The Somaiya School

ONLINE LESSON PLAN

ACADEMIC YEAR 2021 – 22
Name of the Teacher: Ruchi, Aishwarya Grade & Div: VII A,B,C

Subject: Eng.Literature Month & Year: 2022-23

Lesson Topic: The Grasshopper and the Cricket

No. of Sessions: 4

Learning Outcomes/unit The students will be able to:

objectives
Come to the understanding that Nature is eternal. Poetry, like nature is also eternal in its quality to
influence people

· read and appreciate the poem.

· develop creativity and imagination.

· develop four skills of language

· comprehend the topic.

· identify the poetic elements.

 Cognitive / Knowledge:
● Critically analyze the structure of the poem and the stylistic devices used therein
(Recognize, List, Describe, State, Identify,
Name, Locate, Interpret, Summarize, Explain, ● Pupil is able to compare and connect nature and poetry
Classify, Compare, Distinguish, Infer,
Organize, Structure, Critique, Review, ● Pupils are able to understand the theme of the poem
Construct, Design, Plan, Invent)

Affective / Attitude / Appreciating:

(Values, Core essence, Thinking, Feeling,
● Understand the eternal nature of poetry ans how it never ceases to inspire.
Emotions, Behavior, Cultural, Ethical, Social)

Psychomotor / Skill / Action:
(Read, Recite, Listen, Write, Speak, Translate,
Narrate, Draw, Model, Design, Plan, Compute,
Count, Calculate, Solve, Locate, Research,
Express, Invent, Perform, Implement, Handle,
Organize, Observe, Predict, Demonstrate,
Record)
● Students are able to make a Venn Diagram on the features of the grasshopper and
crickets
● Students are encouraged to recitealoud guiding them with correct pronunciations.
● Students are encouraged to enhance their vocabulary
● Students are able to complete the exercises at the end of the poem

Unit Assessment – Performance Task: ● Students are able to write a reflective essay on the topic “ How is poetry similar to nature?”
Quiz:

https://quizizz.com/admin/quiz/5ebc4f1a83474d001bfabc8e
 The Somaiya School
Session 1 TEACHING/ACTIVITIES/EXPERIENCES:

Learning Outcomes: Anticipatory Set (Opening/hooking student/what will the teacher do? What are students expected to do?)

The students will be ● Work in groups and list as many things as possible that comes to your mind when we talk of different seasons
able to:
● to compare and
contrast between Essential Questions
humans and Detailed Description of the lesson (including examples) In the first eight lines of the poem,
nature. They are
what season is described? How is it
asked if they
complement each described? For what purpose?
With the help of a PPT/Textbook the teacher will introduce the poem
other or are they
opposing forces.

1. Students read the entire selection independently.

When Keats states that the
2. Teacher reads the text aloud while students follow along or students Grasshopper “takes the lead/In
take turns reading aloud to each other. Depending on the text length and summer luxury. He has never done
student need, the teacher may choose to read the full text or a passage with his delights (line 6),” to what
luxury and delights does he refer?
aloud. For a particularly complex text, the teacher may choose to reverse
the order of steps 1 and 2.
Keats says in line 8 “He rests at ease
 3. Students and teacher re-read the text while stopping to respond to and beneath some pleasant weed.”
discuss the questions, continually returning to the text. A variety of What is this saying about the
grasshopper? How does this
methods can be used to structure the reading and discussion (i.e., whole
connect with the poem’s theme?
class discussion, think-pair-share, independent written response, group
work, etc.)
Why does Keats capitalize the
nouns “Grasshopper” and
“Cricket”? Why are no other nouns
The teacher will now talk about the theme of the poem.
capitalized? What is the
relationship between the
Nature is always a spontaneous source of optimism and happiness is the theme of the Grasshopper and the Cricket?
poem. Nature never imparts pessimism and is never sad. Nature is always singing
through the mediums like grasshopper in summer and cricket in winter. Change in
situation on weather does not bring hindrances in the ever continuous mirth of nature.

Stanza 1:
The poetry and music of the earth never ends. When all the birds are tired because of
the heat of the sun and hide themselves in the cooling trees, a voice can be heard. The
voice is of grasshopper. He takes the leading role in enjoying the summer happiness
as if he has never done with his delights. And when he is tired he takes rest beneath a
pleasant weed.

Figures of speech:
Metaphor: "The poetry of earth is never dead"- - This line is saying how Earth
will continue to be beautiful and poetic in its own way.
Personification: "A voice will run"- This line is saying that the Grasshopper's voice
is powerful and can be heard from far away
Imagery: "...with hot sun, and hide in cooling trees"-. This line puts us the picture
of the birds cooling off in the trees and makes us feel the hot sun on our skin.
Alliteration: “New-mown mead”, REPETITION OF ‘M’ SOUND.

