Teacher: Ms.

Stanberry
Grade: 9H
Subject: English Literature
Date: January 12, 2024
Duration: 2 sessions
Topic: Introduction to the background of ‘This is the Dark
Time, My Love.
Sub-topic: Exploring elements of poetry embedded within the
text
Skills: Reading, Writing, Listening, Speaking, Viewing
Behaviour Management Strategies: Modeling, proximity control, and reinforcement of
classroom rules.
General Objective: At the end of this lesson, students should
demonstrate an understanding of social issues in
poetry, particularly in ‘This is the Dark Time, My
Love’
Specific Objectives: By the end of this lesson, students should be able to:
 Connect the poem to the historical and social
context in which it was written.
 Analyze and interpret the poem ‘This is the
Dark Time, My Love’
 Identify figurative language used within the
poem
Prior Knowledge: Students have read poems before and should be able
to identify the elements of poetry. Additionally, they
should be able to provide some depth of analysis
based on their interpretations of a poem read.
Methodology: Critical thinking, Guided questioning,
Brainstorming, Collaborative learning, Literature
circle
Instructional Materials: This is the Dark Time, My Love by Martin Carter,
photos depicting social issues, paper strips and
speaker
Summary of Content: Summary
This poem is written in the context of the pain and
suffering associated with war, and specifically the
struggles of Guyana during British colonization in
1953. At that point, the constitution had been
suspended to allow Britain to send soldiers into
Guyana to crush the uprising of the people. It is
likely that the ‘love’ spoken of by the persona is his
country, however it could also simply be a woman
who he loves. The poet communicates a gloomy
atmosphere plagued with the sentiment of doom due
to oppression by soldiers and weapons of terror.
Nature reflects this gloom, as seen in the absence of
sunlight and drooping flowers. The people of the
country are all melancholy and anxiety-stricken,
visibly oppressed by the spoils of war. Death (and
war) is personified as a man who tramples not only
nature, but the peace and dreams of the persona’s
country underfoot. The mood of the poem is dismal
and gloomy. The tone is pessimistic and sad, and the
themes include war, conflict, doom, death and
despair.

Some important words and phrases

“This is the dark time, my love,”

The persona begins by declaring the dismal nature
of their current time. This time is characterized by
darkness, and therefore a sentiment of impending
doom and unfavourable outcomes. The titular line
conveys that the persona is speaking to someone, his
‘love,’ which could simply be his lover, but could be
better interpreted as being his country (like how the
persona of ‘It is the Constant Image of Your Face’
(Dennis Brutus) refers to his country as his ‘dearest
love.’
“All round the land brown beetles crawl about.”
This refers to the British soldiers who occupied the
country during this time. Note the use of
alliteration here in ‘brown beetles.’ The persona
communicates a landscape filled with the soldiers,
corresponding to the atmosphere of war.
“The shining sun is hidden in the sky Red flowers
bend their heads in awful sorrow.”
Now, nature seems to reflect the dismal mood, the
‘dark time’ if you well. The sun does not shine in
the sky, so it is not just dark in the sense of gloom,
but also literally, with the absence of sunlight. The
sun, like any sign of positive outcome or optimism
is hidden. Reinforcing the mood, the poet
personifies red flowers by saying that they ‘bend
their heads in awful sorrow.’ The flowers are given
the quality of emotion and reflecting that emotion.
Thus, even the flowers are mourning the dark times
of death and sorrow. They are the colour red (the
colour of blood), essentially the only colour
mentioned in the poem.
“This is the dark time, my love, It is the season of
oppression, dark metal, and tears.”
The persona describes this dark time as a season,
characterized by endless oppression, the dark metal
of the machines of war and sadness. Note the
repetition of the word ‘dark,’ which communicates
the pessimistic outlook and an atmosphere of terror.
The ‘dark metal’ likely refers to tankers and guns
which oppress the people of the persona’s country.
“It is the festival of guns, the carnival of misery.
Everywhere the faces of men are strained and
anxious.”
The poet utilizes two oxymorons here (two
contradicting ideas in close succession). He refers to
this dark time of war as a festival (associated with
joy and celebration) of guns (machines of terror,
oppression and violent death). Quite
incompatible/contradictory terms. He continues by
describing it as a carnival (associated with fun and
the joy of children) of misery (a terrible emotion of
helplessness and despair). The persona remarks the
strained emotions in the faces of everyone around
him- including his own countrymen and the
soldiers.
“Who comes walking in the dark night time?
Whose boot of steel tramps down the slender
grass?”
The poet uses rhetorical questions to lead into the
reveal of a personification of war and death. It hints
at something being closely related to dark times
such as these, who has a ‘boot of steel.’ This reflects
the oppressive and abusive effect war has, pressing
down on not only the environment, but on the
people of the country as well. It tramples the grass
underfoot, showing blatant disregard for nature-
opting instead to fulfil selfish goals through
needless death and suffering.
“It is the man of death, my love, the strange
invader Watching you sleep and aiming at your
dream.”
The poet personifies death as a strange invader to
the persona’s country. This man of death is said to
not only crush nature under his steel boot, but also
watch the persona’s love sleep and aim at
destroying her dream. If the love he refers to truly is
his country, then the man of death aims to wreck
any possibility of realization of the dream held by
the country overall- one of freedom and
independence. The war and conflict spurred by the
invasion of soldiers to crush resistance and attempts
at liberation directly intends to destroy the dreams
and optimism of the people of the country overall.

