<p>Initially taught to Year 8 students but can be adapted accordingly.</p> <p>Lesson 1 - Aims:</p> <p>To understand how context dictates how a poem is interpreted and analyse a poem’s ending <br /> Understand the context of Blake’s poem, his views and apply this to modern day schooling.</p> <p>To analyse the language and structure of today’s poem.</p> <p>To summarise the narrative of today’s poem.</p> <code>CONTENT: Discussion on poem’s main theme ‘schooling’; read poem – focus on tone, narrator, themes; context info; sheet analysing the poem’s language, structure and context. </code> <p>SKILLS: CON, AQ, I</p> <code>Worksheet analysing the language, structure and context – can be differentiated accordingly. </code> <p>Consolidate task is comprehension task which tests students’ understanding of the poem – can be adapted accordingly. Copy of poem</p> <p>Copy of worksheet</p> <p>Lesson 2 - Aims:</p> <ul> <li> <p>To understand how context dictates how a poem is interpreted and analyse a poem’s ending Identify and analyse the writer’s language techniques in the poem.</p> </li> <li> <p>To analyse the writer’s message about the theme of childhood.</p> </li> <li> <p>To self-assess analytical writing.</p> </li> </ul> <p>CONTENT: Re-read poem – but closer reading; guided analysis of language and structural features in the poem through question prompts; demonstrate to reconnect which tests skills acquired across scheme so far.</p> <p>SKILLS: WT, WM, E, AQ, CON<br /> First demonstrate task can be completed as a class or individually (slides 4-6) as annotations on copy of their poem.</p> <p>Use second half of class for Ss independently write an assessed paragraph based on the question: How does Blake present the significance of childhood?<br /> Students can use their annotations.</p> <p>Students highlight / label the features using the success criteria once task is completed.</p> <p>Copy of poem from the previous lesson.</p> <p>Prompts for demonstrate task (slides 4-6)</p> <p>Writing frame for the demonstrate task – can be adapted accordingly to suit ability.</p>

<p>Contains Wagoll’s, writing frame and resources to drive students to develop work further based on past AQA exam paper.</p>

<p>Two lessons on Benjamin Zephaniah’s ‘Dis Poetry’ (an extra lesson adapted to LA - lower ability)</p> <p>Lesson 1 LO’s &gt; To understand how and why poets express their<br /> cultural identity within their poems</p> <p>To deepen understanding of the meaning of the word ‘culture’ and its importance in constructing people and whole countries’ sense of identity</p> <p>Understand the context and the main theme of the poem (macro)</p> <p>Understand how the poem fits in the theme of multiculturalism</p> <p>Content</p> <p>Reading of two poems by Benjamin Zephaniah and exploration of the context behind its writing</p> <p>To begin to explain why cultural context can affect a writer’s language / structural choices</p> <p>Cement students’ understanding of the term ‘culture’ through discussion</p> <p>Read poems. Students make some initial notes responding to the 2nd poem ‘Dis Poetry’</p> <p>Ss reflect on the cultural influences which inspired the poet</p> <p>DEMONSTRATE task - Use of scaffolds on slide 13 to help support Ss understanding of poetic terminology</p> <p>Lesson 2 LO’s &gt;</p> <p>To analyse the methods used by the poet to convey ideas</p> <p>To analyse a poem’s use of language, rhyme and rhythm to create meaning and reflect the poet’s feelings and explain effects.</p> <p>To apply our understanding of the context and the main theme of the poem (macro) in our analysis<br /> Re-read poem from previous lesson.</p> <p>Ss focus on language choices also applying knowledge of poem’s context Three DEMONSTRATE tasks based on question: ‘How does Zephaniah express his feelings about poetry in ‘Dis Poetry’?.’ 3 moments in poem (beginning, middle, end)</p> <p>Dependent on ability, Ss can undertake this task independently writing in full sentences in book or annotate on poem with teacher’s guidance.</p> <p>DEMONSTRATE task questions printable slides 9-11</p>