Stanza 2:

When the birds are silent in very cold the earth never stops and expresses its pleasure
through different beings like the cricket. It sings the beautiful songs from the stones.
It seems to be increasing in warmth every moment and half-asleep human being feels
it to be a grasshopper’s song coming from grassy hills.

Figures of speech:
Inversion – ‘’The Poetry of earth is ceasing never”

Recap & Closure :

 ● Do you agree with the poet when he says the poetry is never dead, why?

Subject Integration Science – on environment and insects

General Resources Chart, Projector, Textbook and notebook

Online Resources/ https://quizizz.com/admin/quiz/5ebc4f1a83474d001bfabc8e

Teaching Aids

Collaborative
strategies/ Visible
Group discussion on how they feel about different insects- are they just pests or a creation worth celebrating?
Learning

Differentiated
Instruction

Make a Venn Diagram on on the characteristics of grasshoppers and crickets

Pre- Read /Follow up Pre-read: Pre-read:

assignment/activity
(Can include exit tickets,
● Pre read the poem
Padlet, etc)

Skills Values/ Empathy/ Critical Thinking/ Observation/ Analysis

Comments /
Suggestions by
 Primary / Secondary
Head

FEEDBACK & REVIEW

What went well:

Even better if:

Session 2 TEACHING/ACTIVITIES/EXPERIENCES:

Learning Outcomes: Anticipatory Set (Opening/hooking student/what will the teacher do? What are students expected to do?)

The students will be

able to:
Teacher asks the students to summarize what they had learnt in the last period
● Understand the
structure of the Detailed Description of the lesson (including examples) Essential Questions
poem

The teacher also asks the students if they can identify the structure of the poem. What is the rhyme scheme of the
poem?
The teacher explains that the poem under discussion is a sonnet. There are two main
kinds of sonnets namely: a. Shakespearean and b. Italian or Petrarchan Sonnet.
Keats’s poem ‘On the Grasshopper and Cricket’ follows the Italian or Petrachan form

The teacher explains that a sonnet is a 14 lines poem. Petrarchan Sonnets are divided
into two stanzas. The first stanza consisting of 8 lines (called ‘Octave’) and the
second stanza consists of 6 lines (called ‘sestet’).

The rhyme scheme of the poem is abba abba (octave) and cde cde (sestet).

The teacher then asks the students to note the following word meanings in
their notebooks

Hedge: a fence or boundary formed by closely growing bushes or shrubs.

Mead: meadow, a piece of grassland
Weed: a wild plant growing where it is not wanted
Ceasing: come or bring to an end.
Lone: solitary or single.
 Wrought: beaten out or shaped by hammering.
Shrills: (of a voice or sound) high-pitched and piercing.
Inversion: the reversal of the normal order of the words and phrases in a sentence
Recap & Closure:

Sonnet : a poem of fourteen lines

Octave: a group or stanza of eight lines

Sestet: the last six lines of a sonnet.

● Recapitulate the lesson.

● Clarify doubts, if any.

Subject Integration

General Resources Textbook and notebook

Collaborative ● New words and how to use them in conversation.

strategies/ Visible
● Students are encouraged to voice their thoughts on the similarity of poetry and nature
Learning

Differentiated
Instruction

Pre- Read /Follow up On the GC Post the lesson

assignment/activity
(Can include exit tickets,
Padlet, etc)
https://quizizz.com/admin/quiz/5ebc4f1a83474d001bfabc8e

Pre- Read /Follow up Follow up:

assignment/activity
Values/ Empathy/ Critical Thinking/ Observation/ Analysis
(Can include exit tickets,
Padlet, etc)
Skills

Skills Values/ Empathy/ Critical Thinking/ Observation/ Analysis

Comments /
Suggestions by
Primary / Secondary
Head

FEEDBACK & REVIEW

What went well:

Even better if:

 The Somaiya School
Session 3 TEACHING/ACTIVITIES/EXPERIENCES:

Learning Outcomes: Anticipatory Set (Opening/hooking student/what will the teacher do? What are students expected to do?)

The students will be ● Who would summarise the poem done till now?
able to:
● What part of the poem did you like the most and why?
● Summarize the
lesson
● Answer the Detailed Description of the lesson (including examples) Essential Questions

questions based ● Reiterate the important points in the poem. 1) What is the central theme of the
on critical thinking poem?
& personal ● Emphasize the important incidents in the lesson.
opinions ● Discuss the answers to the textbook questions

Recap & Closure:

● Recapitulate the lesson.
● Clarify doubts, if any.

Subject Integration

General Resources Textbook and notebook

 Collaborative
strategies/ Visible
Learning

Differentiated ● Discuss additional questions

Instruction

Pre- Read /Follow up Pre-read:

assignment/activity
● Write the answers in the notebook.
(Can include exit tickets,
Padlet, etc)

Follow up:

Skills Values/ Empathy/ Critical Thinking/ Observation/ Analysis

Comments /
Suggestions by
Primary / Secondary
Head

FEEDBACK & REVIEW

What went well:

Even better if: