Lesson presentation with 3 sessions on poetry comprehension – The Enchanted Shirt by John Milton Hay. After completing this unit students will be able to: Analyse the poem to make a critical appreciation (session 1). Identify the poetic devices and explain how they are used in the poem (session 2). Annotate the lines of the poem with reference to context (session 3). Lesson Preview: Summary, Poet, and Introduction (Scaffold Notes 1) Poem (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Inferring the meaning of the words from the context of the poem (Exercise 1) Ask-Write - Writing the lines that refer to the given ideas (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering questions (Exercise 4) Plenary – Answering poetry elements questions (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification and explanation of poetic devices (Exercise 7) Write-Advance - Comparing and contrasting the king before and after (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Explanation Prompts for Figures of Speech (Scaffold Notes 14) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (Exercise 11) Ask-Write - Identification of annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 15) Differentiated Tasks - Answering comprehension questions (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Preparing a play-script (Exercise 16) Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A unit plan with 5 sessions on prose comprehension of a children’s fictional story, “Alice in Wonderland” by Lewis Carroll. After completing this unit students will be able to: SESSION 1: Spot the setting elements and describe the setting. SESSION 2: Name the characters and make a character sketch. SESSION 3: Discover the plot elements and develop the plot. SESSION 4: Analyse the text to make a critical appreciation. SESSION 5: Examine the lines from the text with reference to context. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Powerpoint Presentation with 3 sessions on poetry comprehension – Tyger Tyger (The Tiger) by William Blake. After completing this unit students will be able to: Analyse the poem to make a critical appreciation (session 1). Identify the poetic devices and explain how they are used in the poem (session 2). Annotate the lines of the poem with reference to context (session 3). Lesson Preview: Poet and Introduction (Scaffold Notes 1) Poem and Summary (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Inferring the meaning of the words from the context of the poem (Exercise 1) Ask-Write - Writing lines to match with given questions (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering questions (Exercise 4) Plenary – Answering poetry elements questions (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification and explanation of poetic devices (Exercise 7) Write-Advance - Comparing two poems - The Tiger and The Lamb (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (Exercise 11) Ask-Write - Identification of annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 14) Differentiated Tasks - Answering comprehension questions (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Answering inferential questions (Exercise 16) Answering MCQs (Exercise 17) Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

