Helen Douglas Page 1 03/03/2016 MEDIUM TERM PLAN Title of Scheme of Work: Poetry Writing Year group: 8 Duration of Scheme of Work: 6 weeks Learning Objectives: Assessment: Sentence 4 – explore the effects of changes in tense EN3 Three pieces of writing on the subject of wind (week 4) Assessing the ability to: Experiment with presenting similar material in different forms and styles of poetry. Word 9 - use specialist terms in own writing 11 – appreciate impact of figurative language Reading 5 - trace the development of themes, values or ideas in texts. 7 – identify the ways implied and explicit meanings are conveyed in different texts. 10- analyse the overall structure of a text to identify how key ideas are developed. 11- investigate the different ways familiar themes are explored and presented by different writers. 14 - recognise the conventions of some common literary forms and explore how a particular text adheres to or deviates from established conventions. Writing 1 – planning, drafting, proofreading and presenting writing, taking account of the time available 2 – re-read work to anticipate effect on the reader and revise style and structure with this in mind. 6 – experiment with figurative language in conveying a sense of character and setting. 7 – experiment with different language choices to imply meaning 8 – develop imaginative or unusual treatment of established conventions 9 - experiment with presenting similar material in different forms and styles of poetry. 11 – explain complex ideas clearly Speaking and Listening 10 – use talk to question, hypothesise, speculate, evaluate and develop thinking about complex issues and ideas. 11 – recognise and build on other people’s contributions EN2 and EN3 Comparative Essay on Blake and Hughes (week 5) Assessing the ability to: Analyse the overall structure of a text to identify how ideas are developed Investigate how different writers explore and present familiar themes Explain complex ideas clearly Use specialist terms in own writing EN3 Two poems in draft and final form plus accompanying essay (week 6) Assessing the ability to: Experiment with figurative language and different word choices to imply meaning Re-read work to anticipate effect on reader and revise style and structure with this in mind. Helen Douglas Page 2 Resources: Humpty Dumpty Unformatted Texts (prose/poems/lyrics/limericks)worksheet Unformatted poems worksheet Song and accompanying lyrics Worksheet prompts for lyrics First Frost by Andrei Voznesensky trans by Stanley Kunitz First Ice by Andrei Voznesensky trans by George Reavey Cloze exercise on Mushrooms by Sylvia Plath The Highwayman by Alfred Noyes Background information on Ned Kelly Charges and Payments prose and poem 03/03/2016 Membership Contract A selection of Haikus Computer Haikus November Night and Niagara, Seen on a Night in November. by Adelaide Crapsey. Picture/painting of a windy day Sound of the wind blowing Wind by Ted Hughes There Came a Wind Like a Bugle by Emily Dickinson Piece of music for creative writing session Selection of pictures/photos for creative writing session The Tyger by William Blake cut into strips The Jaguar by Ted Hughes cut into strips Comparative essay writing frame Dictionaries and thesauruses Poetry quiz Content and Sequence of lessons: Week 1 Topic coverage: what are the features of a poem? Learning focus: introduce terminology (stanza, line, rhyme, rhythm, Analysis of different text types: lyrics, prose, poems alliteration, onomatopoeia, simile, metaphor etc); form. Song Lyrics Outcomes: class list of common features of poetry (to be kept on First Frost/First Ice – care with language Cloze exercise display for remainder of unit); a song lyric; cloze exercise. Week 2 Principal tasks/activities: Topic coverage: impact of figurative language Principal tasks/activities: Learning focus: Narrative poem, Ballad, rhyme, metaphor, simile, The Highwayman – annotate personification, alliteration Create a whole-class metaphor poem Outcomes: Write own ballad using metaphors Create group metaphor poems Highwayman. a ballad; metaphor poetry; annotation of The Helen Douglas Page 3 03/03/2016 Week 3 Topic coverage: impact of form on poetry and Learning focus: free verse; haiku; cinquain; prose; ballad; lyric. Format Membership Contract into a poem Week 4 Outcomes: Membership Contract poem; a haiku, a cinquain; one Explore features of a haiku and unusual use of haiku subject written in three forms; annotation of Wind by Ted Hughes and Explore features of a cinquain Take existing poem and rewrite in another form Writing activity – same