Literary devices used

Oxymoron
Metaphor
Pathetic fallacy
Personification
Alliteration

Element of poetry
Symbolism

Tone: somber, dejection

Mood: gloomy, sad
Engagement:  Students will be asked to arrange their desks
and seats in the form of a circle. They will be
informed that this formation is known as a
‘Literature circle’ and its effect will be
explicated.
 Pupils will be asked to share their knowledge
of social issues. The teacher will then show to
students, three images depicting, poverty,
domestic abuse, and teenage pregnancy.
Students will infer what each social issue is
based on the images. Consequently, a brief
definition will be given)
 Next, they will be tasked with supplying
examples of social issues explored in poems
they have read. Additionally, they can
provide one example of how this ‘issue’ was
presented in the poem.
Exploration  Students will be informed of the title of the
poem and the poet.
 They will be given brief background
information on the poet. Secondly, a
discussion on the political climate in Guyana
during the time the poem was written will
take place.
 At this step, students will be instructed that 4
paper strips will be passed around the circle
in succession. While a paper strip is floating
around the circle, music will be played. Once
the music stops, the student with the paper
will answer a question about the topic. This
will be repeated until all paper strips are read
and answered.

Below are the 4 questions to be issued on paper

strips.
1. What emotions or moods do you associate
with the term dark time?
2. Why do you think the speaker uses the words
‘My, Love’ in conjunction with ‘Dark time’?
 3. What kind of events or situations might be
described in a poem with such a title?
4. How might the title connect to broader social
or historical contexts?
Explanation:  Two students will then be asked to provide a
reading of the poem.
 Students will then be placed in groups to
discuss and analyze the events of the poem.
They will also be asked to note any figurative
devices used.
 After some time, students will be asked to
share what they have discussed.
 The teacher will clarify any misconceptions
and facilitate a line-by-line analysis of the
poem, with special attention to the effect of
each literary device used as well as themes.
Elaboration:  Students will then be tasked with writing a
poem from the perspective of ‘the love’
mentioned in the poem. This poem should be
addressed to the persona in response to the
poem that was originally written. Pupils
should employ the use of 3 literary devices
discussed in class.
 Once students have completed this, they will
be asked to share.
Evaluation:  Students will be asked to write a reflection
that explores instances of oppression as seen
in the poem.
Evaluation 2:
The lesson on this "This is the Dark Time, My
Love" was successful in engaging students with the
social and historical context of the poem. However,
some challenges were encountered during the
exploration and explanation phases.

Engagement:
- The literature circle formation effectively
promoted discussion and collaboration among
students, fostering a sense of community in the
classroom.
- Using images to introduce social issues was
impactful, but some students struggled to articulate
examples of these issues in poetry they had
previously read.

Exploration:
- The activity with the paper strips and music added
an element of fun to the lesson and encouraged
active participation. However, some students found
it difficult to articulate their thoughts when put on
the spot.

Explanation:
- While the line-by-line analysis of the poem was
insightful, some students had difficulty identifying
and understanding the figurative devices used.
- Facilitating group discussions helped clarify
misconceptions, but more guidance was needed to
ensure all students fully grasped the themes and
literary devices.

Elaboration:
- Writing a poem from the perspective of "the love"
mentioned in the poem was a creative task that
allowed students to demonstrate their
understanding. However, some struggled to
incorporate literary devices effectively.

Evaluation:
- Asking students to write a reflection on instances
of oppression in the poem provided an opportunity
for deeper analysis. However, some students found
it challenging to articulate their thoughts in writing.
Teacher: Ms. Stanberry
Grade: 9H
Subject: English Literature
Date: Week of January 16-20, 2024
Duration: 2 sessions
Topic: Introduction to the background of ‘Dulce et
Decorum Est’
Sub-topic: Elements of poetry
Skills: Reading, Writing, Listening, Speaking, Viewing
Behaviour Management Strategies: Modeling, proximity control, and reinforcement of
classroom rules.
Specific Objectives: By the end of this lesson, students should be able to:
 Connect the poem to the historical and social
context in which it was written.
 Analyze and interpret the poem.
 Identify figurative language used within the
poem.
 Suggest possible themes located in the poem.
 State the tone and mood of the poem.
Prior Knowledge: Students have read poems before and should be able
to identify the elements of poetry. Additionally, they
should be able to provide some depth of analysis
based on their interpretations of a poem read.
Methodology: Critical thinking, Guided questioning,
Brainstorming, Collaborative learning, Literature
chairs
Instructional Materials: A World of Poetry, speaker, chairs

Summary of Content:
Summary
Dulce et Decorum Est" is a poem by the English
poet Wilfred Owen. Like most of Owen's work, it
was written between August 1917 and September
1918, while he was fighting in World War 1. Owen
is known for his wrenching descriptions of suffering
in war. In "Dulce et Decorum Est," he illustrates the
 brutal everyday struggle of a company of soldiers,
focuses on the story of one soldier's agonizing
death, and discusses the trauma that this event left
behind. He uses a quotation from the Roman poet
Horace to highlight the difference between the
glorious image of war (spread by those not actually
fighting in it) and war's horrifying reality.

