Year 7 - Poetry – Lesson 1

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Year 7 - Poetry – Lesson 1

Objectives

Outcomes

To develop understanding of poetic terminology

To be prepared for the Year 7 exam

 All pupils will: revise poetic terminology

 Most pupils will: learn new terminology

 Some pupils will: apply terminology to form a sophisticated interpretation of a poem

Lesson Development

Starte

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Give pupils as a group a few minutes to mind map all the different words they know that we use to describe and talk about poetry.

Discuss these and record a complete set on the board.

Pupils should SCORE each device in their books – where 1 = they have heard of it but have no idea what it is and 5 = they could spot an example of this technique in the poem.

Ask for them to show their fingers to tell you what they scored PERSONIFICATION.

Pupil with FIVES should explain to those with fewer marks what personification is. Ask several of the other students to then define personification and record a class definition on the board.

Main

Ask pupils to create their own examples of personification.

Record some examples of these on the board and begin to explore how personification can explore THREE different human qualities:

 Human actions (staring, crying, running etc)  Human features (eyes, hands, lips, teeth etc)  Human emotions (anger, sadness, joy etc)

Distribute Eagle poem and ask pupils to identify the three examples of personification. Read the poem and discuss what type of personification has been used.

Then model PEA analysis of the eagle’s claw

“Tennyson personifies the eagle by giving it human features, “crooked hands”. This gives us the

impression that the eagle is old and bent and twisted but also the idea that maybe he is not very nice as crooked is an unpleasant word.”

Pupils should then attempt to create two more PEA paragraphs, using this as a model, analysing the effect of ‘lonely lands’ and the ‘crawling sea’.

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What other poetic techniques can the pupils spot in this poem?

Homework:

Context of lesson

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 To identify and describe the effect of writers' use of a

specific literary feature  All pupils will: understand the term Anthropomorphism

 Most pupils will: be able to identify where a poet has used this technique

 Some pupils will: be able to explain the impact it has

Lesson Development

Starte

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Use 7-Poetry-ResourcePPT1

Look at the picture of Gromit – What do we know about him? (Dog, Owned by Wallace, Intelligent? Funny?) Is he like a real dog – Yes and No

Relate Gromit to term Anthropomorphism we/writers often give animals human qualities. Why? To appeal to younger people, to discuss difficult and sensitive subjects, compassion and empathy for all life etc

Main

Explore ideas linked to cats with a mindmap – Underline all the words that are anthropomorphising the cat!

Read Our Budgie (7-Poetry-Resource2)

Students in pairs annotate poem firstly for any ways in which the Budgie is anthropomorphised and secondly for any other techniques used and their intended effect

Mix pairs into small groups – pupils exchange what they have found out

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Why has the poet used anthropomorphism? Write a short explanation with include an example.

Share ideas with class

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Year 7 - Poetry – Lesson 3

Objectives

Outcomes

 To know how to comment on language use  All pupils will: learn how to make simple comments about the language used by poets

 Most pupils will: learn how to make more sophisticated comments about the language used by poets.

 Some pupils will: apply a thorough understanding of language device to detailed analytical comments

Lesson Development

Starte

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Display term “Blank Verse” try to elicit meaning

Refresh knowledge of Our Budgie

Main

Display questions and discuss – complete individually

a) What is there in the budgie’s cage that can make the budgie’s life more contented? b) What is a ‘din’?

c) What is the budgie doing when he decides to “preen” himself? d) Suggest two ways in which the budgie might be like an MP! e) What sort of tone is the writer using in this poem?

Prepare to write short animal poem by speculating on what animal could be a bouncer Pupils write poem about animal of their choice Can be written in Blank Verse

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Swap books – share with class

Homework:

Context of lesson (reference to SOW, specification, no. of lessons spent on a particular topic etc)

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To explore how our feelings are manipulated by writer’s techniques

 All pupils will:  Most pupils will:  Some pupils will:

Lesson Development

Starte

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Give out ‘Song of the Battery Hen’, ‘Lone Dog’ and ‘The Dog Lovers’

Ask groups to prepare a reading of their poem and to explain what it is about (3 Groups do readings, 3 groups explain)

Main

Which poem do they personally prefer? Write answer and why in their books.

Explore responses – Outline that poetry is often about feelings we feel sorry for these animals. How does the poet create this impression? Words Phrases / Structures

P) Pupils write as many words about how their poem makes them feel as they can in a mindmap E) Pupils then add the line from the poem that elicits that response on to their mindmap A) Pupils then add what technique has been used to each leg of their diagram

Explain have completed a piece of point, evidence, analysis Chose a good leg and write out as a paragraph

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Students should check each other’s work, read out and reflect on what they have learnt

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Year 7 - Poetry – Lesson 5

Objectives

Outcomes

To know how to apply PEA when writing about a

poem and to begin to develop skills of comparison of

technique and effect



All pupils will: know how to write a detailed

analytical comment using PEA



Most pupils will: understand how to build in a

comparative comment using connectives



Some pupils will: have a clear idea how to write

about similarities and differences in these texts

and maybe in others as well

Lesson Development

Starter

Re-visit mind map from last lesson.