subject in three forms, one of which must be There Came a Wind Like a Bugle by Emily Dickinson; Wind rewritten in two different forms; three poems produced in response to a music stimulus, a picture stimulus and a guided fantasy. Week 5 Topic coverage: familiar themes explored by different writers Principal tasks/activities prose. Annotate two poems on subject of wind Rewrite Wind in two different forms Poetry writing using a variety of stimuli Principal tasks/activities: Learning focus: comparing poems Annotate The Tyger Outcomes: Create sculpture of the poem Annotate Jaguar Design a poster for the poem Write a comparative essay on The Tyger and Jaguar comparative essay on The Tyger by William Blake and Jaguar by Ted Hughes; a poster to accompany Jaguar. Helen Douglas Week 6 Page 4 Topic coverage: Drafting, Shaping, Editing 03/03/2016 Principal tasks/activities: Learning focus: self-assessment; revising and editing own work. Create success criteria for own poetry Outcomes: success criteria/marking ladder; cloze exercise; final Explore draft versions of The Tyger drafts of two or more poems; an explanatory essay to accompany Cloze exercise Edit, shape and improve own poems Self-assess own poems against marking ladder Write explanation to accompany draft and final versions of one of own one poem. poems Class quiz Helen Douglas Page 5 03/03/2016 SHORT TERM PLAN Scheme of Work Title: Exploring Poetry Y8 Week 1 Lesson 1 Objectives S&L 10 – use talk to question, hypothesise, speculate, evaluate and develop thinking about complex issues and ideas. Introduction Development In pairs: debate whether or Pair not texts (prose / poems side of the debate by giving Feedback into whole class S&L 11 – recognise everyone a number 1 or 2. discussion They develop and build on other people’s contributions Lesson 2 Humpty Dumpty is a work Development on unformatted /song Pair work poems. on unformatted Need to try poem by deciding and poem. Poem should be on lyrics / limericks) – need to format board or OHP. One half of decide if texts are poetry or where the line breaks should each pair must argue for and not. be, and what punctuation is one against. Allocate which have 2 minutes to debate. required. and a begin class Plenary In groups of four, share formatted poems and describe what helped with making decisions. Display actual poems on the board or OHP to whole class. to list of common features of poetry (this will be useful for building Feedback to whole class. success criteria in lesson 16) S&L 10 – use talk to question, hypothesise, speculate, evaluate and develop thinking about complex issues and ideas. Play song, perhaps Cry by In pairs, pupils are to share In same pairs discuss which Individually or in pairs, write a James Blunt or Wish You Were their song lyrics, explaining features of poetry these lyrics short lyric using the same or Here by Pink Floyd. Ask whole why they find these lyrics share. Use list from last lesson similar form as the song lyric class to listen to the song particularly to guide. brought in. Explain that these twice and note anything that worksheet prompts to help. S&L 11 – recognise interactive whiteboard, OHP and build on other people’s contributions enjoyable. Use lyrics will not have to be the song shares with poetry. Whole class buzz session on shared publicly. Lyrics should Have similarities/differences be placed in poetry portfolio between poems and lyrics. for use later in the unit. lyrics displayed on or as handouts and annotate pupils’ suggestions. Helen Douglas Lesson 3 Page 6 Wr2 – re-read work to anticipate effect on the reader and revise style and structure with this in mind. Wr7 – experiment with different language choices to imply meaning 03/03/2016 As a class read First Frost by Handout First Ice by Andrei Cloze exercise on Mushrooms On interactive whiteboard or Andrei Voznesensky trans. by Voznesensky trans. by George by Working OHP work through the poem Stanley Kunitz. Pupils to discuss Reavey. Explain this is the individually, pupils choose the as a whole class, calling on in groups of 3 or 4 which of same poem translated by a word they feel best suits the individuals the different translator. poem. Explain there is no right choice and asking for an or wrong answer. explanation following themes they In pairs, think the poem is about: pain explore the different wordings of and decide which you feel young love; communication; failure of complexity Sylvia Plath. up; loneliness. Feedback to whole class. their why word they selected that word. are better and why. of human relationships; trials of growing