Engagement: Students will be told that they will be playing

a game of ‘Literature chairs’ (This game
functions the same as Musical chairs. The
girls will walk around the chairs until the
music stops, after which they must try to get a
seat. Whoever is left standing, will be asked a
question
Exploration:  Students will then be asked, “What do you
think is the glorified perception of war, and
how does it compare to reality? (This
question should foster in students an
understanding that war is a dangerous
precipice that has harsh realities and cannot
always be bragged about. )
 At this step, a visual of the poem will be
shown to students. A pupil will then be
selected to conduct a second reading for a
better perception.
 They will then be challenged with
deciphering the language used within the title.
(If students are unfamiliar with the language a
discussion surrounding its meaning and
significance will ensue.)
 Students will then be given five minutes to
write any questions they may have about the
poem. They will also be asked to record any
words they deem unfamiliar in the context
used. ( The teacher will facilitate the
questions of students during the analysis of
 the poem.)
Explanation:  At this time, the teacher will provide a brief
lecture on the life of Wilfred Owen and the
historical context of World War I. Emphasis
will be placed on how Owen's experiences
influenced his writing, making "Dulce et
Decorum Est" a powerful anti-war statement.
 Students will then be placed in groups to
discuss and analyze the events of the poem.
They will also be asked to note any figurative
devices used.
 After some time, students will be asked to
share what they have discussed.
 The teacher will clarify any misconceptions
and facilitate a line-by-line analysis of the
poem, with special attention to the effect of
each literary device used.
Elaboration:  Students will be asked to meet in their groups
once more to identify possible themes
embedded within the poem. They will be
asked to write their responses on a piece of
paper, after which they will place in a box on
the teacher's desk.
 The teacher will then select at random, the
chosen themes. Each group will have the onus
of explicating their findings. (The teacher will
clarify any misconceptions and will supply
information not explored by the students.)

Evaluation  Students will be engaged in a game of

Author’s chair. One student will assume the
role of the poet and will sit at the front of the
class.
 The students must then brainstorm questions
for the poet, relating to the poem and the
effects of World War I.
 Evaluation 2:  The engagement activity was omitted as this
lesson was taught online. In light of this, the
participation of the students was limited. The
lesson did have success as students were able
to understand the historical context of the
poem. Students were engaged through a video
analysis of the poem. At varying intervals, the
video was paused to facilitate discussion
surrounding the poem. Through this, the
teacher was able to clarify certain
misconceptions held by students. The lesson
was not completed online, however, students
were instructed to watch the duration of the
video for homework.

Teacher: Ms. Stanberry

Grade: 9
Date: Week of January 22nd
Subject: English Literature
Topic: Little Boy Crying
Sub-topic: Elements of Poetry
Specific At the end of the lesson, students should be able to:
Objectives:  Identify and analyze the figurative language used in the poem.
 Describe and discuss the tone and mood of the poem.
 Understand the themes and messages conveyed by the poet.
 Express personal interpretations and reactions to the poem.
Methods of *Brainstorming *Discussion *Guided questioning * Revising
Instruction:

Instructional A World of Poetry, marker, whiteboard, construction paper

Material:

Prior Students have read poems before and can identify some elements of
Knowledge: poetry.

Content: Who is Mervyn Morris?

