SDENG3J Assignment 2 (Comprehensive Response) DUE 21 July 2025

SDENG3J
Assignment 2
DUE 21 July 2025

,SDENG3J

Assignment 2

DUE 21 July 2025



OPTION A: INTENSIVE READING OF POETRY

ACTIVITY 1: PRE-TEACHING ACTIVITY

Grade: 11
Resources: Chalkboard, printed poem handouts, audio clip of poem recitation, short
quote cards, African map poster
Duration: 15 minutes

One Lesson Outcome (SMART):
Learners will be able to discuss and explain the themes of identity, oppression, and
African pride by linking personal and historical context to the poem "Africa My Africa"
through guided pre-reading discussion.

Activity Description (Justify Relevance and Describe the Activity):
The teacher begins by displaying a large map of Africa and prompts learners with the
question: “What images or ideas come to mind when you think of Africa as a
homeland?” Learners contribute one-word responses or short phrases, which the
teacher records on the chalkboard in a visual mind map. Common responses might
include terms such as "heritage," "struggle," "freedom," "ancestors," "colonialism," and
"pride." This initial activity activates learners' prior knowledge and elicits personal
associations, thereby engaging both speaking and listening skills.

Next, learners are paired and provided with quote cards containing lines from the poem,
for example:

• "Africa my Africa"

• "Your beautiful black blood"

• "That tree there... grows again"

,Each pair reflects on their assigned line, exploring its potential meaning and emotional
resonance. Pairs then share their interpretations with the class, allowing for diverse
perspectives and encouraging inferential thinking. The teacher offers brief historical
context about the poet David Diop and introduces the poem as a product of anti-colonial
resistance and African renaissance. This pre-reading task strategically sets the tone for
textual engagement and promotes emotional and intellectual readiness.

Assessment:
Learners’ contributions to the mind map and pair discussions serve as informal
formative assessment. The teacher notes learners’ ability to articulate initial thematic
impressions and evaluate how their interpretations connect to broader concepts such as
African identity and resistance.

, ACTIVITY 2: WHILE-TEACHING ACTIVITY

Resources: Printed copies of the poem, chalkboard/whiteboard, dictionaries (print or
digital), poetic device reference sheet
Duration: 30 minutes

One Lesson Outcome (SMART):
Learners will be able to identify and explain at least three poetic devices (such as
repetition, imagery, and personification) used in “Africa My Africa” and describe their
effect on the poem’s meaning and tone by the end of the activity.

Activity Description (Justify Relevance and Describe the Activity):
Learners are placed into small groups of 4–5 and assigned specific stanzas or lines
from the poem. Each group receives a poetic device reference sheet defining terms
such as metaphor, personification, imagery, repetition, and symbolism. Under teacher
facilitation, learners conduct a close reading of their assigned lines. They are required
to:

• Identify at least one poetic device in their section

• Provide a relevant quotation

• Analyse the emotional or thematic effect of that device on the poem

For example, a group might observe that the repetition of the word "Africa" evokes a
strong emotional connection to the continent and emphasises a reclaiming of pride.
Another group might explore how personifying Africa as "wounded" gives the continent
a voice and a history of suffering and resilience.

Each group then presents their findings in a brief 2-minute report to the class, engaging
their peers in interpretive discussion. The teacher prompts further critical thought
through questions such as:

• "What mood is created by the phrase 'beautiful black blood'?"

• "How does the image of a tree suggest resilience or rebirth?"