Poetry,

 Daffodils  by  William  Wordsworth  

Shane  Condon  &  Aoife  Fitzpatrick,  First  Year  English.  
LESSON  PLAN  OUTLINE  (Sta@on  
TOPIC  OVERVIEW   support  Team  teaching).  
•  Begin  class  with  K.W.L  in  rela@on  to  poetry.      
Poetry.   Introducing   the   William   Wordsworth   poem   •  Introduce   new   vocabulary   from   the   poem   as   pre-­‐
Daffodils   to   a   mixed   ability   first   year   English   class.   reading  exercise.  
Personifica@on   as   the   main   literary   technique   under   •  Students   read   the   poem   in   silence   followed   by   a  
scru@ny.   professional  reading  of  the  poem  on  youtube.  
Also   a   discussion   of   the   narra@ve   of   the   poem   as   a   •  Ask   students   to   find   examples   of   personifica@on  
secondary  focus.   (building  on  knowledge  from  a  previous  lesson).  
•  Differen@a@on:   Teachers   instruct   students   finished  
with   the   previous   task   to   iden@fy   other   poe@c  
techniques.  
•  Encourage   and   support   students   opinion   on   the  
narra@ve  the  poem  through  open,  guided  discussion.  
•  Brief   recap   of   key   points   of   the   lesson,   this   included  
new  vocabulary,  personifica@on  &  narra@ve.  

GROUP  ACTIVITY   RESOURCES   LEARNING  OUTCOMES  

Think   Pair   Share:     Students   worked   in   mixed   ability   pairs   to   iden@fy   •  Text  book:    Step  Up!     •  Discuss  concept  of  personifica@on.  
examples   personifica@on   in   the   selected   poem.     Both   teachers   •  Powerpoint    presenta@on.   •  Develop   ability   to   recognise   different  
circulated  assis@ng  students  according  to  their  needs.   •  Youtube  audio  clip.   poe@c  techniques.  
Open  class  discussion  determining  the  narra@ve  of  the  poem  guided  by   •  Visual   aid   (a   daffodil   picked   earlier   in   •  Interpret  the  narra@ve  of  a  poem.  
both  teachers.   the  day).  

HOW  DID  IT  GO?  (EVALUATE)  

The   lesson   ran   smoothly   overall   with   both   teachers   interchanging   the  
leadership  role  seamlessly.  
STUDENT  FEEDBACK  
There  were  some  technical  issues  that  disrupted  the  flow  of  the  lesson  
briefly,   however   teacher   A   proceeded   with   the   lesson   while   teacher   B   “I  really  enjoyed  it,  it  made  poetry  a  bit  more  interes@ng”  
saw  to  the  issues.    “I’d  like  to  be  part  of  it  again”  
Upon   comple@on   of   the   lesson   we   both   agreed   that   we   should   have   The  students  answered  a  ques@onnaire  a  few  days  a]er  the  lesson  
begun   the   lesson   discussing   the   narra@ve   of   the   poem   instead   of   the   and  none  had  any  nega@ve  comments  about  the  team  teaching  
poe@c  techniques  of  the  poem.   lesson  with  most  comments  being  posi@ve  and  a  small  number  
We  found  that  the  sta%on  support  teaching  system  worked  well  and  we   expressing  indifference  to  the  experience.    The  students  were  
would  use  this  approach  to  team  teaching  again.   overwhelmingly  posi@ve  about  the  class  and  referred  to  it  as  “fun”,  
“cool”  and  “interes@ng”.