PowerPoint Presentation with 3 sessions on poetry comprehension – Full Moon and Little Frieda by Ted Hughes. After completing this unit students will be able to: Analyse the poem to make a critical appreciation (session 1). Identify the poetic devices and explain how they are used in the poem (session 2). Annotate the lines of the poem with reference to context (session 3). Lesson Preview: Poet and Introduction (Scaffold Notes 1) Poem and Summary (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Inferring the meaning of the words from the context of the poem (Exercise 1) Ask-Write - Referring lines to match with given meanings (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering questions (Exercise 4) Plenary – Answering poetry elements questions (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification and explanation of poetic devices (Exercise 7) Write-Advance - Inferring clues for characters in the poem (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (Exercise 11) Ask-Write - Identification of annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 14) Differentiated Tasks - Answering comprehension questions (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Online Exercises Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Unit plans with 5 sessions on prose comprehension of a fictional story, “After Twenty Years” by O. Henry. After completing this unit students will be able to: SESSION 1: Spot the setting elements and describe the setting. SESSION 2: Name the characters and make a character sketch. SESSION 3: Discover the plot elements and develop the plot. SESSION 4: Analyse the text to make a critical appreciation. SESSION 5: Examine the lines from the text with reference to context. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Unit plans with 5 sessions on prose comprehension of a short story, “The Last Leaf” by O. Henry. After completing this unit students will be able to: SESSION 1: Spot the setting elements and describe the setting. SESSION 2: Name the characters and make a character sketch. SESSION 3: Discover the plot elements and develop the plot. SESSION 4: Analyse the text to make a critical appreciation. SESSION 5: Examine the lines from the text with reference to context. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A ready to use PowerPoint presentation that presents teaching and learning resources of a poetry comprehension of the poem, “The Highwayman” by Alfred Noyes based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Find the meaning of certain expressions in the poem. Write a brief summary of each stanza of the poem. Use textual clues to prepare and answer the comprehension questions. Use specified criteria to find poetry elements of the poem. Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language and sound devices in the poem. Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language and sound poetic devices in the poem. This download includes: EXERCISE 1: Match the meanings (A-Z) with the expressions (1-26) they refer to. EXERCISE 2: Find meanings of certain expressions: words and phrases in the poem. EXERCISE 3: Determine meanings of words and phrases as they are used in the poem. EXERCISE 4: Analyse the development of vocabulary over the course of the text. EXERCISE 5: Read the poem and briefly summarise the meaning of each stanza. EXERCISE 6: Determine the central idea of the poem and analyse its development. EXERCISE 7: Match the different feelings (1-6) Bess would have at different points during the story with the time and the reason (A-H) she feels these different emotions. EXERCISE 8: Use textual clues to answer the comprehension questions – Part 1. EXERCISE 9: Use textual clues to answer the comprehension questions – Part 2. EXERCISE 10: Use textual clues to answer the comprehension questions – Part 3. EXERCISE 11: Use the specified criteria to find poetry elements of the poem. EXERCISE 12: Analyse the impact of specific word choices. EXERCISE 13: Answer questions to check your understanding of poetry elements. EXERCISE 14: Use PEE (Point-Evidence-Explain) model to analyse poet’s use of comparison poetic devices in the poem. EXERCISE 15: Answer the questions to check your understanding of comparison poetic devices used in the poem. EXERCISE 16: Use PEE (Point-Evidence-Explain) model to analyse poet’s use of sound poetic devices in the poem. EXERCISE 17: Answer the questions to check your understanding of sound poetic devices used in the poem. EXERCISE 18: Use PEE (Point-Evidence-Explain) model to analyse poet’s use of figurative language in the poem. EXERCISE 19: Answer the questions to check your understanding of the figurative language used in the poem. EXERCISE 20: Write a PEEL (Point-Evidence-Explain-Link) paragraph on any one of the comparison poetic devices used in the poem. EXERCISE 21: Write a PEEL (Point-Evidence-Explain-Link) paragraph on any one of the sound poetic devices used in the poem. EXERCISE 22: Write a PEEL (Point-Evidence-Explain-Link) paragraph on any one of the figures of speech used in the poem. EXERCISE 23: Use the guide to describe the character of the highwayman based on what you learn in the poem.

A unit lesson presentation with 6 sessions on teaching and learning resources of relative clauses based on New Bloom’s Taxonomy. This download includes: VIDEO – Relative Clauses Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: List the properties of relative clauses and give examples. Scaffolding Notes 2: Properties of Relative Clauses EXERCISE 2: Classify relative clauses based on their functional placement and give examples. Scaffolding Notes 3: Classification of Relative Clauses based on Functions EXERCISE 3: Implement the properties of relative clauses to discover their structure. Scaffolding Notes 4: Structure of Relative Clauses EXERCISE 4: Explain the organization of relative clauses in sentence patterns. EXERCISE 5: Identify the misplaced modifiers and dangling modifiers then suggest corrections. Scaffolding Notes 5: Misplaced and Dangling Modifiers EXERCISE 6: Place clauses within a sentence, recognizing and correcting misplaced and dangling modifiers - Part 1. EXERCISE 7: Place clauses within a sentence, recognizing and correcting misplaced and dangling modifiers - Part 2. EXERCISE 8: Use relative clauses to convey specific meanings and add variety and interest to writing. EXERCISE 9: Demonstrate the mastery of the use of relative clauses in writing. Focus on the use of key elements, functions, structure, sentence patterns, misplaced and dangling modifiers as suggested by the RUBRICS. Scaffolding Notes 6: Relative Clauses Rubrics EXERCISE 10: Identify the relative clauses used in the sentences. EXERCISE 11: Answer the given questions to demonstrate your knowledge of relative clauses. EXERCISE 12: Answer the given questions to demonstrate command of the conventions of relative clauses. EXERCISE 13: Decide the type of relative clauses used in sentences based on their functions. EXERCISE 14: Classify the type of relative clauses used in sentences based on their functions. EXERCISE 15: Identify the use of relative clauses based on their function. EXERCISE 16: Identify relative pronouns or adverbs referring to people, objects, animals, time, place and reason. EXERCISE 17: Relative clause quiz. EXERCISE 18: Rewrite the following sentences with relative clauses into two independent clauses. EXERCISE 19: Combine the sentences using either relative pronouns or relative adverbs. EXERCISE 20: Identify the relative clause, the relative pronouns/adverbs, the subject, the verb and the question it answers.

A unit presentation on reading information text with 6 sessions on teaching and learning based on New Bloom’s Taxonomy. This download includes: Information Text on “Chocolate” EXERCISE 1: Answer the following questions to demonstrate your knowledge of information texts. EXERCISE 2: Match the meanings (A-O) to the words (1-15) they refer to. EXERCISE 3: Determine the meaning of words and phrases as they are used in the text. EXERCISE 4: Skim, scan and close read to find reference for the use of language variety and vocabulary type in the text EXERCISE 5: Determine the central idea of the text. EXERCISE 6: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of vocabulary type. EXERCISE 7: Write IQC (Idea-Quote-Conclude) paragraphs about the use of vocabulary type in the text. EXERCISE 8: Analyse the impact of specific word choices on meaning of the text. EXERCISE 9: Analyse the development of language and vocabulary over the course of the text. EXERCISE 10: Answer the questions to demonstrate your knowledge of the vocabulary used in the text. EXERCISE 11: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of language variety. EXERCISE 12: Write IQC (Idea-Quote-Conclude) paragraphs about the use of language variety in the text. EXERCISE 13: Analyse in detail the role of particular sentences in developing and refining a key concept. EXERCISE 14: Draw conclusions based on visual clues. EXERCISE 15: Prepare your own comprehension question types with answers from the text. EXERCISE 16: Use the reading strategies to answer open-ended questions. EXERCISE 17: Use textual clues to answer the comprehension questions. EXERCISE 18: Cite the textual evidence that most strongly supports to answer the questions. EXERCISE 19: Use PEE (Point-Evidence-Explain) model to comment on the author’s use of language techniques. EXERCISE 20: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the text. EXERCISE 21: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of connotative language in the text. EXERCISE 22: Determine what can be inferred when the text says what it says. EXERCISE 23: Determine the meaning of words and phrases as they are used in the text, including figurative meanings. EXERCISE 24: Determine the meaning of words and phrases as they are used in the text, including connotative meanings. EXERCISE 25: Determine the text elements for the given information. EXERCISE 26: Evaluate the argument and specific claims in the text. EXERCISE 27: Determine the author’s point of view or purpose in the text. EXERCISE 28: Compare and contrast two texts and identify where the texts disagree on matters of fact or interpretation. EXERCISE 29-33: Write your own information text for a website.

A unit presentation on poetry comprehension with 6 sessions on teaching and learning of the poem, “The Titanic” by Gillian Clarke based on New Bloom’s Taxonomy. This download includes: POEM: The Titanic by Gillian Clarke EXERCISE 1: Match the meanings (A-M) with the expressions (1-13) they refer to. EXERCISE 2: Find the meaning of certain expressions: words and phrases in the poem. EXERCISE 3: Determine the meaning of words and phrases as they are used in the poem. EXERCISE 4: Analyse the development of vocabulary over the course of the text. EXERCISE 5: Read the poem and briefly summarise the meaning of each stanza. EXERCISE 6: Determine the central idea of the poem and analyse its development. EXERCISE 7: Identify what the poem says both explicitly and implicitly. EXERCISE 8: Determine what can be inferred when the text says what it says. SCAFFOLDING NOTES 1: Common Comprehension Types EXERCISE 9: Prepare your own comprehension question types with answers from the text. EXERCISE 10: Use textual clues to answer the comprehension questions. SCAFFOLDING NOTES 2: Poetry Elements Criteria EXERCISE 11: Use the specified criteria to find poetry elements of the poem. EXERCISE 12: Analyse the impact of specific word choices on meaning and tone. EXERCISE 13: Answer the questions to check your understanding of poetry elements. SCAFFOLDING NOTES 3: PEE (Point-Evidence-Explain) Model EXERCISE 14: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language in the poem. EXERCISE 15: Answer the questions to check your understanding of the figures of speech used in the poem. EXERCISE 16: Answer the questions to check your understanding of the use of figurative language in the poem. EXERCISE 17: Determine the meaning of words and phrases as they are used in the text, including figurative meanings. EXERCISE 18: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of sound poetic devices. EXERCISE 19: Answer the questions to check your understanding of the figures of speech used in the poem. EXERCISE 20: Determine the connotative meanings of the words and phrases in the poem. EXERCISE 21: Determine the meaning of words and phrases as they are used in the text, including connotative meanings. SCAFFOLDING NOTES 4: PEEL (Point-Evidence-Explain-Link) Technique EXERCISE 22: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the poem. EXERCISE 23: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of sound poetic devices in the poem.

A unit lesson presentation with 6 sessions on teaching and learning resources of conjunction types based on New Bloom’s Taxonomy. This download includes: VIDEO – Conjunction Types Scaffolding Notes 1: Vocabulary Overview Scaffolding Notes 2: Key Elements of Conjunction Types EXERCISE 1: Identify the key elements of conjunction types. EXERCISE 2: Identify the properties of conjunction types. EXERCISE 3: Examine the action of conjunctions in sentences. Scaffolding Notes 3: Functions of Conjunction Types EXERCISE 4: Identify the conjunction types used in the sentences. EXERCISE 5: Identify the uses of conjunction types. EXERCISE 6: Identify the functions of conjunction types. EXERCISE 7: Decide the type of conjunction used in sentences based on their functions. EXERCISE 8: Verbalise the relationship that the conjunctions signal between the nouns to go with given pictures. Scaffolding Notes 4: Structure of Conjunction Types EXERCISE 9: Examine the structure and the pattern of the sentences with conjunctions. EXERCISE 10: Identify the errors in the use of conjunctions. EXERCISE 11: Identify the incorrect use of conjunctions. EXERCISE 12: Create sentences with given patterns to convey specific meanings and add variety to writing. EXERCISE 13: Demonstrate the mastery of the use of conjunction types in writing. Focus on the use of key elements, functions, relationship, structure and error identification as suggested by the RUBRICS. Scaffolding Notes 5: Conjunction Types Rubrics EXERCISE 14: Identify the presence of conjunction types in the sentences. EXERCISE 15: Answer the following to demonstrate your understanding of conjunctions. EXERCISE 16: Answer the following to recognize variations in sentence structure by using conjunctions in writing. EXERCISE 17: Answer the following to demonstrate knowledge of the conventions of conjunctions. EXERCISE 18: Answer the following to demonstrate command of the conventions of conjunctions. EXERCISE 19: Identify the errors in the use of sentence connectors in the following passages and write the correction. EXERCISE 20: Roll the dice and find the sentence in column one that matches the number. Then roll the dice again and find the sentence that matches in column two. Finally pick a conjunction (coordinator or subordinator) to join the two sentences together. Your sentences must make sense. EXERCISE 21: Combine the given sentences using either Coordinators or Subordinators. EXERCISE 22: Join the sentences by using subordinating conjunctions: when, where, if, although, because, since, while

This Unit Lesson Plan is perfect for teaching Grammar and Punctuation – Conventional Signs used in English Grammar. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After completing this New Bloom’s Taxonomy-based lesson students will be able to: Distinguish between punctuation marks that are used commonly in English grammar. Identify the signs that exemplify the punctuation marks in the text. Apply the punctuation rules to use appropriate punctuation signs in the text. Interpret the punctuation marks used in the text and explain the author’s purpose in using them. Identify the errors in the use of punctuation in writing and fix them. Use punctuation marks to aid cohesion in writing; to convey specific meanings; and to add variety to writing. Here are some other possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

These Google Slides are perfect for teaching Grammar - Direct and Indirect Speech. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: List the similarities and differences between direct and indirect speech. Identify the changes seen in adverbs, modal verbs and pronouns when converting direct into indirect speech. Identify the structure of the sentences when the speech is direct and indirect. Test their understanding of the changes seen in verb tenses when converting direct into indirect speech. Use commas, inverted commas and relevant end punctuation to mark direct speech and quotations. Use narrative techniques, such as dialogue to develop experiences, events and characters. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

