SESSION PLAN

COURSE: CREATIVE WRITING POETRY

COURSE NUMBER: LITS 2603
SESSION NUMBER: 6 OF 13
TUTOR NAME: DR MULI AMAYE
DATE OF SESSION: September 2017

EXPECTED LEARNING OUTCOMES

Students will be able to:
identify the appropriate language to describe a setting
critique their own work through an editing process
apply the editing method taught to their poem
create new work that this structured and linguistically tight

TIME KEY TEACHING TUTOR LEARNER AIDS/RESOURCES Notes

POINTS ACTIVITY ACTIVITY ACTIVITY
10 mins Prose to poetry Explanation and Listening and powerpoint Use ‘morning’
Editing process modeling of questioning poem with notes
process

Ask about
senses and
10 mins Writing 50 words of circling and writing prose pens and paper emotion
creative prose checking

10 mins Reading prose listening and reading and

commenting feedback Only use words
from prose.
5 mins Creating first draft of Explanation and Listening and powerpoint Refer back to
poem modeling of questioning syllable lesson
first draft

15 mins Reading poem and Listening and Reading and

explaining choice of giving feedback feedback
words Fully explain
Explaining and Listening, powerpoint and language
10 mins How to edit for modeling, discussing and handout choices and how
second draft eliciting questioning decision was
discussion reached

check each
15 mins Writing second draft Circling and writing pen and paper member is
checking participating by
questioning
Initiate feedback listening, quiet ones!
10 mins reading in groups discussions critiquing and
within groups suggesting in line
with handout
Ask about how
10 mins Working towards circling and writing pen and paper previous lessons
third draft with notes checking fit within editing
 process
20 mins Reading with Listening and Reading and
justification for questioning questioning
language choices

summarise the
lesson referring
back to the
objectives.

SESSION EVALUATION

What? The lesson went relatively well in that students seemed to understand what was required during the session. There
were issues with following my instructions directly and there seemed to be a lack of desire to do exactly as was suggested.

So What? This is a very specific exercise that flows on, so it is important that the students follow the instructions from the
first version of their poem. The whole idea is to have them thinking and reflecting on the word choices they make and to
be able to justify each stage that they go through.

Now What? I need to find a way to help the students follow instructions directly. This probably needs to be broken down
further and using BOPPPS for each section would probably be effective.