Worksheet and PowerPoint for analysing Shelter’s word choice and extending explanations on Shelter’s character. There is also an intro activity based on the covers of the book and an activity to encourage students to come up with two alternative interpretations.
Starter: List words associated with rain.
Learning outcomes:
To identify features of Dickens’ style
To apply knowledge in a piece of descriptive writing
To evaluate against the success criteria
Next students examine the methods Dickens uses to describe the fog in an extract from ‘Bleak House’ and the snow in an extract from ‘A Christmas Carol’. There is differentiation so students of different ability can examine different methods used by the author.
Students must then try to write a paragraph in the same style about rain. There is a differentiated success criteria.
The plenary can be done in the form of peer and self assessment and has sentence stems linked to the success criteria.
Disabled: Wilfred Owen: 2 differentiated worksheets for exploring the poem. Ideal for homework/flip learning tasks.
Worksheet 1: Bronze/Silver/Gold differentiated questions on each stanza of the poem.
Worksheet 2: Bronze/Silver/Gold task involving annotating and drawing images to demonstrate understanding.
15 Conceptual Statements - one for each poem. Students must work out which poem each conceptual statement is referring to.
Also contains summaries of each poem using the ‘because, but, so’ method from the writing revolution.
The ‘because, but, so’ method is an excellent tool for teaching students to think analytically about each poem in the Power and Conflict anthology. This tool is powerful because it encourages students to expand their thinking with precision and detail.
After studying each poem, I ask students to write a ‘because, but, so’ paragraph on it.
This document collates ‘because, but, so’ paragraphs on all 15 poems as examples to assist students with revising the key ideas in each poem.