This unit of poetry is created for KS3 - year 7… but could work for any year group. This is the final collection of lessons of the unit. Students have regularly reviewed and developed their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . Students have so far enjoyed ‘Starry Night’, ‘Weeping Woman’, and ‘Fall of Icarus’ and this lesson will work as a group to develop poetic skills. Students will then choose an art work (or can use anything from previousl essons) for the ASSESSMENT TASK. Students will complete one of the following: EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration

This ppt. explores the character of Lady Macbeth. Beginning with the quote: “Lady Macbeth is perhaps the most commanding figure that Shakespeare drew (created)” students will discuss what makes her an interesting character, explore her characteristics, and also understand what audience perceptions would have been at the time. Students will read / watch key scenes: Act 1 Scene 5, Act 1 Scene 7, and Act 5 Scene 1 and answer the following: What is Lady Macbeth actually saying here? Could you link this to any other parts of the text? How is Lady Macbeth feeling in this scene? What are problems with what Lady Macbeth wants/ has done? What are the benefits for Lady Macbeth getting what she wants? and then re-watch again, this time focusing on themes: power, mystery, evil. A good lesson that would prepare students for an essay or analysis.

This lesson explores the character of Macbeth and prepares Ss for the essay Q: How does Macbeth (the character) suggest power, mystery, and evil in ‘Macbeth’? In pairs Ss analyse their key scene and create notes and ideas on how power, mystery, and evil are conveyed in their extract. Ss will also consider Macbeth’s disposition after killing Duncan and then after killing Banquo. Ss then create their own notes and examples of how power, mystery, and evil and evident in Macbeth’s character. A good lesson for Year 8 or 9, and also low level GCSE.

This lesson explores the role of the witches throughout Macbeth and also focuses on the essay Q: How do the witches suggest power, mystery, evil in Macbeth? Ss could either write this as a stand alone essay or use the ideas generated in this lesson to add to an essay featuring Macbeth or Lady Macbeth. Throughout the lesson students will look at Act 1 Scene 3, Act 3 Scene 5, and Act 4 Scene 1 focusing on the themes: power, mystery and evil.

This detailed analysis of “Some Bright Elegance” thoroughly dissects the poem, stanza by stanza, line by line and is structured so that students will read and analyse the poem 3 times; with each reading they will develop their understanding and build their analysis. This lesson begins by understanding the cultural references in the poem, and once students understand the context they can begin to look more closely at the techniques used. Within the ppt. two embedded videos also offer an opportunity to understand the poem through dance and also as a spoken word by Chingonyi. As a final task students will use the ‘sift’ analysis sheet to recap the lesson and create detailed notes on the poem for them to keep as a future revision resource.