I am an online ESL teacher. I have a student in Year 7 (NSW, Australia) who i am taking through the following course:

""ESL Brains
Course Overview
ESL Brains
Objectives
ESL Brains 3
Course Objectives
● Enhance reading, writing, and analytical skills in English.
● Engage with diverse texts.
● Improve written responses to texts.
● Compose original content.
ESL Brains
Emphasis
ESL Brains 5
The course emphasizes the importance of:
● Reading: Engaging with diverse texts to build comprehension and critical
thinking.
● Writing: Developing clear and structured written responses, creative and
analytical writing.
● Analyzing: Understanding and interpreting different text forms, focusing on
thematic and structural elements.
By engaging with various text types and practicing different writing styles, we can
build a strong foundation in English skills that will support your academic writing
and enjoyment of the subject.
ESL Brains
Session Structure
ESL Brains 7
Each session will typically involve:
● Reading/Viewings: Engaging with a variety of texts (short stories, poems,
novels, films, plays).
● Discussion/Analysis: Analyzing key elements such as themes, structure,
language, and character.
● Writing Exercises: Developing written responses to texts and composing
original pieces.
ESL Brains
Session Preview
ESL Brains 9
Session 1: Introduction to Text Analysis
● Text: 'The Drover's Wife' by Murray Bail
● Focus: Basic text analysis, discussion of themes and characters.
Session 2 & 3: Exploring Poetry
● Learn about different aspects of poetry. Discuss questions, watch a video, and read and
analyse some poems.
● Text: “My Country” by Dorothea Mackellar.
● Focus: Imagery, themes, and structure in poetry. Introduction to poetry analysis.
Session 4: Narrative Writing
● Task: Writing a narrative inspired by a reading.
● Focus: Planning and outlining a story, character development, and descriptive language.
ESL Brains 10
Session 5: Analyzing Visual Texts
● Text: Excerpts from local films and documentaries.
● Focus: Visual storytelling, analyzing visual and multimodal text elements.
Session 6: Crafting Persuasive Essays
● Task: Composing a persuasive essay based on a given topic.
● Focus: Structuring arguments, using evidence, paragraph transitions, and persuasive
techniques.
Session 7: Understanding Drama
● Text: Excerpts from “The Peasant Prince”.
● Focus: Analyzing dramatic texts, character motivations, conflicts, and settings.
ESL Brains
THANKS!""

Right now, we are at session 4. i  want  a detailed lesson plan for SESSION 4 along with a script similar to a previous lesson plan we did. I will now paste the notes and drafts for that lesson plan. But, just to make sure, this new lesson plan will be for session 4 narrative writing. IT IS NOT FOR FINISHING SESSION 2. THAT LESSON IN ALREADY COMPLETE.:

""

The love of field and coppice,            (A)
Of green and shaded lanes,                (B)
Of ordered woods and gardens              (A)
Is running in your veins;                 (B)




Lesson Plan: Session 2 - Revisiting and Completing Poetry Analysis
Objective:
To review previous lesson content and homework.
To complete the unfinished lesson plan, focusing on identifying poetry terms.
To further enhance reading comprehension and analytical skills.
Lesson Structure:
Introduction and Review (10 minutes)

Teacher: “Hi Caleb, welcome back! How are you today?”

Caleb: [Student responds]

Teacher: “Fantastic! Before we dive into our new material, let’s do a quick review of what we covered last time since our session got interrupted. We talked about different types of poems like nursery rhymes, limericks, sonnets, and haikus. We also discussed some reasons why poetry still matters. Do you remember any of the points we discussed or any poetry terms we covered?”

Caleb: [If Caleb is unsure] “I’m not sure.”

Teacher: “No worries! We talked about metaphor, which is an expression that describes a person or an object by referring to something with similar characteristics, like ‘a heart of stone’. We also discussed simile, which compares one thing to another using ‘as’ or ‘like’, such as ‘lonely as a cloud’. Does that ring a bell?”

Caleb: “Yes, I remember now.”

Teacher: “Great! Let’s quickly review your homework. You wrote an acrostic poem based on your name. Here it is:

‘Courageous spirit
Adventurous
Living life with passion
Eager to explore
Braving challenges’

I see you’ve used strong, descriptive words. What inspired you to write it this way?”

Caleb: “I wanted to describe how I see myself, using words that show my personality.”

Teacher: “You did a great job! Words like ‘courageous’ and ‘adventurous’ really paint a vivid picture of who you are. Very well done.”

—

Completing the Previous Lesson (20 minutes)

Teacher: “Let’s continue from where we left off last time. We were working with these poetry terms: metaphor, alliteration, simile, and rhyme. Now, we’ll identify these terms in some poem excerpts. Ready?”

Caleb: “Yes.”

Teacher: “Great! I’ll read the excerpts, and we’ll decide which terms are present.”
Excerpt from ‘Stopping by Woods on a Snowy Evening’ by Robert Frost:

Teacher: “Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.”

“Caleb, which poetry terms can you find in this excerpt?” [If Caleb is unsure] “Think about the words that sound similar at the end of the lines. What about ‘know,’ ‘though,’ and ‘snow’?”

Caleb: “Those are rhymes.”

Teacher: “Excellent! What about the beginning sounds of ‘see,’ ‘stopping,’ and ‘snow’?”

Caleb: “That’s alliteration.”

Teacher: “Yes, that’s right. The rhymes create a musical quality, and the alliteration helps emphasize certain images. Great job!”
Excerpt from ‘Fame is a bee’ by Emily Dickinson:

Teacher: “Fame is a bee.
It has a song—
It has a sting—
Ah, too, it has a wing.”

“What about this one, Caleb?” [If Caleb is unsure] “Think about words that describe fame in this poem. How is fame being compared to something else?”

Caleb: “Fame is a bee. That’s a metaphor.”

Teacher: “Perfect! And the rhymes with ‘sting’ and ‘wing’ and alliteration with ‘song’ and ‘sting’?”

Caleb: “Yes, there are rhymes and alliteration.”

Teacher: “Correct again! The metaphor effectively conveys the idea that fame can be sweet but also painful. Well done!”
Excerpt from ‘I Wandered Lonely as a Cloud’ by William Wordsworth:

Teacher: “I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.”

“Identify the poetry terms here.” [If Caleb is unsure] “What words rhyme at the end of the lines, and how is the poet describing his loneliness?”

Caleb: “There is rhyme with ‘cloud’ and ‘crowd,’ ‘hills’ and ‘daffodils,’ and ‘trees’ and ‘breeze.’ There is also a simile with ‘lonely as a cloud.’”

Teacher: “Spot on! The rhyme scheme adds to the musicality of the poem, and the simile helps illustrate the poet’s feelings of solitude, enhancing the visual imagery. Fantastic work!”
Excerpt Describing Imagery:

Teacher: “You are beautiful and faded
Like an old opera tune
Played upon a harpsichord;
Or like the sun-flooded silks.”

“What terms can you find here?” [If Caleb is unsure] “Look at the comparisons using ‘like’.”

Caleb: “There are similes with ‘like an old opera tune’ and ‘like the sun-flooded silks.’”

Teacher: “Exactly! These similes provide vivid comparisons that give a sense of delicate beauty and nostalgia. Nicely identified.”

—

New Lesson Material: Analyzing ‘My Country’ by Dorothea Mackellar (20 minutes)

Teacher: “Now, let’s return to ‘My Country’ by Dorothea Mackellar. We’ll read it again and analyze its imagery, themes, and structure. I’ll display the poem on the screen and read it aloud.”

[Reads poem aloud]

Discussion on Imagery:

Teacher: “What vivid images can you find in this poem, Caleb?” [If Caleb is unsure] “Think about words that describe the appearance and nature of the landscape.”

Caleb: “‘A land of sweeping plains,’ ‘sunburnt country,’ ‘golden soil and wealth for toil.’”

Teacher: “Great! These images vividly depict Australia’s landscape. Why do you think imagery is important in this poem?”

Caleb: “It helps the reader visualize Australia and feel connected to the land.”

Teacher: “Exactly. Imagery makes the poem engaging and brings the landscape to life. Well done.”

Discussion on Themes:

Teacher: “What themes can you identify in ‘My Country’?” [If Caleb is unsure] “Think about the emotions and ideas the poem conveys about Australia.”

Caleb: “Pride in Australia’s unique landscape and the beauty and challenges of the land.”

Teacher: “Right, themes of national pride and the harsh beauty of the environment are central. How do these themes compare to what we discussed in other Australian poetry?” [If Caleb is unsure] “Think about other poems that talk about Australia and how they describe the land and the people’s connection to it.”

Caleb: “They’re very similar, emphasizing the connection to the land and its unique characteristics.”

Teacher: “Awesome, you’re making great connections!”