<p>Initially taught to Year 8 students but can be adapted to suit different year groups.</p> <p>Aims: <br /> To explore how the theme of growing up presented in the poem ‘Walking Away’. <br /> Understand the themes, tone and narrative voice in the poem.<br /> Identify evidence to explain a poem’s theme and writer’s message.<br /> Complete an analytical paragraph about the poem.</p> <p>CONTENT: Read poem, discussion about the meaning of parenting / growing up, demonstrate to reconnect task that links to students’ prior learning.</p> <p>SKILLS: Inference (I); Evidence (E); Analysis of quotation (AQ), Writer’s Message (WM)</p> <p>Use second half of class for Ss independently write an assessed paragraph based on the theme of growing up.</p> <p>Ss highlight and label flash codes as a consolidate</p>

<p>Sujata Bhatt – Search for my tongue (the 2nd PPT labelled LA is an adapted version for lower ability). This was taught to Year 9 pupils but can be adapted to teach any year group.</p> <p>L.O&gt; To identify the methods used to convey<br /> meanings in today’s poem</p> <p>To annotate the poem – identify methods/themes</p> <p>To analyse the effect of a writer’s language techniques to create meaning</p> <p>To write a personal response about the poem.</p> <p>Recap of language/structure techniques Use visualiser/group work to annotate sections of the poem as a class then as pairs</p>

<p>Entire SOW (19 lessons) supporting a class reading of ‘The Curious Incident of the Dog in the Night-Time’. This was delivered to Year 9 students.</p>

<p>Tony Walsh – This is the place</p> <p>L.O’s &gt; To consider the importance of poetry and it’s power to inspire and ‘move’ people.</p> <p>To consider the poem’s context in order to understand the writer’s message / tone<br /> To evaluate a statement expressing personal opinions</p> <p>To use evidence judiciously to support viewpoint<br /> Identify key word choices and writer’s methods to create intended response Ss answer evaluation style question.</p> <p>Brainstorm evidence to support with ideas.</p>

<p>Grace Nichols – Hurricane Hits England</p> <p>Lesson 1 L.O.'s</p> <p>To understand the main themes in a Hurricane Hits England To understand and apply the poem’s context to infer the writer’s message</p> <p>To be able to explain the main themes and attitudes to identity</p> <p>To analyse the methods in the beginning of the poem<br /> Annotation skills, identifying, recapping structural choices and their effects</p> <p>Using contextual information to highlight attitudes and writer’s message/opinions</p> <code>Ss zoom into one particular method / word / phrase from the introduction of the poem using post it notes based on question - How does the writer show a relationship between her and the storm in the first stanza? </code> <p>Using these ideas, annotate the grid as a class using visualiser.</p> <p>Lesson 2 L.O.'s</p> <p>To answer a GCSE poetry style question: ‘How does the writer show a relationship between her and the storm?’</p> <p>To recap the poem from the previous lesson</p> <p>To annotate the poem – identify methods/themes</p> <p>To write an analytical paragraph based on a GCSE style question</p> <p>Knowledge/recall of ingredients of a thesis statement</p> <p>Using STAR feedback to improve their writing<br /> Recap of language/structure techniques</p> <p>Model an analytical paragraph and allow students to use their annotations to write their own.</p>

<p>4 lessons on the study of Osundare’s poem.</p> <p>Lesson 1 - Context and themes<br /> Lesson 2 - Writer’s techniques with group work activities<br /> Lesson 3 - How to write an effective thesis statement / introduction to an essay<br /> Lesson 4 - Students write a thesis statement / introduction to an essay based on a GCSE style question - PPT includes writing frame<br /> Lesson 5 - Feedback lesson</p>