The teacher resource (Google Slides) is designed to help educators teach children how to read and understand poetry. It includes lesson plans, worksheets, and activities that focus on analysing the structure, language and themes of the poem. By using this resource, teachers can effectively introduce children to the beauty and complexity of poetry and help them develop the skills necessary to become confident and enthusiastic readers of poetry. After attempting these activities, your students will be able to: Give/explain the meaning of words in context. Identify/explain how meaning is enhanced through choice of words and phrases. Retrieve and record information/identify key details from the text. Summarise main ideas from the text. Identify how language, structure and presentation contribute to meaning. Make comparisons within the text. Predict what might happen from details stated and implied. Evaluate how authors use language, including figurative language, considering the impact on the reader. Make inferences from the text/explain and justify inferences with evidence from the text.

The teacher resource (Google Slides) is designed to help educators teach children how to read and understand poetry. It includes lesson plans, worksheets, and activities that focus on analysing the structure, language and themes of the poem. By using this resource, teachers can effectively introduce children to the beauty and complexity of poetry and help them develop the skills necessary to become confident and enthusiastic readers of poetry. After attempting these activities, your students will be able to: Give/explain the meaning of words in context. Identify/explain how meaning is enhanced through choice of words and phrases. Retrieve and record information/identify key details from the text. Summarise main ideas from the text. Identify how language, structure and presentation contribute to meaning. Make comparisons within the text. Predict what might happen from details stated and implied. Evaluate how authors use language, including figurative language, considering the impact on the reader. Make inferences from the text/explain and justify inferences with evidence from the text.

The teacher resource (Google Slides) is designed to help educators teach children how to read and understand poetry. It includes lesson plans, worksheets, and activities that focus on analysing the structure, language and themes of the poem. By using this resource, teachers can effectively introduce children to the beauty and complexity of poetry and help them develop the skills necessary to become confident and enthusiastic readers of poetry. After attempting these activities, your students will be able to: Give/explain the meaning of words in context. Identify/explain how meaning is enhanced through choice of words and phrases. Retrieve and record information/identify key details from the text. Summarise main ideas from the text. Identify how language, structure and presentation contribute to meaning. Make comparisons within the text. Predict what might happen from details stated and implied. Evaluate how authors use language, including figurative language, considering the impact on the reader. Make inferences from the text/explain and justify inferences with evidence from the text.

These google slides are designed to help individuals improve their poetry comprehension skills. Through interactive activities, explanations and examples, learners will explore various elements of poetry such as meter, rhyme and figurative language, and develop their ability to analyse and interpret poems. This download includes: SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Identification of Poetry Elements (Exercise 1) Critical Appreciation of the Poem (Exercise 2) Diary Entry (Exercise 3) Differentiated Tasks - Planning to write a poems (Exercise 4) Plenary – Selecting correct options (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Poetic Devices Prompts (Scaffold Notes 11) Collaborative Group Tasks: Meaning of the expressions in poem (Exercise 6) Identification of poetic devices (Exercise 7) Explanation of the Poetic devices as used in the poem (Exercise 8) Differentiated Tasks - Creating poems (Exercise 9) Plenary – Comprehension questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 13) Annotation Template and Prompt (Scaffold Notes 14) Explanation Prompts for Figures of Speech (Scaffold Notes 15) Collaborative Group Tasks: Summarising the meaning (Exercise 11) Identification of annotation elements (Exercise 12) Annotating the lines of the poem (Exercise 13) Differentiated Tasks - Analyzing poems (Exercise 14) Plenary - Online Quiz

This PowerPoint Presentation is perfect for teaching Reading Comprehension – Narrative War Poetry - War Photographer by Carol Ann Duffy. These no prep activities would be great for ELA lessons. Your students will love these challenging exercises that are well-designed for student engagement. After attempting these activities, your students will be able to: Give/explain the meaning of words in context. Identify/explain how meaning is enhanced through choice of words and phrases. Retrieve and record information/identify key details from the text. Summarise main ideas from the text. Identify how language, structure and presentation contribute to meaning. Make comparisons within the text. Predict what might happen from details stated and implied. Evaluate how authors use language, including figurative language, considering the impact on the reader. Make inferences from the text/explain and justify inferences with evidence from the text.