group.
(SPEAKING AND LISTENING ASSESSMENT FOR A GROUP OF THE STUDENTS: discuss, argue, persuade)
INTRODUCTION: (20 minutes)
Explain the learning objectives for the lesson and WHAT THE STUDENTS WILL GET BETTER AT DURING THE LESSON.
Turn to ‘How can a poet use punctuation?’ sheet. Ask the students to make links with the previous activity by asking them to discuss the following questions, one at a time for 1 minute each: ➢ If you were going to write a poem about an accident which has happened to one of your family members, which punctuation might you use in the poem BEFORE the accident happens, and why? ➢ Which punctuation would you use AS THE ACCIDENT IS HAPPENING and why? ➢ Which punctuation would you use IMMEDIATELY AFTER THE ACCIDENT and why? ➢ Which punctuation would you use HOURS AFTER THE ACCIDENT and why?
So, what could these punctuation marks be used to DO by a poet?
Introduce the