Discussion on Structure and Language:

Teacher: “Let’s talk about the poem’s structure. How many stanzas does it have, and what is the rhyme scheme?” [If Caleb is unsure] “Count the separate sections and listen to how the end sounds repeat.”

Caleb: “It has six stanzas, and the rhyme scheme is ABAB.”

Teacher: “Exactly. What about language features like metaphors and similes? Can you spot any?” [If Caleb is unsure] “Look for phrases that compare one thing to another, either directly or indirectly.”

Caleb: “‘Core of my heart’ is a metaphor, and ‘sunlit plains extended’ might be personification.”

Teacher: “Good work! These language features add depth to the poet’s expression of love for Australia.”

—

Writing Exercise (10 minutes)

Teacher: “Now, pick one stanza from ‘My Country’ and write a paragraph analyzing its imagery, theme, and language. Here’s an example to help you:

‘The love of field and coppice,
Of green and shaded lanes,
Of ordered woods and gardens
Is running in your veins.’

This stanza uses imagery of fields and gardens to evoke a sense of peaceful countryside. The theme is a deep connection to the land, conveyed through the metaphor ‘running in your veins,’ suggesting it’s part of one’s identity.”

Caleb writes his paragraph.

Teacher: “Would you like to read your paragraph out loud?”

Caleb: “Sure. I picked the stanza:

‘I love a sunburnt country,
A land of sweeping plains,
Of ragged mountain ranges,
Of droughts and flooding rains.’

This stanza’s imagery shows the harsh but beautiful Australian landscape with phrases like ‘sunburnt country’ and ‘ragged mountain ranges.’ The theme is pride in Australia’s unique and challenging environment. The vivid and descriptive language helps to visualize the scenery.”

Teacher: “Excellent analysis, Caleb! You’ve effectively identified the imagery, theme, and language. Well done!”

—

Discussion Questions (20 minutes)

Teacher: “Let’s dive into some deeper discussions about the poem and its context. Here are some questions to explore:
What words do you associate with the Australian landscape? Are there any words, phrases, or sentiments unique to our land?”

Caleb: [If unsure] “I’m not sure.”

Teacher: “Think about words like ‘outback,’ ‘bush,’ ‘red soil,’ ‘dry,’ ‘drought,’ and ‘vast.’ How do these words make you feel about Australia?”
It has been said that the poet was in love with Australia’s landscape, and we see her connection to the land in her writing. Do you think this holds true for today’s Australians? Are we tied to the land in the same way that people were a hundred years ago?“

Caleb: “I’m not sure.”

Teacher: “Consider how urbanization has changed our relationship with nature. Do you think people living in cities feel the same connection to the land as those in rural areas?”
Dorothea wrote this poem at age 19, when she was homesick in England. Choose a place that is important to you and, using your memories, compose a poem along similar lines to ‘My Country.’”

Caleb: “I’ll try.”

Teacher: “Think about a place that means a lot to you—maybe your hometown or a favorite vacation spot. What sights, sounds, and feelings come to mind when you think about it?”
Identify poetic devices such as figurative language used in the poem. How does the author personify her subject?“

Caleb: “I’m not sure.”

Teacher: “Look for metaphors and similes. For instance, ‘sunburnt country’ is a metaphor that gives human attributes to the land. Can you find another example?”
Look at the poet’s other works and compare them with ‘My Country’. Consider other well-known Australian poetry and compare it with this one. Do you connect with poetry about the Australian bush?”

Caleb: “I haven’t read much Australian poetry.”

Teacher: “That’s okay. Think about ‘Waltzing Matilda’ or ‘Clancy of the Overflow’. How do they describe the land and life in Australia compared to ‘My Country’?”
The majority of Australia’s population lives in cities. Imagine if Dorothea was writing her poem today. Do you think it would be solely about the country?"

Caleb: “Maybe not?”

Teacher: “Exactly. She might include more urban elements to reflect today’s Australia, where many people live in cities and have a different relationship with the natural landscape.”

—

Recap and Assignment (5 minutes)

Teacher: “Today we reviewed the previous session, completed our analysis of various poetry terms within poems, and had some great discussions about the themes in ‘My Country.’ For homework, I’d like you to write a personal response to ‘My Country.’ Focus on how the imagery and themes resonate with or differ from your own experiences or feelings about Australia. How does that sound?”

Caleb: “That sounds good.”

Teacher: “Fantastic! Upload your response to the Google Drive or Preply chat before our next class. Great job today, Caleb, and I look forward to seeing you next time. Have a great day!”

—
Lesson Plan Outline: Session 2 - Revisiting and Completing Poetry Analysis
Objective:
Review previous lesson content and homework.
Complete the unfinished lesson plan, focusing on identifying poetry terms.
Enhance reading comprehension and analytical skills through discussions and writing exercises.
Lesson Structure (50 minutes):
Introduction and Review (10 minutes)
Greeting and Warm-up (2 minutes)
Teacher greets Caleb and inquires about his well-being.
Quick Review of Last Lesson (3 minutes)
Discuss the different types of poems (nursery rhyme, limerick, sonnet, haiku) and reasons why poetry matters.
Recap key poetry terms: metaphor, simile, alliteration, rhyme.
Homework Review (5 minutes)
Review Caleb’s acrostic poem: ‘Courageous spirit, Adventurous, Living life with passion, Eager to explore, Braving challenges.’
Discuss Caleb’s inspiration and provide positive feedback.
Completing the Previous Lesson (20 minutes)
Identifying Poetry Terms in Excerpts (15 minutes)
Read excerpts from:
‘Stopping by Woods on a Snowy Evening’ by Robert Frost.
‘Fame is a bee’ by Emily Dickinson.
‘I Wandered Lonely as a Cloud’ by William Wordsworth.
Additional excerpt for identifying imagery.
Guide Caleb in identifying rhyme, alliteration, simile, and metaphor in each excerpt.
Provide prompts if Caleb is unsure (e.g., pointing out rhyming words, asking about comparisons).
Discuss Poetic Devices (5 minutes)
Discuss why imagery is important in poems.
Explain the use of figurative language and personification in poetry.
New Lesson Material: Analyzing ‘My Country’ by Dorothea Mackellar (20 minutes)
Reading the Poem (3 minutes)
Display the poem and read it aloud.
Discussion on Imagery (5 minutes)
Identify vivid images in the poem.
Discuss why imagery is important (provide prompts as needed).
Discussion on Themes (5 minutes)
Identify themes in ‘My Country.’
Compare themes with other Australian poetry (provide prompts as needed).
Discussion on Structure and Language (5 minutes)
Discuss the poem’s structure (stanzas, rhyme scheme).
Identify language features like metaphors and personification.
Writing Exercise (10 minutes)
Task: Analyze a Stanza (8 minutes)
Caleb picks one stanza from ‘My Country’ and writes a paragraph analyzing its imagery, theme, and language.
Provide an example analysis to guide him.
Sharing and Feedback (2 minutes)
Caleb reads his analysis aloud.
Teacher provides positive feedback and constructive suggestions.
Discussion Questions (20 minutes)
Discuss Connection to the Australian Landscape (3 minutes)
Teacher asks Caleb to associate words with the Australian landscape.
Discuss unique phrases or sentiments tied to the land.
Connection to Land Through Generations (4 minutes)
Explore if the love for Australia’s landscape holds true for today’s Australians.
Discuss changes in connection to the land over time.
Composing a Poem from Personal Memories (4 minutes)
Caleb chooses a place important to him and composes a poem using his memories.
Identifying Poetic Devices (3 minutes)
Identify figurative language and personification in ‘My Country.’
Comparing Poetic Works (3 minutes)
Compare Dorothea Mackellar’s poem with her other works and other well-known Australian poetry.
Discuss whether Caleb connects with poetry about the Australian bush.
Modern Perspective (3 minutes)
Imagine if Dorothea was writing her poem today. Discuss whether it would focus solely on the country.
Recap and Assignment (5 minutes)
Recap Key Points (2 minutes)
Review the main points discussed about imagery, themes, structure, and language.
Homework Assignment (3 minutes)
Assign a personal response to ‘My Country,’ focusing on how the imagery and themes resonate with or differ from Caleb’s own experiences or feelings about Australia.
Provide instructions for uploading the homework to Google Drive or Preply chat.


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I am an online ESL teacher. I am teaching a Year 7 student called Caleb in Sydney, NSW. I have created a lesson road map for him:


““Course Objectives


Enhance reading, writing, and analytical skills in English.
Engage with diverse texts.
Improve written responses to texts.
Compose original content.




The course emphasizes the importance of:


Reading: Engaging with diverse texts to build comprehension and critical thinking.
Writing: Developing clear and structured written responses, creative and analytical writing.
Analyzing: Understanding and interpreting different text forms, focusing on thematic and structural elements.






