English Lesson Planning: Teaching The Daffodils by William Wordsworth

This lesson plan focuses on teaching the poem The Daffodils by William Wordsworth to students aged 10-12 years. The lesson plan includes objectives, materials, and procedures for two lessons. The first lesson focuses on teaching the poem, while the second lesson involves a deep analysis of the poem. The article also includes a rationale for choosing the poem and references for further reading.

Running Head: ENGLISH LESSON PLANNING
ENGLISH LESSON PLANNING
Name of the Student
Name of the University
Author’s Note

1
ENGLISH LESSON PLANNING
Rationale:
I have chosen to teach in the class and work with the students in building up their
knowledge and also to evolve their ideas and have a taste of poetry (Wing Jan, 2009). The
students have been reading and going through several chapters of prose which may have
made them a little bored and their studies monotonous therefore I will be focusing on a very
simple and yet a beautiful and famous poem by William Wordsworth; The Daffodils (Amer,
2003). It is a very touching and soothing poem that the students may find interesting and
pleasing. The description of nature may charm them and also make them aware about their
surroundings. The students have learnt rhymes that they find very funny and enjoyable.
Nursery Rhymes are always very sweet and touching an d easy to remember (Chik, 2015).
The Daffodils on the other hand is a poem that has almost a rhyming scheme of a nursery
rhyme. The children will love the participation and the involvement of the poet with the
daffodils. The Daffodils is not too long or too short a poem that the students will not get
bored or take it casually (Gunderson, Odo & D’Silva, 2001).
My idea for choosing the poem definitely has a point of view, preferences and
perspective. The poem The Daffodils is a very charming poem, it is taught in mostly K8
standard as students will be able to understand and perceive its notion beautifully if it is
taught correctly in the class. The average age of the students ranges from 10-12 years. There
are total 40 students in the class, of which there are 25 boys and 15 girls (Fujii, 2019). The
students are in the learning and grasping stage therefore there will be no problem in teaching
them. The students also are very attentive and quick learners, hence teaching them this poem
will be a lot easier and equally beneficial for them. The poem The Daffodils carries a lot of
symbols and images (Eilam, 2017). Many underlying layers of meaning are incorporated in
the poem the student may be able to find them interesting. The student must be taught well so

2
ENGLISH LESSON PLANNING
that can learn the essentials, that will be beneficiary for them in the future. The students will
also be learning about the poet along with the poem therefore they will be able assign the
poems and learn to analyse the poem according to the poet. The students will be granted full
permission to interpret as much as they can. This will be done to germinate their creative
minds (Maley, 2010).
The description of the daffodils in the poem is very appealing and mostly very
beautifully explained. The students will not face any problem to learn the poem. Wordsworth
uses various adjectives to describe the view of the daffodils along with the other features of
the poem. Therefore the poem becomes very descriptive and self-explanatory which will be
an easy poem for the students to analyse. And lastly the diction of the poem is very lucid
therefore the students will be able understand the poem easily as the language is easy to
understand and simple. Hence the students will not have any problem is learning the poem.
Therefore having the idea of teaching students a good lesson along with keeping in mind
about the student’s calibre and difficulties, I have selected this poem for their lesson, so that
they can easily learn and able to understand the poem. (Skowron, 2015).
Lesson Plans 1:
Lesson:
The Daffodils by William Wordsworth
Objective:
Teach students the poem The Daffodils.
Materials:
Paper and pencils, Notebook, the text, Projector.

3
ENGLISH LESSON PLANNING
Procedure:
12:00–12:15 - Let the students read the text on their own. Then allow them to go through the
lines once again and point out key factors and words in the poem.
12:15–12:30 - Recite the poem to the students so that they find the poem interesting and get
attracted to the recitation, influencing them to recite as well. Then give a brief introduction of
the poem to the students.
12:30–12:45 - After giving a brief introduction of the poem to the students then add several
points on the situation for writing the poem. Give a brief introduction to the poet. The
understanding of the poet is essential for understanding the poem. The poem needs to be
understood from both the perspectives of the poet as well as the student may see fit according
to their interpretive methods involving the creative minds.
12:45–1:45 - Explain certain terms of the poem that needs to be understood and analysed.
The students must teach the terms- theme, imagery, symbols. All these are deeply
incorporated into the poem. Understanding these will make the study of the poem easier to
understand. Plus all these factors carry important notions and ideas based on which the whole
poem stands. Hence knowing these factors is crucial.
1:45–2:00 – Explain the poem reading through it line by line, and then incorporating the
previous facts that has been discussed in the class, previously. Both the life of the poet and
his works has to be referred properly. There are certain factors that need to be kept in mind,
that is using too many references in may cloud the mind of the students with too much

4
ENGLISH LESSON PLANNING
information which may become problematic to handle for them. Thus the factors need to be
developed and evaluated properly before guiding the student to study the poem.
2:00–2:15 - Doing a final all rounds wrap up of the poem, that has been taught and linking
the ideas and again reflecting upon the study of the poem. The poem needs to well-liked by
the students that also has to be kept in mind. There are certain things that should be done, that
is to highlight the key factors of the poem. Giving a brief idea of the genre of the poem and
explaining them the reasons for it. Then finally asking the questions if they had something in
mind or any problems they faced while studying the poem, if they feel so they can ask
questions. Make sure to clear all that has been taught to the students in the session and have
they clearly understood them or not (Xhakaj, F., Aleven, V., & McLaren, B. M. (2017,
September).
Homework: The students should be told to study the poem thoroughly and understand it
properly, it they find something difficulty they must take note of that and certainly ask the
teacher in the next class. They should be given to do more background study of the poem and
about the poet as well. The students must have a proper knowledge about the Romantic
period to analyse the poem and learn its impact and influence also. Provide the students with
sufficient study materials and information that they need to successfully understand the poem
that is being taught. Also mention that the next day the questions will be asked to the student
based on the general understanding of the poem, and that they come prepared for it with
ample knowledge about the poem.