<p>Blessing – Imtiaz Dharker</p> <p>Aims of lesson are:</p> <p>To analyse how poets use structure to interest the reader. To identify structural features</p> <p>To explain how poets use structural features consciously to interest the reader</p> <p>To incorporate advanced vocabulary into analysis<br /> Explicit teaching of structural techniques in poetry.</p> <p>Annotation skills, identifying, recapping structural choices and their effects</p> <code>Ss write a summary of the poem using the structural methods they have analysed to help </code>

<p>Aims of SOW:<br /> • Track the narrative and understand the shifts in narration and perspective, summarising key events, themes and ideas<br /> • Use a variety of strategies to acquire and understand new vocabulary<br /> • Use new vocabulary confidently when discussing/writing about the text</p> <p>Assessment tasks:<br /> Tasks will focus on text knowledge and use of inference.<br /> Final assessment will be a longer piece, with short questions testing inference and understanding.</p> <p>Includes Medium Term Plan.</p>

<p>Lesson is designed to break down how to write an ‘conceptualised’ essay and without falling into the trap of writing about everything / anything but rather to keep a neat thread throughout.</p>

<p>Poetry Comparison Planning Lesson (1)</p> <p>L.O’s &gt; To be able to identify similarities and differences<br /> between two poems</p> <p>To create a plan for a poetry comparison essay<br /> To complete oracy task comparing two poems we have studied verbalising responses</p> <p>Knowledge/recall of ingredients of a thesis statement</p> <p>Using STAR feedback to improve their writing <br /> Revisit the structure of the GCSE question<br /> Revisit and model ingredients of a thesis statement adding comparative element<br /> Model comparative language topic sentence</p> <p>Poetry Comparison Writing Lesson (2)</p> <p>To write a comparative thesis and paragraph</p> <p>Write a comparative thesis statement</p> <p>Make a comparative point about language use in poetry in response to a GCSE style task</p> <p>Write a comparative paragraph analysing the use of language Recall of writers’ techniques</p> <p>Embedding knowledge of poems</p> <p>Improving analytical writing</p> <p>Model a comparative language paragraph</p> <p>(Includes copies of both poems and an LA - lower ability adapted version)</p>

<p>**Lesson 1 **</p> <p>To explore the themes, ideas and message of the poem ‘A Mid-Term Break’ in preparation for an assessed piece <br /> To infer the message of the poem.</p> <p>To explore the methods which allow the poet to communicate this message.</p> <p>To explain our viewpoint of why the writer may have written the poem.<br /> CONTENT: Consideration of the poem’s title; reading for understanding and comprehension; contextual information; discussion about the poet’s use of imagery; completion of planning sheet to aid with assessment writing preparation.</p> <p>SKILLS: WM, CON, I Slides 8 – 12 offer demonstrate prompts for students on specific images – this may be used as a scaffold tool for lower ability pupils to guide their analysis in view of the their written assessment in the following lesson. Copy of the poem – Mid-term Break by Seamus Heaney</p> <p><strong>Lesson 2</strong></p> <p>To write an assessed piece with thematic analysis of a poem Write a thesis statement.</p> <p>Analyse the poet’s choice of language and structure in relation to a theme.</p> <p>To check work and highlight writing codes in our analysis.</p> <code>CONTENT: </code> <p>Students are assessed on the following end of unit GCSE style question:</p> <p>How does the poet Seamus Heaney present the theme of loss through the eyes of the child narrator?</p> <p>SKILLS: Assessed marking codes: Thesis Statement (TS); Writer’s technique (WT); Evidence (E); Analysis of quotation (AQ), Writer’s Message (WM)<br /> Students reminded of thesis statements with an example in the PPT on slide 18.</p> <p>Students also prompted to Identify the key words in the question</p> <ul> <li>Decide what will be the focus of their thesis statement</li> <li>Pick out 3 – 5 quotations to base their analysis around Copy of the poem – Mid-term Break by Seamus Heaney</li> </ul> <p>Success criteria on PPT slide 19.</p>