By engaging with various text types and practicing different writing styles, we can build a strong foundation in English skills that will support your academic writing and enjoyment of the subject.




Each session will typically involve:




Reading/Viewings: Engaging with a variety of texts (short stories, poems, novels, films, plays).
Discussion/Analysis: Analyzing key elements such as themes, structure, language, and character.
Writing Exercises: Developing written responses to texts and composing original pieces.




Session 1: Introduction to Text Analysis


Text: ‘The Drover’s Wife’ by Murray Bail
Focus: Basic text analysis, discussion of themes and characters.


Session 2 & 3: Exploring Poetry


Learn about different aspects of poetry. Discuss questions, watch a video, and read and analyse some poems.
Text: “My Country” by Dorothea Mackellar.
Focus: Imagery, themes, and structure in poetry. Introduction to poetry analysis.


Session 4: Narrative Writing


Task: Writing a narrative inspired by a reading.
Focus: Planning and outlining a story, character development, and descriptive language.


Session 5: Analyzing Visual Texts
Text: Excerpts from local films and documentaries.
Focus: Visual storytelling, analyzing visual and multimodal text elements.


Session 6: Crafting Persuasive Essays
Task: Composing a persuasive essay based on a given topic.
Focus: Structuring arguments, using evidence, paragraph transitions, and persuasive techniques.


Session 7: Understanding Drama
Text: Excerpts from “The Peasant Prince”.
Focus: Analyzing dramatic texts, character motivations, conflicts, and settings.””


Now, here is the lesson plan for Session 2 & 3:


““Lesson Plan: Session 2 - Exploring Poetry
Objective:
● To introduce poetry analysis by focusing on imagery, themes, and structure in “My Country” by Dorothea Mackellar.
● To enhance reading comprehension and analytical skills.
● To engage with diverse texts and improve written responses.
Lesson Structure:
Introduction (5 minutes)
● Greeting and Warm-up
● Brief recap of the previous session on “The Drover’s Wife.”
● Introduction to the day’s text: “My Country” by Dorothea Mackellar


Reading the Poem (7 minutes)
● Display the poem on the screen.
● Read the poem aloud or play a pre-recorded reading.
● Discussion on initial impressions and feelings about the poem.


Analyzing Imagery (10 minutes)
● Definition and significance of imagery in poetry.
● Identifying and discussing vivid images in the poem.


Exploring Themes (10 minutes)
● Discuss common themes in Australian poetry.
● Identify and discuss key themes in “My Country.”


Examining Structure and Language (10 minutes)
● Discuss the structure of the poem (stanzas, rhyme, rhythm).
● Identify and discuss significant language features (metaphors, similes, personification).






Writing Exercise (10 minutes)
● Short writing exercise: Compose a paragraph analyzing one of the poem’s stanzas, focusing on imagery, theme, and language.


Recap and Homework (5 minutes)
● Recap main points discussed.
● Assign a short homework task: Write a personal response to “My Country,” focusing on how the imagery and themes resonate with or differ from their personal experiences.


””


Please help me create a detailed script for this lesson plan with teaching prompt, example answers and feedback that is appropriate, relevant and meaningful for his school level (Year 7).
Sure, let’s create a detailed script for your Session 2 lesson plan that includes teaching prompts, example answers, and feedback that will be engaging and appropriate for a Year 7 student like Caleb.


—


Lesson Plan: Session 2 - Exploring Poetry


### Objective:
- To introduce poetry analysis by focusing on imagery, themes, and structure in “My Country” by Dorothea Mackellar.
- To enhance reading comprehension and analytical skills.
- To engage with diverse texts and improve written responses.


### Lesson Structure:


Introduction (5 minutes)


Teacher: “Hi Caleb, welcome back! How are you today?”


Caleb: [Student responds]


Teacher: “Great to hear! Last time, we talked about ‘The Drover’s Wife.’ Do you remember any key themes or characters we discussed?”


Caleb: “Yes, we talked about the hardships of living in the outback and the strength of the wife.”


Teacher: “Excellent! Today, we’re shifting gears to explore some poetry. We’ll be looking at ‘My Country’ by Dorothea Mackellar, which is a famous Australian poem. Let’s see what this poem has to show us about Australia.”


—


Reading the Poem (7 minutes)


Teacher: “I’m going to display the poem on the screen for us. I will read it aloud, and I want you to just listen and think about your initial impressions and feelings. Here we go!”


[Reads poem or plays pre-recorded reading]


Teacher: “Now that you’ve listened to it, what are your first thoughts or feelings about the poem? How does it make you feel?”


Caleb: “It makes me think of the Australian landscape and how beautiful and harsh it can be.”


Teacher: “Great observation! The poem does have a very vivid depiction of the Australian landscape, doesn’t it? Let’s dive a bit deeper now.”


—


Analyzing Imagery (10 minutes)


Teacher: “Imagery is essential in poetry because it helps paint a picture in the reader’s mind. Imagery uses descriptive language to create vivid images. In ‘My Country,’ Mackellar uses a lot of imagery to describe Australia. Let’s identify some of these images. Caleb, can you find an example of vivid imagery in the poem?”


Caleb: “Sure, how about ‘I love a sunburnt country, A land of sweeping plains’?”


Teacher: “That’s a fantastic example. The phrase ‘sunburnt country’ gives us a clear image of a dry, harsh landscape, while ‘sweeping plains’ suggests wide, open spaces. Why do you think Mackellar chose these particular images?”


Caleb: “Maybe to show both the beauty and the toughness of Australia?”


Teacher: “Exactly, imagery like this helps convey the dual nature of Australia as both beautiful and harsh. Well done!”


—


Exploring Themes (10 minutes)


Teacher: “Poetry often explores common themes. Some themes we see in Australian poetry include love for country, the harshness of the land, and a sense of national identity. Can you think of any themes in ‘My Country’?”


Caleb: “I see a theme of pride in Australia’s unique landscape.”


Teacher: “Yes, pride in the natural beauty and uniqueness of Australia is a key theme. Another theme is the contrast between the city and the bush. How can you see that contrast in the poem?”


Caleb: “The poem talks about the city being ‘well ordered’ and 'nice,’ but the country is described with more passion.”


Teacher: “Good point. Contrasting descriptions highlight the poet’s preference for the untamed beauty of the countryside over the more civilized urban areas. Well done.”


—


Examining Structure and Language (10 minutes)


Teacher: “Let’s talk about the structure of the poem. How many stanzas does it have?”


Caleb: “It has six stanzas.”


Teacher: “Right. And what about the rhyme scheme? Can you identify it?”


Caleb: “Yes. It seems to be ABAB in each stanza.”


Teacher: “Nice job! The regular rhyme scheme helps give the poem a musical quality. In terms of language, Mackellar uses metaphors and similes. Can you find an example of a metaphor or simile?”


Caleb: “Here’s one: ‘For flood and fire and famine, She pays us back threefold.’ It’s a metaphor for the challenges of living in Australia.”


Teacher: “Excellent. Metaphors like that one provide depth by connecting abstract ideas to concrete images. Great work in spotting that!”


—


Writing Exercise (10 minutes)


Teacher: “Now, it’s time for a short writing exercise. I want you to pick one stanza from ‘My Country’ and write a paragraph analyzing its imagery, theme, and language. Here’s an example to help you—let’s look at the stanza ‘I love a sunburnt country, A land of sweeping plains.’ This stanza uses imagery to evoke the vast, arid landscapes of Australia, emphasizing the natural beauty and vastness with ‘sweeping plains.’ The theme here is the speaker’s deep love and pride in the unique aspects of the Australian landscape, a sentiment common in Australian poetry.”


Caleb writes his paragraph.


Caleb: “I picked the stanza: ‘The stark white ring-barked forests, All tragic to the moon.’ This stanza’s imagery shows a sad, lonely scene with ‘stark white ring-barked forests.’ ‘Tragic to the moon’ uses personification to give the trees an emotional impact. The theme seems to be the beauty and tragedy of the natural world.”


Teacher: “That’s a very insightful paragraph, Caleb! You’ve identified the imagery well and discussed how it supports the theme of beauty and tragedy. Wonderful job!”


—


Recap and Homework (5 minutes)


Teacher: “Today we covered a lot about ‘My Country,’ from the vivid imagery and key themes to the structure and language. For homework, I’d like you to write a personal response to the poem. Focus on how the imagery and themes connect with your own experiences or feelings about Australia. Does that sound good?”


Caleb: “Yes, I can do that.”


Teacher: “Fantastic! I’m looking forward to reading your response. Have a great day, and I’ll see you next time!”


