Waiting at the Window is a simple but hugely educational poem, that teachers around the world use in their classrooms each year.
Written by acclaimed author A.A. Milne, there are lots of themes and poetic techniques used in each line. Below is a sample lesson plan and poem summary you can use to great effect in your English classes.
Objective: Students will analyze the poem “Waiting at the Window” by A.A. Milne, explore its themes, poetic devices, and literary elements, and engage in creative and critical thinking activities to deepen their understanding of the poem.
Materials:
- Copies of the poem “Waiting at the Window” by A.A. Milne
- Whiteboard or blackboard
- Markers or chalk
- Chart paper or large poster paper
- Writing paper or notebooks
- Writing utensils (pencils, pens)
- Access to technology (optional, for multimedia activities)
Poem Text: Waiting by the Window by A.A. Milne
These are my two drops of rain
Waiting on the window-pane.
I am waiting here to see
Which the winning one will be.
Both of them have different names.
One is John and one is James.
All the best and all the worst
Comes from which of them is first.
James has just begun to ooze.
He’s the one I want to lose.
John is waiting to begin.
He’s the one I want to win.
James is going slowly on.
Something sort of sticks to John.
John is moving off at last.
James is going pretty fast.
John is rushing down the pane.
James is going slow again.
James has met a sort of smear.
John is getting very near.
Is he going fast enough?
(James has found a piece of fluff.)
John has quickly hurried by.
(James was talking to a fly.)
John is there, and John has won!
Look! I told you! Here’s the sun!
Day 1: Introduction and Analysis
- Hook (10 minutes):
- Begin the lesson by asking students about their favorite childhood memories or experiences. Relate this to the theme of childhood and nostalgia, which is central to the poem.
- Reading and Initial Discussion (20 minutes):
- Distribute copies of the poem “Waiting at the Window” to each student or display it on a screen. Read the poem aloud as a class.
- Lead a discussion about students’ initial thoughts and interpretations of the poem. Encourage them to identify the narrator’s feelings and the imagery used to describe the scenes.
- Literary Analysis (30 minutes):
- Divide the class into small groups and assign each group a specific literary device or element to analyze (e.g., personification, rhyme scheme, tone, theme).
- Give the groups time to discuss their assigned element within the poem and make notes.
- Have each group present their findings to the class, discussing how their assigned element contributes to the overall meaning and impact of the poem.
Day 2: Thematic Exploration and Creative Expression
- Thematic Discussion (20 minutes):
- Review the themes identified in the previous class’s literary analysis, such as childhood innocence, nostalgia, and the passage of time.
- Lead a class discussion about the deeper meanings and messages conveyed by the poem. Encourage students to share their personal connections to the themes.
- Creative Writing – Poem Extension (30 minutes):
- Instruct students to write an extension of the poem, imagining what happens next or expanding on the emotions and thoughts expressed by the narrator.
- Encourage them to maintain the poetic style and tone of the original poem while adding their own creative elements.
Day 3: Presentation and Reflection
- Presentation Preparation (30 minutes):
- Allow students time to finalize their extended poems from the previous day’s activity.
- Encourage them to practice presenting their work to the class confidently.
- Student Presentations (40 minutes):
- Have each student or group share their extended poem with the class.
- After each presentation, open the floor for questions and comments from their peers.
- Closing Reflection (10 minutes):
- Lead a closing discussion about what the students have learned from the poem “Waiting at the Window” and the creative activities.
- Encourage students to reflect on the emotions and themes expressed in their own poems and discuss how the poem inspired their writing.
Assessment:
- Formative assessment will be conducted throughout the lesson through class discussions and group activities.
- Summative assessment can include evaluating the students’ extended poems, focusing on their ability to maintain the poetic style, convey emotions, and explore themes related to childhood and nostalgia.