<p>Initially taught to Year 7, but can be adapted accordingly. Contains Medium Term Plan.</p> <p>Aims for the unit:<br /> • Begin to be able to decode Shakespeare’s use of language – vocabulary and grammatical constructions<br /> • Understand and explain the plot of the play<br /> • Understand/explain the conventions of a Shakespearean comedy<br /> • Produce a piece of descriptive writing, based on an image</p> <p>Assessment details<br /> Lesson 7: Character description<br /> Lesson 11: Setting description</p> <p>End of Unit: Lesson 15: Opening of a piece of descriptive write, based on an image.</p>

<p>Year 9 SOW (but can be adapted) with the following aims:</p> <p>Write a coherent and cohesive viewpoint piece<br /> Create an article and a letter, using appropriate form and layout<br /> Read non-fiction articles, tracking writers’ arguments<br /> Use appropriate subject specific terminology.</p> <p>Key Vocabulary including:<br /> Reality TV<br /> Article/heading/strapline/byline/crossheads<br /> Thesis statement/viewpoint/perspective<br /> Topic sentence<br /> Discourse markers Pathos/ethos/logos.</p> <p>Assessment details:<br /> Writing an article that has a clear viewpoint on reality TV<br /> Leaflet/guide to Seahaven, presenting it as the perfect place to live<br /> Writing a formal letter to Christof to express your views on Truman’s plight in Seahaven</p> <p>Medium term plan attached.</p>

<p>PPT contains 32 slides with classroom rules, expectations and procedures but also with activities. Includes:</p> <p>Connect activity - Name the fictional characters<br /> Outline of the GCSE English course content<br /> Guidelines for book presentation<br /> Expectations for the start of the lesson<br /> Equipment expectations<br /> Expectations during the lesson<br /> Bathroom expectations<br /> Expectations at end of the lesson<br /> SPAG codes</p> <p>Consolidate task asking students 5 questions based on their strengths, confidence levels and weaknesses in subject area.</p> <p>Originally designed for English teachers but can be adapted to suit any subject and school setting.</p>

<p>SOW contains a range of poetic voices from 19th Century to present day with the following skill focuses:</p> <p>Engage with a range of poetic voices centred on the theme of childhood<br /> Analyse poets’ language use and infer writers’ meanings<br /> Identify and analyse structural methods used by poets and explain their effects<br /> Begin to consider comparison between poems (writers’ methods/structure/ideas)<br /> Choose judicious quotes – zoom in on language analysis<br /> Use effective annotation<br /> Use academic terminology<br /> Write a thesis statement<br /> Understand how to use poetic structure effectively when writing poetry<br /> Write your own poetry based on memories of your own childhood</p> <p>MTP attached and all copies of poems also attached as well as a handy anthology containing all poems in the SOW.</p> <p>Lesson 1 &amp; 2 - Death of a naturalist - Seamus Heaney<br /> Lesson 3 - Pike - Ted Hughes<br /> Lesson 4 - First Sight - Phillip Larkin<br /> Lesson 5 - Walking Away - Cecil Day-Lewis<br /> Lesson 6 - Anecdote for fathers - William Wordsworth<br /> Lesson 7 &amp; 8 - The School Boy - William Blake<br /> Lesson 9 - Making Links<br /> Lesson 10, 11 &amp; 12 - The Three Fates - Rosemary Dobson<br /> Lesson 13 &amp; 14 - The Jabberwocky - Lewis Carroll<br /> Lesson 15 &amp; 16 - I don’t remember - writing your own poetry<br /> Lesson 17 &amp; 18 - Time Travel - Sharon Olds - writing your own poetry<br /> Lesson 19 &amp; 20 - Mid-term break - Seamus Heaney</p>