—


This script should help guide your session with Caleb effectively while keeping him engaged and enhancing his understanding and appreciation of poetry.
oh, I forgot to mention that last session we did a primer on poetry, which included some homework. However, the lesson was interrupted, because of bad wifi. Here is what we covered:


““Why poetry still matters
Copyrights by ESL Brains
[Do this task before revealing the topic of the lesson. Write a diagram like this on
the board and ask students to decide what the central word is.
Possible answers: poetry/poems/types of poems
nursery rhyme: a short poem or song for young children
limerick: usually a humorous and sometimes rude poem, in which the first, second
and fifth lines rhyme, while the third and fourth lines are shorter and share a
different rhyme
sonnet: a poem of 14 lines that follows a strict rhyme scheme and structure
haiku: a traditional Japanese three-line poem with 17 syllables, written in a 5/7/5
syllable count]
1. Discuss the questions.
• Do you like poetry? Why/Why not?
• Have you read any of these types of
poems: nursery rhyme, limerick,
sonnet, haiku? Give examples if you
can.
• Do you think a person needs special
skills to be able to appreciate poetry?
• What can you compare poetry to?
• What makes a poem different from a piece of prose?
2. Read some opinions about poetry and choose three you agree with. Explain
why.
• If public speakers want to captivate their audience with the message of their
speech, they should use poetry to support or illustrate it.
• The idea of poetry is inseparable from the idea of rhyme; without rhyme,
there’s no poetry.
nursery rhyme
limerick
sonnet
haiku
Why poetry still matters
Copyrights by ESL Brains
• As long as languages evolve over time, it gets harder to fully appreciate
poems written in the past.
• Given how many people write and publish their poetry on social media, the
line between professional and amateur poetry has blurred.
• Poets use language as a way of amplifying certain feelings, but at times it
might appear too exaggerated.
3. Watch the first part of a video [https://youtu.be/JwhouCNq-Fc] (to 00:44) and
discuss the questions.
• Do you think that a poem can consist of two words? Why/Why not?
• How would you interpret the poem in the video?
4. Watch the second part of the video (00:45–03:10) and correct the
statements.
a) The only two features of poetry are the emphasis of language’s musical
qualities and the usage of condensed language.
There are three main characteristics of poetry: the emphasis of language’s
musical qualities, focus on intense feelings and the usage of condensed
language. [00:56]
b) Before writing was invented, rhyme in poems was something that helped
people memorize them.
Before writing was invented, rhythm in poems was something that helped
people memorize them. [01:33]
c) The effect of a poem only depends on how well the poet can choose the right
words.
The effect of a poem can also depend on other aspects, e.g. shape. [01:42]
d) Most people agree that song writers can be regarded as poets.
Many don’t regard songwriters as poets in a literary sense. [02:12]
e) Without line breaks, a poem loses its essence as a poem.
The poem doesn’t lose its essence as a poem without line breaks. One
example is a prose poem. Prose poems use vivid images and wordplay but are
formatted like paragraphs. [02:57]
Why poetry still matters
Copyrights by ESL Brains
5. Discuss the questions.
• Do you think poetry can only be found in poems?
• What do you think a poet’s craft is about?
• Can artificial intelligence produce poetry? Why/Why not?
6. Watch the final part of the video (from 03:11) and compare it with your ideas
in ex. 5.
Answers from the video:
• When we look at poetry less as a form and more as a concept, we can see the
poetic all around us: spiritual hymns, the speeches of orators and political
leaders, and even social media. [03:11]
• The poet’s craft is about commenting on what it is to be human in a way only
humans can. [04:23]
• No, it can’t do it. [Students may add that it can’t reflect on human experiences
the way humans do.] [04:49]
””


Here in the remaining lesson plan we werent able to complete:




““7. Decide which poetry terms are present in the poems and poem excerpts
given below.
1
1 All the poems reproduced here are in the public domain. I Wandered Lonely as a Cloud © The British Library
Board / Public Domain
POETRY GLOSSARY
metaphor:
an expression that describes a person or an object by referring to something
that is considered to have similar characteristics, e.g. ‘a heart of stone’
alliteration:
the use of the same sound or sounds, especially consonants,
at the beginning of several words that are close together
simile:
an expression comparing one thing with another using the words ‘as’ or ‘like’
rhyme:
the use of words with the same final sound at the end of lines
in a poem or song
Why poetry still matters
Copyrights by ESL Brains
a) rhyme and alliteration
[rhyme: know - though - snow; alliteration: see, stopping, snow; watch, woods]
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
Robert Frost, Stopping by Woods on a Snowy Evening
b) rhyme, alliteration and metaphor
[rhyme: sting - wing; alliteration: song, sting; metaphor: fame is a bee]
Fame is a bee.
It has a song—
It has a sting—
Ah, too, it has a wing.
Emily Dickinson, Fame is a bee
c) rhyme and simile
[rhyme: cloud - crowd, hills - daffodils, trees - breeze; simile: lonely as a cloud]
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
William Wordsworth, I Wandered Lonely as a Cloud
d) simile
[Like an old opera tune played upon a harpsichord; like the sun-flooded silks
of an eighteenth-century boudoir]
You are beautiful and faded
Like an old opera tune
Played upon a harpsichord;
Or like the sun-flooded silks””


After the interruption (we got cut off on point 6), I then sent him this message in the preply message box:


““James B.


16:50


Apologies. I will make up the lesson time.


img
James B.


16:50


I will send you a link to the google drive to review some notes from today’s lesson and ask you to do a short writing exercise.


img
James B.


19:17


Hi,


I want to follow-up and apologize for the inconvenience caused by the wifi connection issue during our last lesson. To ensure you do not miss out on any learning, we will make up the lost time during our next lesson.


In the meantime, you can access the lesson material here:


Please review the material, as there will be a quiz in our next class to check your understanding.


Additionally, I have a homework activity for you. Please choose one of the following tasks:


Write an acrostic poem based on your name. An acrostic poem is where the initial letters of each line spell out your name. For example:


Home sweet home
End of the road
Longing for voices
Gone long
Ago


Write a haiku about this lesson or any other theme that is relevant to you. The structure is:


Line 1: 5 syllables
Line 2: 7 syllables
Line 3: 5 syllables
If you find poetry challenging, come up with a single line that contains alliteration, a metaphor, or a simile. For example, you could give your own definitions of what the world or time is, or what your friends are like.


Please upload your completed homework to either the Google Drive folder or the Preply chat before our next class.


Thank you for your understanding and cooperation. I look forward to our next lesson!


Best regards””


He then sent back the homework:


““Courageous spirit
Adventurous
Living life with passion
Eager to explore
Braving challenges
””


So, I want to review this previous lessson and homework as part of the upcoming lesson, as well as completing the rest of the lesson plan that got interrupted. Does that make sense?
Yes, it makes perfect sense to review the previous lesson and homework as part of the upcoming session and then continue with the rest of the lesson plan that was interrupted. Here’s a detailed script for this upcoming session, including prompts, example answers, and feedback, tailored for Caleb.


—


Lesson Plan: Session 2 - Revisiting and Completing Poetry Analysis


### Objective:
- To review previous lesson content and homework.
- To complete the unfinished lesson plan, focusing on identifying poetry terms.
- To further enhance reading comprehension and analytical skills.


### Lesson Structure:


Introduction and Review (10 minutes)


Teacher: “Hi Caleb, welcome back! How are you today?”


Caleb: [Student responds]


Teacher: “Fantastic! Before we dive into our new material, let’s do a quick review of what we covered last time since our session got interrupted. We talked about different types of poems like nursery rhymes, limericks, sonnets, and haikus. We also discussed some reasons why poetry still matters. Do you remember any of the points we discussed or any poetry terms we covered?”


Caleb: “Yes, we talked about how poetry can be found in speeches and songs, and we discussed terms like metaphor, simile, alliteration, and rhyme.”


Teacher: “Excellent! You’ve got a good grasp on those concepts. Let’s also quickly review your homework. You wrote an acrostic poem based on your name. Let me read it again:


‘Courageous spirit
Adventurous
Living life with passion
Eager to explore
Braving challenges’


I see you’ve used strong, descriptive words. What inspired you to write it this way?”


Caleb: “I wanted to describe how I see myself, using words that show my personality.”


Teacher: “You did a great job! Words like ‘courageous’ and ‘adventurous’ really paint a vivid picture of who you are. Very well done.”


—


Completing the Previous Lesson (20 minutes)


Teacher: “Let’s continue from where we left off last time. We were working with these poetry terms: metaphor, alliteration, simile, and rhyme. Now, we’ll identify these terms in some poem excerpts. Ready?”


Caleb: “Yes.”


Teacher: “Great! I’ll read the excerpts, and we’ll decide which terms are present.”


1. Excerpt from ‘Stopping by Woods on a Snowy Evening’ by Robert Frost:


Teacher: “Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.”