for Reveal Whole class buzz session with actual poem and compare with class version. emphasis on why a particular word or phrase is preferred. Assessment In lessons one and two, pupils will be formatively assessed on their ability to use talk to question, hypothesise, speculate, evaluate and develop thinking about the differences and similarities between poetry and lyrics during class discussion and group work. In lesson three, pupils will be formatively assessed on their ability to experiment with language choices during the plenary. Differentiation Lesson 1 – Unformatted texts and unformatted poems will be distributed along the lines of most/least able. Lesson 3 – Most able will have copies of the poem with no suggestions. Less able will have suggested words to choose from. Homework Week 2 Lesson 1 – Choose a suitable song lyric to share with the class. Objectives Introduction Development Development Plenary Helen Douglas Lesson 4 Wr6 – experiment with figurative language in conveying a sense of character and setting. Page 7 03/03/2016 Whole class Taboo. Choose On whiteboard display a Whole class metaphor poem. In mixed ability groups, each three volunteers. Send two straightforward children out of the class. The (the rain fell hard), plus a description Using ideas from the starter, group will create their own images and metaphor poem on a given third remains inside. Tell class that pupil #3 will have to simile (the rain fell like bullets) perhaps a recording of the topic. Suggestions: moon, the and a metaphor. In pairs sea for inspiration, pupils are night, the river, the forest, the describe the sea to pupils #1 pupils to discuss the effect of to write a metaphor of the city. and 2. Rest of class suggests 5 the simile and the metaphor. sea. or 6 words pupil #3 may not of the They sea, may work individually or in pairs. Their Each group reads its group use. Pupils #1 and 2 come Share thoughts with the whole metaphor should be written metaphor poem back to the back into class and try to class. onto a strip of paper in marker whole class. guess the describing word to them. #3 is pen. All the metaphors will be (Aim: used to create one metaphor describe something without poem. using obvious words) Lesson 5 W 11 – appreciate impact of figurative language Wr6 – experiment with figurative language in conveying a sense of character and setting. Whole class taboo using the Introduce the word moon. Highwayman poem The Divide class into mixed ability In pairs, pupils to identify other (Narrative groups of 3 or 4. Each group features poem, ballad, written approx to have several stanzas to personification, 1905 by Alfred Noyes.) Read annotate rhythm, alliteration etc. the poem aloud as a whole metaphor. for similes and class. of the poem Buzz whole class for ideas. Class feeds back their similes Teacher models annotate the how poem to and for class. Class follows along on metaphor and simile using the first two stanzas. Discuss as a whole class the effect of these metaphors. metaphors photocopies. to whole – rhyme, Helen Douglas Lesson 6 Page 8 W11– appreciate impact of figurative language 03/03/2016 Whole class taboo using the Individually, word sun. metaphors for your poem. Wr6 – experiment with figurative language in conveying a sense of character and setting. write some Individually, use the pattern of In groups of 3 or 4, discuss The Highwayman to write your what you found easy and poem. what you found difficult. Try to In pairs, read each other’s make metaphors and explain which each other with the difficult suggestions to help ones you think are the most parts. successful and why. Pick 2 or 3 poems and read to whole class (with pupil permission) to highlight good practice. Poems should be placed in poetry portfolio for use later in the unit. Assessment In lesson four, pupils will be formatively assessed on their understanding the impact of figurative language during the whole class metaphor poem. In lesson five, pupils will be formatively assessed on their annotation of The Highwayman for figurative language. In lesson six, pupils will peer assess metaphors and will be formatively assessed on their ballads for experimentation with metaphor. Differentiation Lesson 4 – less able pupils will be supported in this lesson by use of mixed ability groups. Lesson 5 - less able pupils will be supported in this lesson by use of mixed ability groups. Lesson 6 – less/more able pupils will be catered for in terms of the number of stanzas they are required to write. Homework Lesson 5: - Pupils will be writing a narrative poem of their own using