Pupil passes their book to a partner who reads and checks the pupil’s work. Check that the pupil has a)

written a comment(s) about feelings, b) added a quotation that appears to be appropriate and to support

the feeling idea, c) written a developed explanation of how this feeling is conveyed.

Write any questions / clarifications required onto the mind-map and return to partner.

Main

Teacher displays model PEA paragraph:

The poem Limbo makes me feel sad. When the poet repeats over and over again “Stick, whip, hit” we

think about how the slaves are repeatedly beaten and hurt by the slave masters. The cruelty is obvious

and the repetition shows that it goes on and on without stopping.

Point out detail in analysis section of this and the reference both to specific language used and specific

technique used.

Using ONE ‘leg’ of their spider, pupils write their own paragraph, using teacher’s model.

Pupils pair up with someone else who did a DIFFERENT poem.

Discuss what you have written about your poem – find a technique that matches or a feeling that

matches. Discuss how similar / different they are.

Pupils return to seats and write a second paragraph comparing their poem with the other poem and

identifying a similarity in technique and / or effect or a difference.

Pass pieces round table and decide whose is the best.

Plenary

Read aloud one or two good examples. Check that PEA has been followed and that a comparison word

has been used.

Homework:

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 Develop persuasive writing with use of puns and humour



 All pupils will: write a piece of persuasive writing

 Most pupils will: include the features of a persuasive text

 Some pupils will: incorporate humorous puns about the animals of their choice

Lesson Development

Starte

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Watch the Creature Comforts episode The Pet Shop – ask pupils to note which animals they see and the subjects they are talking about

Feedback

Main

Recap on the features of persuasive writing and model how an animal in a pet shop might persuade people or other animals that they should be bought or be freed

(Explain importance of using a pun in the writing – for humour and to show audience which animal is being spoken about: Snakes: Let us slither off into the sands of the Sahara! etc)

Pupils choose animal and mindmap words associated with that animal

Pupils write own piece of persuasive writing

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6 of the best pieces of work read out

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

To consider attitudes between two

cultures.



 All pupils will:

 Most pupils will:

 Some pupils will:

Lesson Development

Starte

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Read ‘The Early Purges’ or let them watch:

http://www.bbc.co.uk/learningzone/clips/seamus-heaney-the-early-purges-poem-only/1392.html

Main

Use PowerPoint questions to guide group discussion and annotate poem

Build up to answer the big question of What is the poem about? It is about many things, record your ideas for three of them

Watch:

http://www.bbc.co.uk/learningzone/clips/seamus-heaney-the-early-purges/1393.html

What have you mentioned? What did they talk about?

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Stretford Grammar School Lesson Plan 8

Objectives

Outcomes

 Explore two opposing viewpoints

All pupils will: hear the points of view of two

_{different groups}

Most pupils will: develop an understanding that

what some people think of as cruel might be

justified

Some pupils will: produce a letter that expresses

a nuanced response

Lesson Development

Starte

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Recap on poem the early purges – what happened?

How many voices do we hear in the poem? (3 – Who are they, Taggart, The Narrator, Prevention of cruelty)

What was the poem about? Paired discussion – feedback ideas

Main

Do you think the farmer is right? Why / Why not?

Assign groups roles as Farmers and City dwellers groups produce and present ideas about what their character thinks about the other groups

(Ideas of stereotype or prejudice may arise – explore)

How might your group respond to the criticisms or justify their ideas

Who are the RSPCA?

New Roles You are Mr Taggart and have received a letter from the RSPCA and have to write a response convincing them that you are running your farm well

Students write response

Pairs read letters

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Hear best of the tables responses

Collect in books

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

Lesson Development

Starte

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Review letter writing – Perhaps re-read a good example – What would we do to make our letters better?

Pupils come up with a checklist of the features of a letter

Main

Look back on own letter – annotate the features you have used and record what you would do next time

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Year 7 - Poetry – Lesson 9

Objectives

Outcomes

 Develop a short script of a meeting between the RSPCA and Mr Taggart showing their two different points of view



Lesson Development

Starte

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Mr Taggart Vs The RSPCA

Come up with a list of ideas to include in the script: Explanation of Jobs / Discussion and Explanation of treatment of the Rats / Rabbits / Chickens / Puppies and Kittens / Warning / Recommendation of more humane treatment