“Caleb, which poetry terms can you find in this excerpt?”


Caleb: “There is rhyme with ‘know’ and ‘though’ and ‘snow,’ and alliteration with ‘watch,’ ‘woods,’ ‘snow.’”


Teacher: “Exactly! Good job. The rhymes create a musical quality, and the alliteration helps emphasize certain images. Fantastic work.”


2. Excerpt from ‘Fame is a bee’ by Emily Dickinson:


Teacher: “Fame is a bee.
It has a song—
It has a sting—
Ah, too, it has a wing.”


“What about this one, Caleb?”


Caleb: “There is rhyme with ‘sting’ and ‘wing,’ alliteration with ‘song’ and ‘sting,’ and a metaphor comparing fame to a bee.”


Teacher: “Perfect! The metaphor effectively conveys the idea that fame can be sweet but also painful. You nailed it.”


3. Excerpt from ‘I Wandered Lonely as a Cloud’ by William Wordsworth:


Teacher: “I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.”


“Identify the poetry terms here.”


Caleb: “There is rhyme with ‘cloud’ and ‘crowd’ and ‘hills’ and ‘daffodils,’ and a simile with ‘lonely as a cloud.’”


Teacher: “Spot on! The simile helps illustrate the poet’s feelings of solitude, enhancing the visual imagery. Well done.”


4. Excerpt describing imagery:


Teacher: “You are beautiful and faded
Like an old opera tune
Played upon a harpsichord;
Or like the sun-flooded silks”


“What terms can you find here?”


Caleb: “There are similes with ‘like an old opera tune’ and ‘like the sun-flooded silks.’”


Teacher: “Good job! These comparisons give a sense of delicate beauty and nostalgia. Nicely identified.”


—


New Lesson Material: Analyzing ‘My Country’ by Dorothea Mackellar (20 minutes)


Teacher: “Now, let’s return to ‘My Country’ by Dorothea Mackellar. We’ll read it again and analyze its imagery, themes, and structure. I’ll display the poem on the screen and read it aloud.”


[Reads poem aloud]


Discussion on Imagery:


Teacher: “What vivid images can you find in this poem, Caleb?”


Caleb: “‘A land of sweeping plains,’ ‘sunburnt country,’ ‘golden soil and wealth for toil.’”


Teacher: “Great! These images vividly depict Australia’s landscape. Why do you think imagery is important in this poem?”


Caleb: “It helps the reader visualize Australia and feel connected to the land.”


Teacher: “Exactly, imagery makes the poem engaging and brings the landscape to life.”


Discussion on Themes:


Teacher: “What themes can you identify in ‘My Country’?”


Caleb: “Pride in Australia’s unique landscape and the beauty and challenges of the land.”


Teacher: “Right, themes of national pride and the harsh beauty of the environment are central. How do these themes compare to what we discussed in other Australian poetry?”


Caleb: “They’re very similar, emphasizing the connection to the land and its unique characteristics.”


Teacher: “Awesome, you’re making great connections!”


Discussion on Structure and Language:


Teacher: “Let’s talk about the poem’s structure. How many stanzas does it have, and what is the rhyme scheme?”


Caleb: “It has six stanzas and an ABAB rhyme scheme.”


Teacher: “Exactly. What about language features like metaphors and similes? Can you spot any?”


Caleb: “‘Core of my heart’ is a metaphor, and ‘sunlit plains extended’ might be personification.”


Teacher: “Good work! These language features add depth to the poet’s expression of love for Australia.”


—


Writing Exercise (10 minutes)


Teacher: “Now, pick one stanza from ‘My Country’ and write a paragraph analyzing its imagery, theme, and language. Here’s an example to help you:


‘The love of field and coppice,
Of green and shaded lanes,
Of ordered woods and gardens
Is running in your veins.’


This stanza uses imagery of fields and gardens to evoke a sense of peaceful countryside. The theme is a deep connection to the land, conveyed through the metaphor ‘running in your veins,’ suggesting it’s part of one’s identity.”


Caleb writes his paragraph.


Teacher: “Would you like to read your paragraph out loud?”


Caleb: “Sure. I picked the stanza:


‘I love a sunburnt country,
A land of sweeping plains,
Of ragged mountain ranges,
Of droughts and flooding rains.’


This stanza’s imagery shows the harsh but beautiful Australian landscape: ‘sunburnt country’ and ‘ragged mountain ranges.’ The theme is pride in Australia’s unique and challenging environment. The language is vivid and descriptive, helping to visualize the scenery.”


Teacher: “Excellent analysis, Caleb! You’ve effectively identified the imagery, theme, and language. Well done!”


—


Recap and Assignment (5 minutes)


Teacher: “Today we reviewed the previous session and completed our analysis of various poetry terms within poems. For homework, I’d like you to write a personal response to ‘My Country.’ Focus on how the imagery and themes resonate with or differ from your own experiences or feelings about Australia. How does that sound?”


Caleb: “That sounds good.”


Teacher: “Fantastic! Upload your response to the Google Drive or Preply chat before our next class. Great job today, Caleb, and I look forward to seeing you next time. Have a great day!”


—


This script should help ensure you effectively review the previous lesson and complete the poetic analysis while keeping Caleb engaged and learning.
Caleb’s answers in the script don’t include the full answers from the teacher’s version of the lesson plan:


““7. Decide which poetry terms are present in the poems and poem excerpts
given below.
1
1 All the poems reproduced here are in the public domain. I Wandered Lonely as a Cloud © The British Library
Board / Public Domain
POETRY GLOSSARY
metaphor:
an expression that describes a person or an object by referring to something
that is considered to have similar characteristics, e.g. ‘a heart of stone’
alliteration:
the use of the same sound or sounds, especially consonants,
at the beginning of several words that are close together
simile:
an expression comparing one thing with another using the words ‘as’ or ‘like’
rhyme:
the use of words with the same final sound at the end of lines
in a poem or song
Why poetry still matters
Copyrights by ESL Brains
a) rhyme and alliteration
[rhyme: know - though - snow; alliteration: see, stopping, snow; watch, woods]
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
Robert Frost, Stopping by Woods on a Snowy Evening
b) rhyme, alliteration and metaphor
[rhyme: sting - wing; alliteration: song, sting; metaphor: fame is a bee]
Fame is a bee.
It has a song—
It has a sting—
Ah, too, it has a wing.
Emily Dickinson, Fame is a bee
c) rhyme and simile
[rhyme: cloud - crowd, hills - daffodils, trees - breeze; simile: lonely as a cloud]
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
William Wordsworth, I Wandered Lonely as a Cloud
d) simile
[Like an old opera tune played upon a harpsichord; like the sun-flooded silks
of an eighteenth-century boudoir]
You are beautiful and faded
Like an old opera tune
Played upon a harpsichord;
Or like the sun-flooded silks””
Understood. Let’s include Caleb’s answers with a clear alignment to the teacher’s version of identifying the specific poetry terms. I will ensure his answers are complete and accurate based on the poem excerpts provided.


—


Lesson Plan: Session 2 - Revisiting and Completing Poetry Analysis


### Objective:
- To review previous lesson content and homework.
- To complete the unfinished lesson plan, focusing on identifying poetry terms.
- To further enhance reading comprehension and analytical skills.


### Lesson Structure:


Introduction and Review (10 minutes)


Teacher: “Hi Caleb, welcome back! How are you today?”


Caleb: [Student responds]


Teacher: “Fantastic! Before we dive into our new material, let’s do a quick review of what we covered last time since our session got interrupted. We talked about different types of poems like nursery rhymes, limericks, sonnets, and haikus. We also discussed some reasons why poetry still matters. Do you remember any of the points we discussed or any poetry terms we covered?”


Caleb: “Yes, we talked about how poetry can be found in speeches and songs, and we discussed terms like metaphor, simile, alliteration, and rhyme.”


Teacher: “Excellent! You’ve got a good grasp on those concepts. Let’s also quickly review your homework. You wrote an acrostic poem based on your name. Let me read it again:


‘Courageous spirit
Adventurous
Living life with passion
Eager to explore
Braving challenges’


I see you’ve used strong, descriptive words. What inspired you to write it this way?”


Caleb: “I wanted to describe how I see myself, using words that show my personality.”


Teacher: “You did a great job! Words like ‘courageous’ and ‘adventurous’ really paint a vivid picture of who you are. Very well done.”


—


Completing the Previous Lesson (20 minutes)


Teacher: “Let’s continue from where we left off last time. We were working with these poetry terms: metaphor, alliteration, simile, and rhyme. Now, we’ll identify these terms in some poem excerpts. Ready?”


Caleb: “Yes.”


Teacher: “Great! I’ll read the excerpts, and we’ll decide which terms are present.”


