<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>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>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>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>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>**Lesson 1 - **</p> <p>To analyse a poet’s use of unconventional use of language To understand key poetic terms<br /> Analyse the language and techniques in a ‘nonsense’ poem<br /> Complete a summary paragraph on the writer’s language choices</p> <p>CONTENT: Opening ideas / creative descriptions of the Jabberwocky; poetry terminology definition match up activity; contextual information about poet and literary genre; worksheet on nonsense word prediction sheet; explanations of language choice in poem; Consolidate – students respond to question: how does Carroll use language to present the creature - the Jabberwocky?</p> <p>SKILLS: WT, E, AQ, I</p> <p>Nonsense word prediction worksheet allows students to develop understanding of poem and be creative creating their own prediction of poem’s meanings.</p> <p>Explanation worksheet encourages students to consider writer’s techniques and form their personal responses to the poem. Copy of poem available on slide 1 of PPT</p> <p>Printable worksheets on slides 8 and 10</p> <p>Slide 11 – writing frame to aid students’ written response</p> <p>**Lesson 2 -<br /> **</p> <p>To create your own nonsensical poem in the style of Lewis Carroll To identify the features of a ‘nonsense’ poem.</p> <p>To analyse tone and rhythm.</p> <p>To create your own nonsense poetry. CONTENT: Creating portmanteaux words; key definitions of tone / rhythm; examples of nonsensical poetry; students create their own poem</p> <p>SKILLS: Creating tone, rhythm, rhyme<br /> Think / pair / share strategy can be applied for slides 5-7 where students analyse meaning, rhythm and tone before they create their own.</p> <p>They can use the writing frames on slides 10 and 12 or can create their own based on the examples.</p> <code>Copy of the poem ‘The Jabberwocky’ </code> <p>Extra resource on slide 11 with Lewis Carroll’s own nonsensical word creations for inspiration</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>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>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>