Morris, poet and critic, was born in 1937. He was educated at Munro
College, the University of the West Indies, and St. Edmund Hall,
Oxford where he was a Rhodes Scholar. He won an Institute of Race
Relations Essay Competition 1963 with a notable piece entitled,
‘Feeling, Affection, Respect’, and had essays and poems broadcast by
the BBC before returning to Jamaica.
His work continued to appear widely in Caribbean, Commonwealth,
and British publications, and since the late 1960s he has built a solid
reputation as a literary critic and essayist as well as one of Jamaica’s
leading poets.
Mervyn has produced four collections of poems, The Pond, On Holy
Week, Shadowboxing, and Examination Centre. In 1964 he was
awarded first prize for his, On Reading Louise Bennett Seriously, in the
Jamaica Festival Literary Competition.
Little B4oy Crying
The poem opens with a description of a little boy's mouth twisting into
an expression of anger and pain. The boy's laughter has just
transformed into shrieking cries, and his posture which was previously
loose and carefree has become stiff, ultimately reflecting the kind of
irritation and anger that is characteristic of three-year-old
children. The child's perceptive eyes have also teared up and are now
overflowing so that the tears fall onto his feet as he stands in place and
tries to detect a sense of guilt or remorse on behalf of his father, who
slapped him.
The boy's father stands above him like a cruel, terrifying monster, an
ominous giant with no emotion. Incredibly large and mean, the father is
the one who will by the end of this interaction truly feel the
consequences of his own actions and be defeated by the boy's emotional
reaction. To that end, the boy hates him and imagines chopping down a
tree that his father—in his imagination—is trying desperately to climb
out of; alternatively, the boy fantasizes about antagonizing his father by
digging holes in the ground as a way of setting traps into which the man
might fall.
The boy isn't yet old enough to understand how much it pains his father
 to see him cry. He also couldn't possibly grasp that his father has begun
to second-guess his own disciplinary actions even though his facial
expression suggests that he's still furious. In reality, what this seemingly
intimidating man really wants is to embrace his son and comfort him by
playing with him. However, the boy's father doesn't do this because he's
afraid that cheering up his son might contradict the lesson, he originally
wanted to teach the boy.
Themes present in the poem
 Guilt
 The consequences of actions
 Parenting
 Love
 Discipline
 Childhood experiences
Figurative devices
Imagery- “your mouth contorting into brief spite or hurt.”
Hyperbole- “your bright eye, swimming tears, splashing your bare
feet,” and “the hurt your easy tears can scald him with.”
Alliteration “quick, slap, struck,” and “a colossal cruel.”
Metaphor – “The ogre towers above you.”
Allusion - “that grim giant,
empty of feeling, a colossal cruel,
soon a victim of the tale’s conclusion, dead
at last. You hate him, you imagine
chopping clean the tree he’s scrambling down.”

Engagement:  Pupils will be asked to indicate if they have siblings.

 They will be asked to say if they have ever witnessed their
parent/s scolding this younger sibling/s or if they themselves
have ever beaten a younger brother or sister.
 Consequently, they must say if they have ever felt remorse or
guilt, after this action, especially after seeing their younger
sibling cry.
 Students will be asked to share their responses.
 At this step, the teacher will introduce the poem ‘Little Boy
Crying’. A brief background on the poet will be provided and
the context of the poem.

Exploration:  Two students will be selected to do a first and second reading of

the poem.
  Students will be asked to share their initial interpretations of the
poem.
Explanation:  The teacher with the students will complete a line-by analysis of
the poem.
 They will be guided into identifying the figurative devices
embedded within the poem. They will be asked to substantiate
their responses. (The teacher will clarify any questions that may
arise.”
 Additionally, students will be asked to analyze certain lines from
the poem that suggest the tone and mood. Once more, they must
provide appropriate reasoning for their answers.
Elaboration:  Students will be asked to share possible themes they have
observed in the poem. This list will be documented on the board,
and modified by the teacher.
 Students will be placed in small groups and given a theme to
discuss its portrayal in the poem.
 Each group will be given a sheet of construction paper to record
notes conversed.
 After a few minutes they will be asked to share their findings
with the class.
Evaluation  The lesson will be concluded with a reflective session. Students
will be asked to share their thoughts on what they have learned
and how their understanding of the poem has evolved.
Extension  Students will be asked to write a short letter from the
perspective of either the son or the father. If they have opted to
pose as the son, they should express frustration with the father
for his betrayal. If the role of the father has been selected, they
must stress the role of a parent as a disciplinarian as well as
displaying tough love in order to teach pertinent lessons.
Reflection  Teaching "Little Boy Crying" provided a rich exploration of
themes such as parenting, guilt, and discipline in poetry. The
lesson began with engaging students through personal
experiences related to sibling relationships and disciplinary
actions. Guided questioning and line-by-line analysis effectively
facilitated students' identification and analysis of figurative
language in the poem. Small group discussions allowed for
collaborative exploration of themes, supported by visual aids.
The lesson concluded with a reflective session where students
shared their evolving understanding of the poem. Time did not
facilitate students completing the extension activity, so they were
asked to complete this at a later date.
Teacher: Ms. Stanberry
Grade: 9
Subject: English Literature
Date:
Duration: 2 sessions
Topic: Analysis of the poem ‘My Parents’
Sub-topic: Elements of poetry
Skills: Reading, Writing, Listening, Speaking, Viewing
Behaviour Management Strategies: Modeling, proximity control, and reinforcement of
classroom rules.
General Objective: At the end of this lesson, students should
demonstrate an understanding of the poem.
Specific Objectives: By the end of this lesson, students should be able to:
 Discuss the background of the author.
 Make predictions about the poem, based on
its title.
 Analyze and interpret the poem.
 Identify figurative language used within the
poem.
 Suggest possible themes located in the poem.
 State the tone and mood of the poem.
Prior Knowledge: Students have read poems before and should be able
to identify the elements of poetry. Additionally, they
should be able to provide some depth of analysis
based on their interpretations of a poem read.
Methodology: Critical thinking, Guided questioning,
Brainstorming, Collaborative learning, Literature
chairs, Freewriting
Instructional Materials: A World of Poetry, speaker, chairs, speaker

Summary of Content: About Stephen Spender

Stephen Spender was a renowned poet and writer
whose works emphasize the harsh distinction
between different classes in society. Most of his
works focus on questioning and revealing the truth
behind the social disparity, such as ‘My Parents. He
has authored multiple novels, his last novel was
entitled ‘The Temple.’ he has also authored a large
number of poetry collections and essays, with his
most recent collection entitled Dolphins and The
Generous Days. The interesting thing about Spender
was that he said himself that he had never even once
passed an exam paper, he left his studies but was
inspired to write by the famous poet and his close
friend W.H.Auden.