1. Excerpt from ‘Stopping by Woods on a Snowy Evening’ by Robert Frost:


Teacher: “Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.”


“Caleb, which poetry terms can you find in this excerpt?”


Caleb: “There is rhyme with ‘know,’ ‘though,’ and ‘snow,’ and alliteration with ‘see,’ ‘stopping,’ ‘snow,’ ‘watch,’ and ‘woods.’”


Teacher: “Excellent! You’ve correctly identified the rhyme and alliteration. The rhymes create a musical quality, and the alliteration helps emphasize certain images. Great job!”


2. Excerpt from ‘Fame is a bee’ by Emily Dickinson:


Teacher: “Fame is a bee.
It has a song—
It has a sting—
Ah, too, it has a wing.”


“What about this one, Caleb?”


Caleb: “There is rhyme with ‘sting’ and ‘wing,’ alliteration with ‘song’ and ‘sting,’ and a metaphor comparing fame to a bee.”


Teacher: “Perfect! The rhyme and alliteration enhance the poetic quality, and the metaphor effectively conveys the idea that fame can be sweet but also painful. Well done!”


3. Excerpt from ‘I Wandered Lonely as a Cloud’ by William Wordsworth:


Teacher: “I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.”


“Identify the poetry terms here.”


Caleb: “There is rhyme with ‘cloud’ and ‘crowd,’ ‘hills’ and ‘daffodils,’ and ‘trees’ and ‘breeze.’ There is also a simile with ‘lonely as a cloud.’”


Teacher: “Spot on! The rhyme scheme adds to the musicality of the poem, and the simile helps illustrate the poet’s feelings of solitude, enhancing the visual imagery. Fantastic work!”


4. Excerpt Describing Imagery:


Teacher: “You are beautiful and faded
Like an old opera tune
Played upon a harpsichord;
Or like the sun-flooded silks.”


“What terms can you find here?”


Caleb: “There are similes with ‘like an old opera tune’ and ‘like the sun-flooded silks.’”


Teacher: “Exactly! These similes provide vivid comparisons that give a sense of delicate beauty and nostalgia. Nicely identified.”


—


New Lesson Material: Analyzing ‘My Country’ by Dorothea Mackellar (20 minutes)


Teacher: “Now, let’s return to ‘My Country’ by Dorothea Mackellar. We’ll read it again and analyze its imagery, themes, and structure. I’ll display the poem on the screen and read it aloud.”


[Reads poem aloud]


Discussion on Imagery:


Teacher: “What vivid images can you find in this poem, Caleb?”


Caleb: “‘A land of sweeping plains,’ ‘sunburnt country,’ and ‘golden soil and wealth for toil.’”


Teacher: “Great! These images vividly depict Australia’s landscape. Why do you think imagery is important in this poem?”


Caleb: “It helps the reader visualize Australia and feel connected to the land.”


Teacher: “Exactly. Imagery makes the poem engaging and brings the landscape to life. Well done.”


Discussion on Themes:


Teacher: “What themes can you identify in ‘My Country’?”


Caleb: “Pride in Australia’s unique landscape and the beauty and challenges of the land.”


Teacher: “Right, themes of national pride and the harsh beauty of the environment are central. How do these themes compare to what we discussed in other Australian poetry?”


Caleb: “They’re very similar, emphasizing the connection to the land and its unique characteristics.”


Teacher: “Awesome, you’re making great connections!”


Discussion on Structure and Language:


Teacher: “Let’s talk about the poem’s structure. How many stanzas does it have, and what is the rhyme scheme?”


Caleb: “It has six stanzas, and the rhyme scheme is ABAB.”


Teacher: “Exactly. What about language features like metaphors and similes? Can you spot any?”


Caleb: “‘Core of my heart’ is a metaphor, and ‘sunlit plains extended’ might be personification.”


Teacher: “Good work! These language features add depth to the poet’s expression of love for Australia.”


—


Writing Exercise (10 minutes)


Teacher: “Now, pick one stanza from ‘My Country’ and write a paragraph analyzing its imagery, theme, and language. Here’s an example to help you:


‘The love of field and coppice,
Of green and shaded lanes,
Of ordered woods and gardens
Is running in your veins.’


This stanza uses imagery of fields and gardens to evoke a sense of peaceful countryside. The theme is a deep connection to the land, conveyed through the metaphor ‘running in your veins,’ suggesting it’s part of one’s identity.”


Caleb writes his paragraph.


Teacher: “Would you like to read your paragraph out loud?”


Caleb: “Sure. I picked the stanza:


‘I love a sunburnt country,
A land of sweeping plains,
Of ragged mountain ranges,
Of droughts and flooding rains.’


This stanza’s imagery shows the harsh but beautiful Australian landscape with phrases like ‘sunburnt country’ and ‘ragged mountain ranges.’ The theme is pride in Australia’s unique and challenging environment. The vivid and descriptive language helps to visualize the scenery.”


Teacher: “Excellent analysis, Caleb! You’ve effectively identified the imagery, theme, and language. Well done!”


—


Recap and Assignment (5 minutes)


Teacher: “Today we reviewed the previous session and completed our analysis of various poetry terms within poems. For homework, I’d like you to write a personal response to ‘My Country.’ Focus on how the imagery and themes resonate with or differ from your own experiences or feelings about Australia. How does that sound?”


Caleb: “That sounds good.”


Teacher: “Fantastic! Upload your response to the Google Drive or Preply chat before our next class. Great job today, Caleb, and I look forward to seeing you next time. Have a great day!”


—


This should ensure that Caleb’s answers are complete and match the teacher’s version accurately, enabling a fruitful and engaging lesson.
Thank you. I noticed that in the script Caleb always has a sure and confident answer. Please include some teaching prompts in case Caleb is not sure of the answer. These prompts will help him identify the answer. Also, please include the following discussion questions in the script:


““What words do students associate with the Australian landscape? Are there
words, phrases or sentiments unique to our land?
It has been said that the poet was in love with Australia’s landscape and we
see her connection to the land in her writing. Do you think this holds true for
today’s Australians? Are we tied to the land in the same way that people
were a hundred years ago?
5
Dorothea wrote this poem at age 19, when she was homesick in England.
Choose a place that is important to you and using your memories compose a
poem along similar lines to ‘My Country.’
Identify poetic devices such as figurative language used in the poem. How
does the author personify her subject?
Look at the poet’s other works and compare them with ‘My Country’.
Consider other well-known Australian poetry and compare it with this one.
Do you connect with poetry about the Australian bush?
The majority of Australia’s population lives in cities. Imagine if Dorothea was
writing her poem today. Do you think it would be solely about the country?””


Sure, let’s update the script to include teaching prompts to help Caleb in case he is unsure of his answers. Additionally, I’ll incorporate the discussion questions you provided.


—


Lesson Plan: Session 2 - Revisiting and Completing Poetry Analysis


### Objective:
- To review previous lesson content and homework.
- To complete the unfinished lesson plan, focusing on identifying poetry terms.
- To further enhance reading comprehension and analytical skills.


### Lesson Structure:


Introduction and Review (10 minutes)


Teacher: “Hi Caleb, welcome back! How are you today?”


Caleb: [Student responds]


Teacher: “Fantastic! Before we dive into our new material, let’s do a quick review of what we covered last time since our session got interrupted. We talked about different types of poems like nursery rhymes, limericks, sonnets, and haikus. We also discussed some reasons why poetry still matters. Do you remember any of the points we discussed or any poetry terms we covered?”


Caleb: [If Caleb is unsure] “I’m not sure.”


Teacher: “No worries! We talked about metaphor, which is an expression that describes a person or an object by referring to something with similar characteristics, like ‘a heart of stone’. We also discussed simile, which compares one thing to another using ‘as’ or ‘like’, such as ‘lonely as a cloud’. Does that ring a bell?”


Caleb: “Yes, I remember now.”


Teacher: “Great! Let’s quickly review your homework. You wrote an acrostic poem based on your name. Here it is:


‘Courageous spirit
Adventurous
Living life with passion
Eager to explore
Braving challenges’


I see you’ve used strong, descriptive words. What inspired you to write it this way?”


Caleb: “I wanted to describe how I see myself, using words that show my personality.”


Teacher: “You did a great job! Words like ‘courageous’ and ‘adventurous’ really paint a vivid picture of who you are. Very well done.”


—


Completing the Previous Lesson (20 minutes)


Teacher: “Let’s continue from where we left off last time. We were working with these poetry terms: metaphor, alliteration, simile, and rhyme. Now, we’ll identify these terms in some poem excerpts. Ready?”


Caleb: “Yes.”


Teacher: “Great! I’ll read the excerpts, and we’ll decide which terms are present.”