the structure of The Highwayman. They can write about Australian bushranger Ned Kelly and his gang, the Clanton gang, Robin Hood or someone of their choice. They must research the story and the setting and the story for the next lesson. Lesson 6 – finish the ballad Week 3 Objectives Introduction Development Development Plenary Helen Douglas Lesson 7 R10 - analyse the overall structure of a text to identify how key ideas are developed. Wr9 experiment with presenting similar material in different forms and styles of poetry. Page 9 Display on Charges 03/03/2016 board or and OHP payments in Whole class. invoice of Display Charges and read the Pupils will now do the same In groups of 4 (two sets of and activity pairs) pupils should explain the Kim Membership contract. Ideally with a new text: verse form. Read through as a Payment whole class. Give pupils two Poulton’s aloud. this will take place in the minutes to reflect individually Pupils can follow along on computer suite, so pupils are Printed copies of their poem on whether or not this is photocopies. manipulating the text rather should be placed in poetry than typing it up. They should portfolio for use later in the In groups of 3 or 4 pupils to work unit. discuss promote dialogic talk. comments poetry. the impact of on this in pairs to decisions they have made. rearranging the text. Lesson 8 R14 - recognise the conventions of some common literary forms and explore how a particular text adheres to or deviates from established conventions. Wr8 – develop imaginative or unusual treatment of established conventions Give out copies of Haikus. Whole class activity: teacher Whole class: hand out copies Discuss in groups or 3 or 4 the Give pupils two minutes to models writing a haiku about of Computer Haikus. Read as impact reflect the features of a haiku the rain. Begin with thought- a class. Ask pupils why the expectations. in small groups. Take whole shower, subject class feedback. Ensure pupils suggestions. are confident about counting putting into haiku form, taking syllables and recognise the suggestions from the class. pupils Then making model typical themes of a haiku. of these haikus surprising. Whole class: thought shower board. on snow, using a thought- Individually, pupils to write a shower haiku on this subject. ideas. help generate Whole class buzz session for feedback. have a go at writing a haiku to inverting is the subject ‘school’ on the Individual work: ask pupils to of Helen Douglas Lesson 9 Page 10 R14 - recognise the conventions of some common literary forms and explore how a particular text adheres to or deviates from established conventions. Wr9 experiment with presenting similar material in different forms and styles of poetry. Assessment 03/03/2016 Give out copies of November Whole Night and Niagara, Seen on a cinquain form. Night in November. class: explain the by In pairs pupils write a cinquain In groups of four pupils discuss on a given topic or inspired by the differences and similarities a given object or picture. between cinquains. Adelaide Crapsey. In groups: Whole class: teacher models They have ten minutes, then each group is responsible for thought-shower each pair swaps cinquains annotating subject of anger. poem for a on the different feature: number of syllables; verbs; nouns; Whole class, with and with another pair. Pupils edit Whole class buzz session to and revise this new poem. build a list of similarities and teacher differences. adjectives; adverbs; imagery; modelling, writes a cinquain Pupils hand back poems to rhyme. on anger. original changes Feedback to whole class. haikus pair to and their examine original poem. In lesson seven pupils will be formatively assessed for ability to examine structure of a text and will peer assess Membership Contract poem. In lesson eight pupils will be formatively assessed on their two haikus for ability to recognise established conventions and unusual treatment of form Differentiation Lesson 7 – more able students can format an additional text on school rules if they complete membership contract Lesson 8 – more able students can be extended by writing additional haikus. Lesson 9 – more able students can be extended by writing an additional ronelet. Homework Lesson 8 – finish haiku Lesson 9 – finish cinquain Week 4 Objectives Introduction Development Development Plenary Helen Douglas Lesson 10 R10 - analyse the overall structure of a text to identify how key ideas are developed. R11 - investigate the different ways familiar themes are explored and presented by different writers. Page 11 03/03/2016 Whole