Take Cover
Teacher sheet
8
Like a thunderbolt
Teacher input required
Medium/some involvement
Framework substrand
6.2 analysing how writers’ use of linguistic and literary features shapes
and influences meaning
Lesson level
B
1.4d analyse and evaluating spoken and written language to appreciate
how meaning is shaped
2.2c understand how meaning is constructed within sentences and
National Curriculum ref.
across texts as a whole
3.2e [explore] texts that enable students to understand the appeal and
importance over time of texts from the English literary heritage
Learning objective
To show you are aware of how a writer uses language for effect.
Resources required
One student instructions sheet per student, dictionaries.
Lesson guidance

Starter – give out the student instructions and ask students to complete the ‘Warm up’
activity, matching up each poetic term with the correct definition and example. This should
take no more than 10 minutes.

Development – read through the poem ‘The Eagle’ with students. They should then complete
the reading activities on the student sheet. Allow 10 minutes. Then students should write a
short poem of their own using at least two poetic techniques for effect. This should take
25–30 minutes.

Plenary – in the final 10 minutes, students write at least two sentences to their teacher
explaining what poetic techniques they have used in their poem and the effect they were
trying to create.
Notes for SEN students
Activity 1 is geared towards students who need extra support in breaking down a text. You may
also wish to read through the poem and discuss it with the student(s).
Extension activities / notes for gifted and talented students
This lesson is aimed at students working at level 5. To extend students aiming for level 6 they
should focus on exploring how language can be used for effect, especially in the extra challenge.
© 2009 Teachit (UK) Ltd
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Take Cover
Student instructions
8
Like a thunderbolt
Learning objective
To explore poetic techniques used in a poem and use them to write your own poem.
Success criteria
By the end of the lesson I will have:



read the poem and identified poetic techniques used in it
created my own poem using different poetic techniques
written a short statement explaining how my poem is effective.
Warm up
On the table below are four different poetic techniques. The definitions and examples are mixed
up. You need to work out the correct definition and example for the four different techniques.
You can use a dictionary if you get stuck. If you have time, add some more examples of your own.
Poetic technique
Definition
Example
Personification
The repetition of the same
sounds, usually consonants
The lost seal pup was as cold as
ice.
Simile
Words that describe a noun
The old elephant sighed mournfully,
thinking of his youth.
Alliteration
A comparison using the word ‘as’
or ‘like’
The tall, graceful, sun-mottled
giraffe reached into the thorn tree.
Adjectives
When an object or animal is
described as if it is human
Fast and free, the fish flew through
the foaming water.
Your main task!
Now read through the poem with a partner and look up any words that you are unsure about in a
dictionary.
The Eagle
He clasps the crag with crooked hands;
Close to the sun in lonely lands,
Ringed with the azure world, he stands.
The wrinkled sea beneath him crawls;
He watches from his mountain walls,
And like a thunderbolt he falls.
By Alfred, Lord Tennyson 1851
If you are happy that you understand the poem straight away move to Activity 2 and 3.
If you need more help with understanding the poem, complete Activity 1 first, then complete 2
and 3.
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© 2009 Teachit (UK) Ltd
Take Cover
8 Like a thunderbolt
Activity 1
a.
b.
c.
d.
Underline a word that describes the eagle’s feet (line one).
Underline a word that shows that there is no other life around (line two).
Underline a word that describes the sea (line four).
Underline a word that describes the movement of the eagle (line six).
Are the following statements true or false?
1.
2.
3.
4.
The eagle is a low-flying bird.
The eagle is a sociable bird.
The eagle is quick to kill its prey.
The poet admires the skill of the eagle.
Activity 2
Find an example of the four poetic techniques you explored in the warm up activity. For each
example, explain the effect of the poetic technique in as much detail as you can.
For example:
In line one, the eagle’s claws are describes as ‘hands’. This is an example of personification.
I think the writer is trying to suggest that the eagle has a strong grip on the cliff as he waits to
attack.
OR
In line one the eagle’s claws are describes as ‘crooked hands’. This is an example of
personification. I think the writer could be trying to suggest that the eagle is like an old person
whose hands are crooked with age, perhaps like an elderly military general: he is still strong
enough to be able to grasp the cliff firmly before his hunt.
Activity 3




Choose an animal that you would like to focus on. (If you are stuck, choose one of the
animals from the warm up.)
Write down four phrases or sentences about it, each one using a different poetic technique:
personification, simile, alliteration, inclusion of effective adjectives.
Now, try to use your ideas to write a poem that describes your animal. Use at least two of the
poetic techniques if you can.
You might like to give yourself an extra challenge and write in the same form as Tennyson.
Round it off with this
Write at least two sentences explaining what poetic techniques you have used in your poem and
the effect you were trying to create.
Extra challenge
Write a detailed commentary on ‘The Eagle’, explaining, with examples, how Tennyson has
described the bird of prey effectively.
© 2009 Teachit (UK) Ltd
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