1. Excerpt from ‘Stopping by Woods on a Snowy Evening’ by Robert Frost:


Teacher: “Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.”


“Caleb, which poetry terms can you find in this excerpt?” [If Caleb is unsure] “Think about the words that sound similar at the end of the lines. What about ‘know,’ ‘though,’ and ‘snow’?”


Caleb: “Those are rhymes.”


Teacher: “Excellent! What about the beginning sounds of ‘see,’ ‘stopping,’ and ‘snow’?”


Caleb: “That’s alliteration.”


Teacher: “Yes, that’s right. The rhymes create a musical quality, and the alliteration helps emphasize certain images. Great job!”


2. Excerpt from ‘Fame is a bee’ by Emily Dickinson:


Teacher: “Fame is a bee.
It has a song—
It has a sting—
Ah, too, it has a wing.”


“What about this one, Caleb?” [If Caleb is unsure] “Think about words that describe fame in this poem. How is fame being compared to something else?”


Caleb: “Fame is a bee. That’s a metaphor.”


Teacher: “Perfect! And the rhymes with ‘sting’ and ‘wing’ and alliteration with ‘song’ and ‘sting’?”


Caleb: “Yes, there are rhymes and alliteration.”


Teacher: “Correct again! The metaphor effectively conveys the idea that fame can be sweet but also painful. Well done!”


3. Excerpt from ‘I Wandered Lonely as a Cloud’ by William Wordsworth:


Teacher: “I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.”


“Identify the poetry terms here.” [If Caleb is unsure] “What words rhyme at the end of the lines, and how is the poet describing his loneliness?”


Caleb: “There is rhyme with ‘cloud’ and ‘crowd,’ ‘hills’ and ‘daffodils,’ and ‘trees’ and ‘breeze.’ There is also a simile with ‘lonely as a cloud.’”


Teacher: “Spot on! The rhyme scheme adds to the musicality of the poem, and the simile helps illustrate the poet’s feelings of solitude, enhancing the visual imagery. Fantastic work!”


4. Excerpt Describing Imagery:


Teacher: “You are beautiful and faded
Like an old opera tune
Played upon a harpsichord;
Or like the sun-flooded silks.”


“What terms can you find here?” [If Caleb is unsure] “Look at the comparisons using ‘like’.”


Caleb: “There are similes with ‘like an old opera tune’ and ‘like the sun-flooded silks.’”


Teacher: “Exactly! These similes provide vivid comparisons that give a sense of delicate beauty and nostalgia. Nicely identified.”


—


New Lesson Material: Analyzing ‘My Country’ by Dorothea Mackellar (20 minutes)


Teacher: “Now, let’s return to ‘My Country’ by Dorothea Mackellar. We’ll read it again and analyze its imagery, themes, and structure. I’ll display the poem on the screen and read it aloud.”


[Reads poem aloud]


Discussion on Imagery:


Teacher: “What vivid images can you find in this poem, Caleb?” [If Caleb is unsure] “Think about words that describe the appearance and nature of the landscape.”


Caleb: “‘A land of sweeping plains,’ ‘sunburnt country,’ ‘golden soil and wealth for toil.’”


Teacher: “Great! These images vividly depict Australia’s landscape. Why do you think imagery is important in this poem?”


Caleb: “It helps the reader visualize Australia and feel connected to the land.”


Teacher: “Exactly. Imagery makes the poem engaging and brings the landscape to life. Well done.”


Discussion on Themes:


Teacher: “What themes can you identify in ‘My Country’?” [If Caleb is unsure] “Think about the emotions and ideas the poem conveys about Australia.”


Caleb: “Pride in Australia’s unique landscape and the beauty and challenges of the land.”


Teacher: “Right, themes of national pride and the harsh beauty of the environment are central. How do these themes compare to what we discussed in other Australian poetry?” [If Caleb is unsure] “Think about other poems that talk about Australia and how they describe the land and the people’s connection to it.”


Caleb: “They’re very similar, emphasizing the connection to the land and its unique characteristics.”


Teacher: “Awesome, you’re making great connections!”


Discussion on Structure and Language:


Teacher: “Let’s talk about the poem’s structure. How many stanzas does it have, and what is the rhyme scheme?” [If Caleb is unsure] “Count the separate sections and listen to how the end sounds repeat.”


Caleb: “It has six stanzas, and the rhyme scheme is ABAB.”


Teacher: “Exactly. What about language features like metaphors and similes? Can you spot any?” [If Caleb is unsure] “Look for phrases that compare one thing to another, either directly or indirectly.”


Caleb: “‘Core of my heart’ is a metaphor, and ‘sunlit plains extended’ might be personification.”


Teacher: “Good work! These language features add depth to the poet’s expression of love for Australia.”


—


Writing Exercise (10 minutes)


Teacher: “Now, pick one stanza from ‘My Country’ and write a paragraph analyzing its imagery, theme, and language. Here’s an example to help you:


‘The love of field and coppice,
Of green and shaded lanes,
Of ordered woods and gardens
Is running in your veins.’


This stanza uses imagery of fields and gardens to evoke a sense of peaceful countryside. The theme is a deep connection to the land, conveyed through the metaphor ‘running in your veins,’ suggesting it’s part of one’s identity.”


Caleb writes his paragraph.


Teacher: “Would you like to read your paragraph out loud?”


Caleb: “Sure. I picked the stanza:


‘I love a sunburnt country,
A land of sweeping plains,
Of ragged mountain ranges,
Of droughts and flooding rains.’


This stanza’s imagery shows the harsh but beautiful Australian landscape with phrases like ‘sunburnt country’ and ‘ragged mountain ranges.’ The theme is pride in Australia’s unique and challenging environment. The vivid and descriptive language helps to visualize the scenery.”


Teacher: “Excellent analysis, Caleb! You’ve effectively identified the imagery, theme, and language. Well done!”


—


Discussion Questions (20 minutes)


Teacher: “Let’s dive into some deeper discussions about the poem and its context. Here are some questions to explore:


1. What words do you associate with the Australian landscape? Are there any words, phrases, or sentiments unique to our land?”


Caleb: [If unsure] “I’m not sure.”


Teacher: “Think about words like ‘outback,’ ‘bush,’ ‘red soil,’ ‘dry,’ ‘drought,’ and ‘vast.’ How do these words make you feel about Australia?”


2. It has been said that the poet was in love with Australia’s landscape, and we see her connection to the land in her writing. Do you think this holds true for today’s Australians? Are we tied to the land in the same way that people were a hundred years ago?“


Caleb: “I’m not sure.”


Teacher: “Consider how urbanization has changed our relationship with nature. Do you think people living in cities feel the same connection to the land as those in rural areas?”


3. Dorothea wrote this poem at age 19, when she was homesick in England. Choose a place that is important to you and, using your memories, compose a poem along similar lines to ‘My Country.’”


Caleb: “I’ll try.”


Teacher: “Think about a place that means a lot to you—maybe your hometown or a favorite vacation spot. What sights, sounds, and feelings come to mind when you think about it?”


4. Identify poetic devices such as figurative language used in the poem. How does the author personify her subject?“


Caleb: “I’m not sure.”


Teacher: “Look for metaphors and similes. For instance, ‘sunburnt country’ is a metaphor that gives human attributes to the land. Can you find another example?”


5. Look at the poet’s other works and compare them with ‘My Country’. Consider other well-known Australian poetry and compare it with this one. Do you connect with poetry about the Australian bush?”


Caleb: “I haven’t read much Australian poetry.”


Teacher: “That’s okay. Think about ‘Waltzing Matilda’ or ‘Clancy of the Overflow’. How do they describe the land and life in Australia compared to ‘My Country’?”


6. The majority of Australia’s population lives in cities. Imagine if Dorothea was writing her poem today. Do you think it would be solely about the country?"


Caleb: “Maybe not?”


Teacher: “Exactly. She might include more urban elements to reflect today’s Australia, where many people live in cities and have a different relationship with the natural landscape.”


—


Recap and Assignment (5 minutes)


Teacher: “Today we reviewed the previous session, completed our analysis of various poetry terms within poems, and had some great discussions about the themes in ‘My Country.’ For homework, I’d like you to write a personal response to ‘My Country.’ Focus on how the imagery and themes resonate with or differ from your own experiences or feelings about Australia. How does that sound?”


Caleb: “That sounds good.”


Teacher: “Fantastic! Upload your response to the Google Drive or Preply chat before our next class. Great job today, Caleb, and I look forward to seeing you next time. Have a great day!”


—


This should ensure that Caleb feels supported if he’s unsure about any answers, and the discussion questions will help deepen his understanding and engagement with the poem.
ok, great. Now, give me a lesson plan outline for the script (50 mins lesson plan)
Sure! Here’s a detailed lesson plan outline for a 50-minute session, based on the script we developed.