Summary
This poem is a reflection on an experience in the
childhood of Spencer. He recalls his parents keeping
him sheltered from the children of the community
he seems to be a weak child while the children in
this community were wilder, he never got the
chance to go out and play with them, and even if he
did he seems not to be accepted by them. The
bullying he endured as a young child by these
neighborhood kids was one of the reasons why they
kept him away, they would constantly make fun of
his lisp, threw dirt at him, etc. Spencer expresses his
desire to make amends with these children but they
never gave him an opportunity to do so.
Stanza by Stanza Analysis
Stanza 1:
The poem begins with the narration by a child
Spencer “My parents kept me from children who
were rough, // Who threw words like stones and
wore torn clothes”. Spencer seems to be a sheltered
child; he also seems to be from a household that was
more affluent. The first line shows what has
happened to Spencer, by saying his parents kept him
from these children it could be that they were
protecting him. The children in the community seem
to be poor and would often make fun of Spencer.
“There thighs showed through rags they ran in the
streets” this line also enforces the notion that these
children might be poorer than Spencer. “And
climbed cliffs and stripped by the country streams”
the activities in this line are what Spencer may have
considered being rough.
Stanza 2:
This stanza expresses the fear Spencer had of these
children how they bullied him “I feared more than
tigers their muscles like iron” Spencer equating their
muscles to irons shows how much stronger these
boys were than him and it also gives an image of a
weak and fragile Spencer. “There jerking hands and
knees tight on my arms” they physically bullied
Spencer as well as pinning him down to beat him,
and also verbally abusing him. Spencer who had a
lisp “I feared the salt coarse pointing of those boys//
Who copied my lisp behind me on the road” this
stanza shows how much Spencer really feared the
ridicule of the neighborhood children.

Stanza 3
“They were lithe they sprang out behind hedges, //
Like dogs to bark at my world.” The word lithe
means the boys were agile. They would be quick
when they came out from behind the bushes, they
may not have been noticed by Spencer until they
started to tease him.
They may not have literally “barked at his world”
but meaning the loud abusive bullying that invades
Spencer’s space fighting him, making him
uncomfortable and sad. “They threw mud// While I
looked the other way, pretending to smile.” We can
see that even though Spencer was bullied by these
boys he also longed for acceptance; he may have
also been putting up a brave face. Turning the other
was also an allusion to turning the other cheek
meaning to forgive, “turning the other way’ trying
to look past what they did.”
I longed to forgive them but they never smiled” as
we said before he wanted to forgive them, but they
never showed him any kindness or even a smile. He
longed to forgive them but he never did as he had no
reason to, he longed to make friends but he was
never able to.
Figurative devices
Simile :

 “Who threw words like stones” the words the

boys use where harsh and hurt when they
would say them.

 “muscles like iron” they boys were strong and

Spence may have not been strong enough to
fight them off so to him they were much
stronger than him and it would hurt to be
hit by them.
  “Like dogs to bark at my world” not literal
dogs but they were loud and unrelenting
like dog’s barks frightening and offensive
getting ready to attack.

Metaphor:

 “The salt coarse pointing of those boys” Salt

is rough and salt in wounds sting. The
pointing by the boys would point and it
would hurt emotionally for Spencer.

Allusion:

 “While I looked the other way” is an allusion

to Jesus turning the other cheek as a form
of forgiveness, like Spencer wanting to
forgive the boys.

Possible Themes

1. Parent-Child Relationship
2. Childhood Experiences
3. Forgiveness
4. Bullying

Engagement: Students will be told that they will be playing

a game of ‘Literature chairs’ (This game
functions similarly to Musical chairs. Four
 girls will walk around the chairs until the
music stops, after which they must try to get a
seat. Whoever is left standing, will be asked a
question, but will still be asked to leave the
game. The process will be repeated until all
four questions are asked.
Questions:
1. What emotion/s did you feel after hearing the
title of the poem?
2. How does the possessive pronoun ‘my’ in the
title influence your interpretation of the
poem?
3. What do you believe will be described in the
poem based on the title?
4. What do you think are the responsibilities of
parents?
Exploration: At this step, two students will be selected to
conduct readings of the poem.
Pupils will then engage in an activity of
freewriting for five minutes, in which they
must write quickly and freely their thoughts
and ideas surrounding their initial perception
of the poem. (An audio of a clock ticking will
be played to enhance the momentum)
After this, they will be asked to share their
responses
Explanation: At this step, the teacher will discuss the life of
the poet, the historical context in which he
wrote, and his contributions to literature.
Next the teacher will lead a guided analysis of
the poem, with a focus on the structure, tone,
and mood. (The whiteboard will be used to
highlight key lines and phrases)

A discussion will also be held on examples of

figurative language used and its impact on the
meaning of the poem.
Elaboration: Students will then be asked to meet in groups
to identify possible themes embedded within
the poem. They will be asked to write a
paragraph justifying their identification of the
theme.
After some time, each group will have an
opportunity to propose the themes they
inferred from the poem. (The teacher will
clarify any misconceptions and will supply
information not explored by the students.)