5
ENGLISH LESSON PLANNING
Lesson Planning 2:
Lesson:
Study of the poem The Daffodils by William Wordsworth.
Objective:
To deeply analyse the poem The Daffodils that is being taught in the class previously and
discuss questions that are probable to come in the exams. Also discuss several themes of the
poem that is important to keep in mind while reading the poem and writing any answers
regarding the questions from the poem.
Materials:
Pencil, pen and paper, projector, notebooks, exercise books, study materials.
Procedure:
12:00–12:15 - Revision of the previous class is done along with explaining and relating with
the key factors and the key words that was mentioned in the previous class along with extra
added information, which will make the students aware of the fact they need to ;earn more
and need to know more about the poem, they should understand that whatever they have
learnt so far is not enough to analyse the poem.
12:15–12:30 → Based on the discussions regarding the revision and that of the previous class
the students should be asked questions according to what has been taught in the class.
Questions may be of various types, they can be analytical, explanatory or based on

6
ENGLISH LESSON PLANNING
understanding, and therefore the questions should be well framed so that when the question is
asked to most of the students the teacher can evaluate the class of the student by asking
questions and understanding the ability of the students on an average basis. Thus the teacher
has to be concerned of the factor that all the students must be able to understand and grasp
that has been done in class.
12:30–12:45 - After doing the evaluation orally, the students should be asked to provide
views on the poem personally. The certain factors that the students found to be problematic
and were facing difficulty with be analysed and put forward. Thus after solving the problem
the teacher must give question to write for the students based on the discussion and the
previous class.
12:45–1:45 – The students should be given ample time to think and write their answers
carefully thinking and relating whatever that has been taught in class.
1:45–2:00 – All the students must submit their answers to the teacher and wait for the teacher
to go through their answers and understand their knowledge and how much they have learnt.
2:00–2:15 – Understanding the answers of the students, the teacher must highlight the most
important factors and also mention the crucial points that most of students have
misunderstood or failed to analyse. The teacher should give examples and provide the correct
answers for the students. Hence the students will be able to know their faults and correct their
answers. The teacher should also provide the best answers to the class.
Homework: The re-reading of the poem and revision work of the questions and ideas
discussed must be done at home to come prepared for the next class (Janssen, Knoef &
Lazonder, 2019).

7
ENGLISH LESSON PLANNING

8
ENGLISH LESSON PLANNING
Referencing:
- Wing Jan, L. (2009). Imaginative narratives. In L. Wing Jan Write Ways. Melbourne:
Oxford University Press.
Amer, A. (2003). Teaching EFL/ESL Literature. The Reading Matrix. Vol 3:2. Pp 63-73.
Retrieved from: http://readingmatrix.com/articles/amer/article.pdf Gallagher, K.
(2015). Poetry, metaphor and performance. In Roswell and K. Phal (Eds.). The
Routledge handbook of literacy studies.
-Chik, A. (2015). Popular Culture, Digital Worlds and Second Language Learners. In
J.Roswell and K. Phal (Eds.). The Routledge handbook of literacy studies. Retrieved
from https://www-
Eilam, B. (2017). Probing Teachers' Lesson Planning: Promoting Metacognition. Teachers
College Record, 119(13), n13.
Fujii, T. (2019). Designing and adapting tasks in lesson planning: a critical process of Lesson
Study. In Theory and Practice of Lesson Study in Mathematics (pp. 681-704).
Springer, Cham.
-Gunderson, L., Odo, M., & D’Silva. ( 2001 ) Second language literacy. In E. Hinkel, (Ed.).
Handbook of research in second language teaching and learning. Retrieved from
Janssen, N., Knoef, M., & Lazonder, A. W. (2019). Technological and pedagogical support
for pre-service teachers’ lesson planning. Technology, Pedagogy and Education,
28(1), 115-128.

9
ENGLISH LESSON PLANNING
Maley, A. (2010). Using literature in the language classroom. In R. Carter & D. Nunan (Eds.)
The Cambridge guide to teaching English to speakers of other languages. Retrieved
from https://www-cambridge
Skowron, J. (2015). Powerful lesson planning: Every teacher's guide to effective instruction.
Simon and Schuster.
Xhakaj, F., Aleven, V., & McLaren, B. M. (2017, September). Effects of a teacher dashboard
for an intelligent tutoring system on teacher knowledge, lesson planning, lessons and
student learning. In European Conference on Technology Enhanced Learning (pp.
315-329). Springer, Cham.