—


### Lesson Plan Outline: Session 2 - Revisiting and Completing Poetry Analysis


#### Objective:
- Review previous lesson content and homework.
- Complete the unfinished lesson plan, focusing on identifying poetry terms.
- Enhance reading comprehension and analytical skills through discussions and writing exercises.


#### Lesson Structure (50 minutes):


1. Introduction and Review (10 minutes)
- Greeting and Warm-up (2 minutes)
- Teacher greets Caleb and inquires about his well-being.
- Quick Review of Last Lesson (3 minutes)
- Discuss the different types of poems (nursery rhyme, limerick, sonnet, haiku) and reasons why poetry matters.
- Recap key poetry terms: metaphor, simile, alliteration, rhyme.
- Homework Review (5 minutes)
- Review Caleb’s acrostic poem: ‘Courageous spirit, Adventurous, Living life with passion, Eager to explore, Braving challenges.’
- Discuss Caleb’s inspiration and provide positive feedback.


2. Completing the Previous Lesson (20 minutes)
- Identifying Poetry Terms in Excerpts (15 minutes)
- Read excerpts from:
- ‘Stopping by Woods on a Snowy Evening’ by Robert Frost.
- ‘Fame is a bee’ by Emily Dickinson.
- ‘I Wandered Lonely as a Cloud’ by William Wordsworth.
- Additional excerpt for identifying imagery.
- Guide Caleb in identifying rhyme, alliteration, simile, and metaphor in each excerpt.
- Provide prompts if Caleb is unsure (e.g., pointing out rhyming words, asking about comparisons).
- Discuss Poetic Devices (5 minutes)
- Discuss why imagery is important in poems.
- Explain the use of figurative language and personification in poetry.


3. New Lesson Material: Analyzing ‘My Country’ by Dorothea Mackellar (20 minutes)
- Reading the Poem (3 minutes)
- Display the poem and read it aloud.
- Discussion on Imagery (5 minutes)
- Identify vivid images in the poem.
- Discuss why imagery is important (provide prompts as needed).
- Discussion on Themes (5 minutes)
- Identify themes in ‘My Country.’
- Compare themes with other Australian poetry (provide prompts as needed).
- Discussion on Structure and Language (5 minutes)
- Discuss the poem’s structure (stanzas, rhyme scheme).
- Identify language features like metaphors and personification.


4. Writing Exercise (10 minutes)
- Task: Analyze a Stanza (8 minutes)
- Caleb picks one stanza from ‘My Country’ and writes a paragraph analyzing its imagery, theme, and language.
- Provide an example analysis to guide him.
- Sharing and Feedback (2 minutes)
- Caleb reads his analysis aloud.
- Teacher provides positive feedback and constructive suggestions.


5. Discussion Questions (20 minutes)
- Discuss Connection to the Australian Landscape (3 minutes)
- Teacher asks Caleb to associate words with the Australian landscape.
- Discuss unique phrases or sentiments tied to the land.
- Connection to Land Through Generations (4 minutes)
- Explore if the love for Australia’s landscape holds true for today’s Australians.
- Discuss changes in connection to the land over time.
- Composing a Poem from Personal Memories (4 minutes)
- Caleb chooses a place important to him and composes a poem using his memories.
- Identifying Poetic Devices (3 minutes)
- Identify figurative language and personification in ‘My Country.’
- Comparing Poetic Works (3 minutes)
- Compare Dorothea Mackellar’s poem with her other works and other well-known Australian poetry.
- Discuss whether Caleb connects with poetry about the Australian bush.
- Modern Perspective (3 minutes)
- Imagine if Dorothea was writing her poem today. Discuss whether it would focus solely on the country.


6. Recap and Assignment (5 minutes)
- Recap Key Points (2 minutes)
- Review the main points discussed about imagery, themes, structure, and language.
- Homework Assignment (3 minutes)
- Assign a personal response to ‘My Country,’ focusing on how the imagery and themes resonate with or differ from Caleb’s own experiences or feelings about Australia.
- Provide instructions for uploading the homework to Google Drive or Preply chat.


—


This structure ensures a balanced mix of activities focusing on review, analysis, discussion, and writing, keeping Caleb engaged and enhancing his understanding of poetry.
the rhyme scheme is what again
The rhyme scheme for “My Country” by Dorothea Mackellar is ABAB for each stanza. Here’s a detailed breakdown:


The love of field and coppice,            (A)
Of green and shaded lanes,                (B)
Of ordered woods and gardens              (A)
Is running in your veins;                 (B)




This pattern of alternating rhyming lines (AABB, ABAB, etc.) is used consistently throughout the poem. Revisiting this point in the discussion can help Caleb understand and recognize the structure more clearly.


—


Let me provide you with an updated lesson plan outline, including the correction about the rhyme scheme:


### Lesson Plan Outline: Session 2 - Revisiting and Completing Poetry Analysis


#### Objective:
- Review previous lesson content and homework.
- Complete the unfinished lesson plan, focusing on identifying poetry terms.
- Enhance reading comprehension and analytical skills through discussions and writing exercises.


#### Lesson Structure (50 minutes):


1. Introduction and Review (10 minutes)
- Greeting and Warm-up (2 minutes)
- Teacher greets Caleb and inquires about his well-being.
- Quick Review of Last Lesson (3 minutes)
- Discuss the different types of poems (nursery rhyme, limerick, sonnet, haiku) and reasons why poetry matters.
- Recap key poetry terms: metaphor, simile, alliteration, rhyme.
- Homework Review (5 minutes)
- Review Caleb’s acrostic poem: ‘Courageous spirit, Adventurous, Living life with passion, Eager to explore, Braving challenges.’
- Discuss Caleb’s inspiration and provide positive feedback.


2. Completing the Previous Lesson (15 minutes)
- Identifying Poetry Terms in Excerpts (15 minutes)
- Read excerpts from:
- ‘Stopping by Woods on a Snowy Evening’ by Robert Frost.
- ‘Fame is a bee’ by Emily Dickinson.
- ‘I Wandered Lonely as a Cloud’ by William Wordsworth.
- Additional excerpt for identifying imagery.
- Guide Caleb in identifying rhyme, alliteration, simile, and metaphor in each excerpt.
- Provide prompts if Caleb is unsure (e.g., pointing out rhyming words, asking about comparisons).


3. New Lesson Material: Analyzing ‘My Country’ by Dorothea Mackellar (20 minutes)
- Reading the Poem (3 minutes)
- Display the poem and read it aloud.
- Discussion on Imagery (5 minutes)
- Identify vivid images in the poem.
- Discuss why imagery is important (provide prompts as needed).
- Discussion on Themes (5 minutes)
- Identify themes in ‘My Country.’
- Compare themes with other Australian poetry (provide prompts as needed).
- Discussion on Structure and Language (5 minutes)
- Discuss the poem’s structure (stanzas, ABAB rhyme scheme).
- Identify language features like metaphors and personification.


4. Writing Exercise (10 minutes)
- Task: Analyze a Stanza (8 minutes)
- Caleb picks one stanza from ‘My Country’ and writes a paragraph analyzing its imagery, theme, and language.
- Provide an example analysis to guide him.
- Sharing and Feedback (2 minutes)
- Caleb reads his analysis aloud.
- Teacher provides positive feedback and constructive suggestions.


5. Discussion Questions (20 minutes)
- Discuss Connection to the Australian Landscape (3 minutes)
- Teacher asks Caleb to associate words with the Australian landscape.
- Discuss unique phrases or sentiments tied to the land.
- Connection to Land Through Generations (4 minutes)
- Explore if the love for Australia’s landscape holds true for today’s Australians.
- Discuss changes in connection to the land over time.
- Composing a Poem from Personal Memories (4 minutes)
- Caleb chooses a place important to him and composes a poem using his memories.
- Identifying Poetic Devices (3 minutes)
- Identify figurative language and personification in ‘My Country.’
- Comparing Poetic Works (3 minutes)
- Compare Dorothea Mackellar’s poem with her other works and other well-known Australian poetry.
- Discuss whether Caleb connects with poetry about the Australian bush.
- Modern Perspective (3 minutes)
- Imagine if Dorothea was writing her poem today. Discuss whether it would focus solely on the country.


6. Recap and Assignment (5 minutes)
- Recap Key Points (2 minutes)
- Review the main points discussed about imagery, themes, structure, and language.
- Homework Assignment (3 minutes)
- Assign a personal response to ‘My Country,’ focusing on how the imagery and themes resonate with or differ from Caleb’s own experiences or feelings about Australia.
- Provide instructions for uploading the homework to Google Drive or Preply chat.


—


This detailed outline will guide you through the 50-minute session, ensuring a structured and comprehensive lesson aligning with your objectives.""