Evaluation At this step, students will be asked to reflect

on their relationship with their parents.
Encourage them to consider both positive and
challenging aspects of this relationship. Ask
them think about specific memories,
emotions, and moments that stand out.

They will then be asked to brainstorm a list of

words, phrases, or images that come to mind
when they think about their parents. This can
include personality traits, shared experiences,
or even contrasting elements.

Students will then be instructed to write a

poem inspired by Stephen Spender's "My
Parents." Encourage them to incorporate their
reflections and emotions into the poem. They
can use descriptive and figurative language to
convey their feelings about their parents.

After the initial drafts are completed, a peer

review session will be facilitated. Students
can share their poems with a partner or in
small groups. Constructive feedback will be
encouraged, focusing on the clarity of
expression, use of literary devices, and
overall impact.
 Students will then be allowed to refine their
work after which they will be asked to share
their poems with the class.

Evaluation 2: I was pleased with students’ reception of this lesson. The engagement during the
literature chairs revealed perceptions of students' parental relationships. As we navigated through
the analysis, students showcased a keen eye for identifying figurative language and interpreting
thematic elements. Moreover, their collaborative efforts during the group discussions
demonstrated a deeper understanding of Spender's intent and the broader context of the poem.
Teacher: Ms. Stanberry
Grade: 9
Subject: English Literature
Date:
Duration: 2 sessions
Topic: Analysis of the poem ‘Once upon a Time’ by
Gabriel Okara
Sub-topic: Elements of poetry
Skills: Reading, Writing, Listening, Speaking, Viewing
Behaviour Management Strategies: Modeling, proximity control, and reinforcement of
classroom rules.
General Objective: At the end of this lesson, students should
demonstrate an understanding of the poem.
Specific Objectives: By the end of this lesson, students should be able to:
 Discuss the background of the author.
 Make predictions about the poem, based on
its title.
 Analyze and interpret the poem.
 Identify figurative language used within the
poem.
 Suggest possible themes located in the poem.
 State the tone and mood of the poem.
 Work collaboratively in groups to complete
tasks given.
Prior Knowledge: Students have read poems before and should be able
to identify the elements of poetry. Additionally, they
should be able to provide some depth of analysis
based on their interpretations of a poem read.
Methodology: Critical thinking, Guided questioning,
Brainstorming, Collaborative learning, Anticipation
guide
Instructional Materials: A World of Poetry

Summary of Content: Who is Gabriel Okara?

Gabriel Okara is a Nigerian poet and novelist whose

work has been translated into several languages.
After his first poem, “The Call of the River Nun,”
won an award at the Nigerian Festival of Arts in
1953, several of his poems were featured in the
Nigerian literary journal Black Orpheus. In his
poetry, Okara draws from Nigerian folklore and
religion while exploring extremes within daily life
through circular patterns. In addition to a novel, and
several books of adult poetry, including The
Fisherman’s Invocation (1978), Okara has published
two collections of children’s poetry, Little Snake
and Little Frog (1992) and An Adventure to Juju
Island (1992).

Summary of the poem

In this poem, the persona, a father, seems to be
speaking to his son about how people, as well as he
have changed from showing genuine emotion to
being insincere and ingenuine. The persona
reminisces about times gone when people would
"laugh with their eyes" and "shake hands with their
hearts." He disdainfully remarks about the
disingenuous pretenses people put on now of
feigned laughs and heartless handshakes whilst they
search him for information about his financial
status. The persona also speaks about his adaptation
to this new insincere world by saying nice things
and acting amiably in contrast to what he feels.
However, he expresses to his son as well how much
he misses people being genuine, and being sincere
himself- as he finds himself unable to laugh. He
wants to be young and able to show his true feelings
again like his son.

Analysis
Stanza 1
"Once upon a time, son, they used to laugh with
their hearts and laugh with their eyes"
The first stanza opens with the titular phrase of
'once upon a time,' showing that there is a sort of
story about to be told. The father begins to speak
about 'they,' the people who used to laugh
genuinely, and show their true emotions.

"But now they only laugh with their teeth, while

their ice-block-cold eyes search behind my
shadow."
These lines show how these people no longer laugh
genuinely, but rather do it for show while they
inspect the persona closely- hoping to find secrets
and flaws of some sort. He describes their eyes
using a metaphor- "ice-block-cold eyes"- to show
how callous and unfeeling they truly are.

Stanza 2
"There was a time indeed- they used to shake
hands with their hearts: but that’s gone, son."
Once again, the persona recalls (nostalgically) time
when people would shake hands 'with their hearts,'
or with love- but states disdainfully that that time
has passed.

