SONIKA VAN DYK SDENG3J ASSIGNMENT 01
Sonika van Dyk
Student number: 63184095
Assignment unique number: 811920
SDENG3J Assignment 02
OPTION A: INTENSIVE READING OF POETRY
Example of the poem:
Remember me when I am gone away,
Gone far away into the silent land;
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann'd:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve:
For if the darkness and corruption leave
A vestige of the thoughts that once I had,
Better by far you should forget and smile
Than that you should remember and be sad.
Question 1:
Grade: 12
Duration: 1 hour
Lesson outcomes:
- To enable learners to understand the context as well as the content of the poem.
- To have learners become trained in identifying emotive language.
- Learners will be able to identify rhyme and rhythm.
- To enable learners to read poetry not only as words, but as emotions. To have
learners trained on how to look into the deeper meaning of something.
Resources:
- Overhead projector
- Laptop/computer
- Dictionaries
- Chalk/whiteboard
1
, SONIKA VAN DYK SDENG3J ASSIGNMENT 01
- Visual aids (on the computer/projector)
- A hard copy of the poem
INTRODUCTION TO THE LESSON: PRE READING
Activity 1
About the poet:
The poet, Christina Rossetti, was born in 1830. She had a family full of artists, from
poets to literary scholars. She was the youngest of four children. She became
romantically involved three times during her lifetime, but she never married one of them,
because they did not have the same religious beliefs as she had. Before she became
very ill and had to stay in her house most of the time, she had a big circle of friends and
was a very social person. In 1894, Christina died of cancer.
The speaker in this poem addresses a close friend or lover of hers and asks him that he
must not forget about her when she dies. most of us have – at one point or another –
experienced the death of a loved one and by experiencing that, it led us to wonder how
others would remember us when we are gone someday. Before reading the poem, think
about asking one of your friends if they would remember you if you had to die, as well
as what they would specifically remember about you. Which feelings do you think it will
evoke when someone is asking that question, and why do you think someone will ask
this question in the first place?
Consider the following definitions when reading the poem:
Elegy: an emotional poem written about someone who has died.
Epitaph: Words that are written on someone’s tombstone when they die.
Eulogy: a speech or a written letter, written to honor someone who has died.
Obituary: when someone of importance dies, a journalist writes a small newspaper
article about them
ENGAGEMENT WITH THE POEM: WHILE READING PHASE
Activity 2:
Analyzing the poem: octet
Read the following notes and also make notes in your notebook or on top of the poem
itself.
• Lines 1-8 of the poem forms an octet. The speaker ‘draws’ a picture of the
scenario.
2
Sonika van Dyk
Student number: 63184095
Assignment unique number: 811920
SDENG3J Assignment 02
OPTION A: INTENSIVE READING OF POETRY
Example of the poem:
Remember me when I am gone away,
Gone far away into the silent land;
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann'd:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve:
For if the darkness and corruption leave
A vestige of the thoughts that once I had,
Better by far you should forget and smile
Than that you should remember and be sad.
Question 1:
Grade: 12
Duration: 1 hour
Lesson outcomes:
- To enable learners to understand the context as well as the content of the poem.
- To have learners become trained in identifying emotive language.
- Learners will be able to identify rhyme and rhythm.
- To enable learners to read poetry not only as words, but as emotions. To have
learners trained on how to look into the deeper meaning of something.
Resources:
- Overhead projector
- Laptop/computer
- Dictionaries
- Chalk/whiteboard
1
, SONIKA VAN DYK SDENG3J ASSIGNMENT 01
- Visual aids (on the computer/projector)
- A hard copy of the poem
INTRODUCTION TO THE LESSON: PRE READING
Activity 1
About the poet:
The poet, Christina Rossetti, was born in 1830. She had a family full of artists, from
poets to literary scholars. She was the youngest of four children. She became
romantically involved three times during her lifetime, but she never married one of them,
because they did not have the same religious beliefs as she had. Before she became
very ill and had to stay in her house most of the time, she had a big circle of friends and
was a very social person. In 1894, Christina died of cancer.
The speaker in this poem addresses a close friend or lover of hers and asks him that he
must not forget about her when she dies. most of us have – at one point or another –
experienced the death of a loved one and by experiencing that, it led us to wonder how
others would remember us when we are gone someday. Before reading the poem, think
about asking one of your friends if they would remember you if you had to die, as well
as what they would specifically remember about you. Which feelings do you think it will
evoke when someone is asking that question, and why do you think someone will ask
this question in the first place?
Consider the following definitions when reading the poem:
Elegy: an emotional poem written about someone who has died.
Epitaph: Words that are written on someone’s tombstone when they die.
Eulogy: a speech or a written letter, written to honor someone who has died.
Obituary: when someone of importance dies, a journalist writes a small newspaper
article about them
ENGAGEMENT WITH THE POEM: WHILE READING PHASE
Activity 2:
Analyzing the poem: octet
Read the following notes and also make notes in your notebook or on top of the poem
itself.
• Lines 1-8 of the poem forms an octet. The speaker ‘draws’ a picture of the
scenario.
2
