Study the poem given below and decide which grade/class (level of learners) would you teach it to. Justify your choice of level of learner by specifying aspects of the poem. Also prepare five questions/activities that you plan to use to teach the poem. The boy was barely five years old. We sent him to the little school And left him there to learn the names Of flowers in jam jars on the sill And learn to do as he was told. He seemed quite happy there until Three weeks afterwards, at night, The darkness whimpered in his room. I went upstairs, switched on his light, And found him wide awake, distraught, Sheets mangled and his eiderdown Untidy carpet on the floor. I said “Why can’t you sleep? A pain? He snuffled, gave a little moan, And then he spoke a single word: ‘Jessica.’ The sound was blurred. ‘Jessica? What do you mean? ‘A girl at school called Jessica, She hurts’ – he touched himself between The heart and stomach – ‘she has been Aching here and I can see her.’ Nothing I read or heard Instructed me in what to do. I covered him and stroked his head. ‘The pain will go, in time.’ I said. by Vernon Scannell

Based on the complexity of the language and themes presented in the poem, I would teach this poem to students in upper primary or middle school, approximately grades 5-8 (ages 10-14). Here's the justification for this choice:

1. Language Complexity: The poem uses descriptive language and metaphorical expressions that may require a higher level of reading comprehension. Students at this level would have the language skills to understand and analyze the imagery and figurative language used in the poem.

2. Themes and Content: The poem deals with emotions and experiences that may resonate more with older students who can appreciate and discuss the underlying themes of fear, anxiety, and childhood perceptions.

3. Intriguing Narrative: The narrative structure of the poem, with its mysterious and emotional tone, can engage older students and prompt discussions about deeper meanings and interpretations.

Now, here are five questions/activities that could be used to teach the poem to students in this age group:

1. Comprehension Questions:

   • What is the setting of the poem? Who are the characters mentioned?
   • Why does the boy have difficulty sleeping? What is troubling him?
   • What does the mention of "Jessica" signify in the poem?
   • How does the father respond to the boy's distress? What does he say to comfort him?

2. Analytical Activities:

   • Identify and discuss the use of imagery in the poem (e.g., "darkness whimpered," "sheets mangled," "untidy carpet"). What emotions do these images evoke?
   • Explore the metaphorical meaning behind the boy's perception of "Jessica" causing him pain between the heart and stomach. What could this symbolize?
   • Discuss the theme of childhood fears and anxieties. How does the poem portray the vulnerability of the young boy?

3. Creative Writing:

   • Ask students to write a continuation of the poem from the perspective of the boy or his father. How do they resolve the boy's fears?
   • Have students write a reflective piece on a childhood fear or worry they have experienced. How did they cope with it?

4. Group Discussion:

   • Divide students into groups to discuss the different interpretations of the poem. How do they each interpret the significance of "Jessica" in the context of the poem?
   • Facilitate a discussion on how parents or caregivers can support children dealing with fears or imaginary troubles, drawing from the themes presented in the poem.

Teaching this poem to older elementary or middle school students can provide them with an opportunity to explore deeper emotions and themes through literature while enhancing their critical thinking, analytical, and expressive skills.