"Now they shake hands without hearts while

their left hands search my empty pockets."
The people shake hands callously, without any
intention of showing trust and interpersonal warmth.
Instead, they want to find out how much money he
has, his financial status; as is exemplified in western
capitalist values. This draws parallel with what was
said at the end of the previous stanza: "....their ice-
block-cold eyes search behind my shadow." They
only aim to find or gain something, therefore losing
the sincerity of the gesture or action.

Stanza 3
"‘Feel at home!’ ‘Come again’: they say, and
when I come again and feel at home, once, twice,
there will be no thrice- for then I find doors shut
on me."
This connects again to what was previously said
about the people inspecting and evaluating the
persona and putting genuineness and sincerity to the
wayside in favour of a newer culture where
financial and social status is paramount. In this
stanza, the persona is invited to their houses and
told gladly after each time to feel at home and come
again. However, once they see that his social or
financial status doesn't quite measure up, he is
excluded without a second thought.

Stanza 4
"So I have learned many things, son. I have
learned to wear many faces like dresses –
homeface, officeface, streetface, hostface,
cocktailface, with all their conforming smiles like
a fixed portrait smile."
The father has learned from this new culture of cold,
unfeeling people, and now cycles through faces for
different occasions. Each one has a fixed smile
whose aim is to please those around and conform to
other people.

Stanza 5
"And I have learned too to laugh with only my
teeth and shake hands without my heart. I have
also learned to say, ’Goodbye’, when I mean
‘Good-riddance’; to say ‘Glad to meet you’,
without being glad; and to say ‘It’s been nice
talking to you’, after being bored."
The persona again expresses what he has adapted to
do over the years: to do things not because he means
them or they come from his heart, but rather for
show in hopes of gaining something.

Stanza 6
"But believe me, son. I want to be what I used to
be when I was like you. I want to unlearn all
these muting things. Most of all, I want to relearn
how to laugh, for my laugh in the mirror shows
only my teeth like a snake’s bare fangs!"
The father wants to be like his son again. Despite
having learnt all of these tricks and hollow
expressions to conform to the changes in society, he
wants to be able to embrace the innocence and
sincerity he once had as a child. These disingenuous
things he has learnt have only served to mute him
('these muting things') and silence his true thoughts
and emotions. He has adapted to this cold culture so
much that when he sees his laugh in the mirror, his
teeth are the only things laughing- so he seems
deceitful and mendacious like a snake.

Stanza 7
"So show me, son, how to laugh; show me how I
used to laugh and smile once upon a time when I
was like you."
The persona now pleads (pointlessly, one might
argue) to his son to teach him how to laugh and
smile genuinely again. He wants to be innocent and
sincere like he was when he was younger, and lived
in a society that encouraged honesty and a pure
identity.

Literary Devices
Simile
"I have learned to wear many faces like dresses"
(lines 20-21)
The 'faces' of the persona are compared to dresses,
in that he cycles through them based on where he is.
He simply switches between the personality/face he
puts on to conform to where he goes.
"...with all their conforming smiles like a fixed
portrait smile." (lines 23-24)
The persona's several faces have smiles compared
here to a fixed portrait smile. The smile a person
puts on in a photograph or portrait of themselves is
often not representative of the normal state of being
of the person, and is also often uncomfortable and
an exaggerated pretence of happiness- similar to the
pretence the persona performs here with his several
smiling faces.

"my laugh in the mirror shows only my teeth like

a snake’s bare fangs!" (lines 38-39)
The father's teeth are compared to a snake's fangs
because of the connotation of a snake- deception
and deceitfulness. The father no longer shows
sincerity when he laughs, and so his teeth are
deceptive as they don't reflect his true feelings. He
himeslf becomes something like a snake through
this deception.

Metaphor
"while their ice-block-cold eyes" (line 5)
The eyes of the people are compared to ice-blocks
in how cold and unwelcoming they are. It
emphasizes how callous and unfeeling the people
have become.

Repetition
"Once upon a time..." (lines 1 and 43)

Enjambment
This is when a line runs on to a new line without a
stop or pause.
"And I have learned too
to laugh with only my teeth
 and shake hands without my heart." (lines 25-27)

"they used to laugh with their hearts

and laugh with their eyes:" (lines 2-3)

Alliteration
"shake hands without hearts" (line 8)
"...after being bored." (line 32)
"But believe me, son." (line 33)