class: teacher plays Whole the sound of the wind blowing Hughes’ poem Wind. fiercely and/or shows In whiteboard. Teacher models looking a thought-shower of verbs imagery. could be used read Ted a picture of a windy day on the that class: pairs, annotate at nouns, Whole class: read There Came In a Wind Like a Bugle by Emily differences between the two Dickinson. poems in terms of form and poem, verbs, groups discuss the content. In pairs annotate for nouns, verbs, imagery. Hand to out spokesperson counters and have feedback each describe the wind blowing, Whole class feedback: try to Whole class feedback: try to group using suggestions from the elicit comments on the use of encourage thoughts to the whole class. pupils. powerful verbs. recognise that unlike Hughes pupils to their who relies on powerful verbs, Dickinson relies on metaphor to create images. Lesson 11 W4 – explore the effects of changes in tense Wr9 experiment with presenting similar material in different forms and styles of poetry. Whole class activity: teacher Individual to In groups or 3 or 4 discuss how models rewriting in Wind by either Hughes or rewrite one of the poems on changing the form of the text prose, as a Wind work: using The Individual work: pupils first-person Dickinson, pupils are to rewrite Wind as either a haiku or a affects its meaning, and the narrative in the present tense. the poem as a piece of prose. cinquain and in another form choices First stanza only. Emphasize that they may alter of their own choice made. that have Teacher the tense or the verbs or add spokesperson metaphors of their own. towards the to be hands out counters end of the discussion. Each spokesperson to report back to the whole class. Helen Douglas Lesson Wr7 12 Page 12 – 03/03/2016 experiment Whole class: display one of Individual with different the paintings/photos on the fantasy: in silence, pupils to language choices whiteboard. Ask the class for close eyes and picture a wild adjectives to describe animal. Guide them to look Individually: pupils to choose other around at the setting, watch one of stimulating ideas. Share their the animal move, listen, touch writing and attempt to craft it fragments with each other if the into a poem, using a form of they wish. to imply meaning the mood of the piece. Wr9 experiment with presenting similar material in different forms and styles of poetry. Building on the suggested work: animal, guided smell the air. adjectives, ask pupils to begin Open eyes and write down to immediate impressions. construct sentences to Brain break: 5 minutes to chat In pairs, pupils discuss which of and stretch. the stimuli they found the most helpful, if any. Come up with of the fragments suggestions for their choice. describe the mood of the piece. Play a piece of music, preferably exciting. Ask pupils Explain they will be creating to write a poem or prose some original work in the piece inspired by the music. lesson today. They will be creating fragments or rough Give drafts, they do not need to be different photo or picture. Ask each individual a finished pieces. pupils to write a poem or prose piece inspired by the picture. Assessment In lesson ten, pupils will be formatively assessed on their understanding of the different methods Hughes and Dickinson have used to create their poem on the wind. In lesson eleven, pupils will be summatively assessed on their ability to experiment with presenting similar material in different forms. Differentiation Lesson 10 – less able will be asked to annotate for verbs as this will have been explored during the starter and should be fresh in the mind. Lesson11 – less able can be given the first few sentences to help them get going. Lesson 12 – more able can be given unusual or abstract pictures. Homework Lesson 11 – pupils to complete poems and prose extract on Wind. Lesson 12 – pupils to finish rough drafts of their three poems. Week 5 Objectives Introduction Development Development Plenary Helen Douglas Lesson 13 R5 trace the development of themes, values or ideas in texts. R10 - analyse the overall structure of a text to identify how key ideas are developed. Page 13 03/03/2016 Pair work: each pair is given a Whole class: show the actual Groups copy of The Tyger by William poem and read it through. sculpture of the poem with come up with one word to Blake, with all the lines cut up. Ask pupils what they think the one pupil as the sculptor and describe the poem or their They are to try to reassemble poem is about (theme). the other three as the clay. response to the poem. the poem. thinking class: discuss the a that informed the annotate. Each pair is given decision-making process. R11- investigate the different ways familiar themes are explored and presented by different writers. 