<p>Originally delivered to Year 8 students but can be adapted to any year.</p> <p>Aims:<br /> To analyse an extended metaphor within a poem</p> <p>To demonstrate understanding of metaphor.</p> <p>To understand how a poet includes an extended metaphor in their work.</p> <p>To distinguish the difference between literal and figurative language and apply it to poetry analysis.</p> <code>CONTENT: Literal vs figurative language explanation; extended metaphor descriptions; reading and understanding the poem. </code> <p>SKILLS: Quiz on figurative vs literal language; reading of poem; reflections using key terminology in relation to the poem.<br /> Many low stakes quiz in relation to metaphorical language in lesson and then gaining understanding of poem. Copy of poem</p> <p>Consolidate task can be adapted in terms of expectation of outcome depending on students’ ability.</p>

<p>Initially taught to Year 8 students, but can be adapted.</p> <p>Aims:<br /> To understand how context dictates how a poem is interpreted and analyse a poem’s ending</p> <p>Understand the context of an 18th Century Romantic poem.</p> <p>To answer comprehension questions evidencing understanding of a poem.</p> <p>To complete an analytical paragraph about the poem on the theme of parenting.</p> <code>CONTENT: Read poem – focus on tone, narrator, themes; context info; comprehension quiz about the poem; analysis of poem’s ending Specific prepared evidence for students to analyse on slide 8. </code> <p>Analytical paragraph on slide 10. Contains copy of poem</p> <p>Writing frame on slide 11 – can be tweaked depending on students’ ability.</p>

<p>Initially taught to Year 9 but can be adapted accordingly.</p> <p>Lesson 1 -</p> <p>To select relevant literary devices in a poem and explore their effects To understand the themes, tone and narrative voice in the poem.</p> <p>Identify literary techniques in the poem.</p> <p>Evaluate how a poem can affect our previously held beliefs and attitudes.</p> <code>CONTENT: Reactivate prior learning from the Classics SOW about The Three Fates, contextual information about poet, discussion about the poem’s main theme, active reading of poem, analysis of poem’s language techniques. </code> <p>SKILLS: WT, AQ, E, CON The discussion about the poem’s main theme lead onto the consolidate task in which students evaluate their perspectives on immortality and its advantages / disadvantages.</p> <p>This could be written as a mind map in Ss book to help with their final task.</p> <p>There are 2 more lessons which follow on this same poem so students can develop insightful points of analysis to aid with their assessed writing. Grid analysing poem’s techniques printable resource – Slide 10. Can be adapted accordingly to match students’ ability.</p> <p>Lesson 2 -</p> <p>Analyse Dobson’s use of language to represent her thoughts and feelings about life and death in ‘The three Fates’.</p> <p>Understand the structure of the poem and the events.</p> <p>Analyse the language devices used in the poem.</p> <p>Evaluate how the poet presents the theme of everlasting life.</p> <p>CONTENT: Put the events in the poem in order, compare the main theme of the poem with the myth Sisyphus, close reading of the stanzas, evaluate statement about everlasting life based on today’s closer reading of the poem.</p> <p>SKILLS: S, I, WM</p> <code>Students undertake a closer reading of the poem with guided questions taking a more holistic view of the poem and analysing structural elements of the poem with questions aimed to stretch and challenge in view of the next lesson’s demonstrate to reconnect task. Slides 16 – 20 can be printed for students to complete individually, in pairs or groups. </code> <p>Lesson 3 -</p> <p>To understand the function of a thesis statement and write one in response to a GCSE style question</p> <p>To understand the function of an effective thesis statement</p> <p>Write an effective thesis statement CONTENT: Introduction to the concept of a thesis statement; students read an example thesis statement and highlight it using the success criteria; demonstrate to reconnect task - How does the poet Rosemary Dobson present the theme of life and death in ‘The Three Fates’?</p> <p>SKILLS: Thesis Statement (TS); Inference (I); Writer’s Message (WM); Context (CON)<br /> Highlight ingredients of a thesis statement</p> <p>Students write their own thesis statements and highlight / label the features using the success criteria<br /> Print slide 29 for students to demonstrate understanding of TS</p> <p>Slide 33 provides key vocabulary – can be adapted to class ability as writing scaffold</p>