Engagement:  Students will be given a series of questions to

note in their books, which will serve as an
anticipation guide. (This will be done to
activate prior knowledge as well as to arouse
curiosity.)
 Students will be asked to agree or disagree
with each statement before reading the poem.
 After students have read the poem, they must
revisit the statements and discuss any changes
in their opinion. (This activity can also foster
critical thinking.)
List of questions to give students
1. In fairytales, characters are always portrayed
as brave and heroic.
2. Society’s expectations can hurt individuality.
3. Innocence is something that can never be
regained once lost.
4. Cultural context is essential for fully
understanding a literary work.
5. The title of a poem can provide insight into
its themes and messages.
Exploration:  The thought-provoking question “What does
the phrase once upon a time remind you of?”
will be posed to students.
 They will be given the opportunity to
respond, after which they will be guided to
understand that the phrase is typically
connected to fairytales and story-telling.
 They will then be asked to share what they
think the poem will entail based on the title.
 Next, the teacher will share with students
brief background information about the
author as well as the cultural context of the
poem.
 Two students will then be selected to conduct
readings of the poem.
Explanation:  Students will then be divided into groups and
assigned sections of the poem to read,
identify literary devices, and discuss the
meanings and emotions conveyed.
 After some time, the groups will share their
findings with the class.
 The teacher will clarify and misconceptions
as well as discuss supplemental information
left out by students.
 A discussion surrounding the themes, tone,
and mood of the poem will ensue. (Students
will be encouraged to justify/ provide
evidence for any answer given during this
time.)
Elaboration:  Each group will then be assigned a theme or
literary device from the poem. The groups
will be tasked with creating a visual
representation, such as a poster, drawing,
poem or short skit, that reflects their assigned
element. (This will allow students to
showcase their understanding creatively and
 encourage collaboration)
Evaluation  Students understanding of the lesson can be
tested using the questions of the multiple-
choice quiz below.

Once Upon A Time - Gabriel Okara

Multiple choice questions
1. The poem Once Upon A Time is comparison between---.
(a) father and son (b) old and new (c) past and present (d)
adults and the young
2. The phrase To Laugh With Teeth means ---.
(a) lack of feeling (b) lack of language (c) lack of intention
(d) lack of teeth themselves
3. To whom does They refer to in the poem?
(a) Friends (b) Other members of the family (c) Other
brothers (d) People in general
4. Why do they search behind the shadow of the author?
(a) To find hidden guns.
(b) To probe deep into the heart of the author
(c) Because they have no faith
(d) Because they wanted to escape from the author.
5. To shake hands with hearts means ---.
(a) hugging with love (b) shaking hands with love (c)
shaking hands vigorously (d) deceiving.
6. The phrase Empty Pockets means ---.
(a) empty hands (b) poverty (c) empty brains (d) hatred.
7. What happens when the author visits his friends
frequently?
(a) they invite him love
(b) They close the doors.
(c) They keep away from him.
(d) They send him out unceremoniously.
8. What did the author learn after his experiences with th3
changing world?
(a) To deceive others.
(b) To act according to the situation.
(c) To change face masks.
(d) To fight against them.
9. Which of the following the author did not learn after his
experience?
(a) To laugh without emotion.
(b) To shake hands without love.
(c) To say goodbye with a heavy heart.
(d) To say glad to meet you without gladness.
10. What does the poet want to become?
(a) a child (b) A friend (c) A snake (d) An old man.
11. Snake’s bare fangs are compared to ---.
(a) a face without emotion.
(b) Teeth without love.
(c) Teeth with poison.
(d) Heart with love.
12. Gabriel Okara is ________ poet and novelist
a) a Nigerian b) an American c) a South African d) a
Senegalese
13. In “Once Upon a Time” who wears many faces like
dresses?
a) The father b) The mother c) The son d) The dog
14. In “Once Upon a Time” the father wants to _______ all
these muting things.
a) unlearn b) learn c)understand d) study
15. In “Once Upon a Time”, the Father has learned to laugh
with his ____.
a) teeth b) heart c)eyes d) soul
16. “Once Upon a Time” explains what happens when a
traditional African culture meets _________.
a) the Western way of life b) a happy way of life c)a
controlled way of life d) the slavery
17. In many places the tone of the poem, “Once Upon a
Time”, is _____.
a) bitter b) bright c)sweet d) happy
18. According to the father in “Once Upon a Time”_____,
“left hands search his_____”
a) empty pockets b) hefty pockets c) rich bags d) empty
bags
19. Okara tells of the false personalities for their_____.
a) many faces b)false promises c)false speeches d) many
tongues
20. The father in “Once Upon a Time”_____ has learnt to
shake hands without his ______.
a) heart b) teeth c) tongue d) mask
21. According to Okara “Goodbye” means, _______.
a) “good-riddance” b) “bye-bye” c) “see you later” d) “I
like you”
22. According to Okara “Glad to meet you” means, _______.
a) I am not glad b) I am very glad c) I am very happy d)
Nice to meet you
23. Okara talks about the ______ which were developed by
the father.
a) fake attitudes b) good attitudes c) niceties d) pleasant
attitudes
24. According to Okara, the father in “Once Upon a Time” is
______ of his behaviour.
a) ashamed b) happy c) ignorant d) indifferent
 25. What era was the short story "Once Upon a Time"
written in?
a) Apartheid b)It was make believe c) Renaissance
d)Modern
 To conclude the lesson, a short discussion based on
the responses given by students during the
engagement step will be examined.

Evaluation 2: Students were actively engaged with the anticipation guide questions, which
effectively activated their prior knowledge and curiosity. The exploration phase was particularly
insightful as students shared their interpretations of the title and its connection to fairytales and
storytelling. During the explanation stage, group discussions facilitated a deeper analysis of the
poem's literary devices and themes, showcasing students' critical thinking skills. Students were
not given the elaboration activity and instead focused on completing and discussing the questions
linked to the poem.