4: create a Sculptor describes her choices In pairs: pupils are each given Whole of copy one or of the two poem features to to explore, from: the type of verbs used; metaphor; simile; personification; choice of nouns; use of rhythm and rhyme; alliteration; structure. Whole class feedback with teacher annotating poem on OHP. to the rest of the class. Whole class: everyone to Helen Douglas Lesson 14 R5 trace the development of themes, values or ideas in texts. R10 - analyse the overall structure of a text to identify how key ideas are developed. Page 14 Pair work: each pair is given a Whole class: show the actual Individually pupils design a copy of The Jaguar by Ted poem and read it through. poster inspired by either The Hughes, with all the lines cut Ask pupils what they think the Tyger or The Jaguar. Explain up. poem is about (theme). that the picture does not They are to try to reassemble the poem. have to be representational. In pairs: pupils are each given Whole class: discuss the a that informed the annotate. Each pair is given computer suite is available: one to search for images on the Show the actual poem and explore, from: the type of internet and design a poster read it through. verbs used; metaphor; simile; to illustrate one of the poems. thinking decision-making R11 - investigate the different ways familiar themes are explored and presented by different writers. 03/03/2016 process. copy or of the two personification; poem features choice to of nouns; use of rhythm and rhyme; alliteration; structure. Whole class feedback with pupils annotating their own copies of the poem. An alternative, if the No plenary in this lesson. Helen Douglas Lesson 15 Page 15 R11 - investigate the different ways familiar themes are explored and presented by different writers. 03/03/2016 In pairs or small groups: pupils Whole the Individually: pupils to write a Whole class: feedback one explain made the in Assessment Using choices they annotated copy of The Tyger comparative essay using their similarity designing their on the OHT and the pupils’ own between the two poems. copies of The Jaguar, the Writing teacher demonstrates how to provided to guide and assist. poster. notes and frames the OHT. will be or difference write the opening paragraph Wr1 – planning, drafting, proofreading and presenting writing, taking account of the time available Wr11 – complex clearly class: to an essay comparing two Emphasize that pupils need to poems. Pupils contribute to comment on the effect, not the demonstration with ideas. just the technical feature itself. explain ideas In lesson thirteen pupils will be formatively assessed on their understanding of The Tyger by William Blake at several points during the lesson. In lesson fourteen pupils will be formatively assessed on their understanding of The Jaguar by Ted Hughes at several points during the lesson In lesson fifteen pupils will peer assess posters. In lesson fifteen pupils will be summatively assessed on their comparative essay for objectives stated. Differentiation 13 – more able pupils will be given more complex features to annotate 14 - more able pupils will be given more complex features to annotate 15 – writing frames will be distributed to pupils according to need. Homework Week 6 15 – write up neat copy / final draft of poetry comparison Objectives Introduction Development Development Plenary Helen Douglas Lesson 16 Page 16 Wr2 – re-read work to anticipate effect on the reader and revise style and structure with this in mind. 03/03/2016 As a whole class, devise a Show on OHP or whiteboard, Individual work: pupils are to In pairs, explain one of the success the draft of Blake’s The Tyger choose one of the poems changes you have made in and the final version. from their poetry portfolio and your poem and why. criteria for writing poetry. edit it. In pairs pupils read through the draft and discuss the choices Blake made when Ensure each desk has access to a dictionary and thesaurus. drafting the poem, using the worksheet questions as a guide. Whole class buzz session to check understanding. Lesson 17 Wr2 – re-read work to anticipate effect on the reader and revise style and structure with this in mind. Whole class cloze exercise on Individual work: pupils are to In pairs, explain one of the The Road Not Taken by Robert Whole class: use examples of choose another one of the changes you have made in Frost work from anonymous pupils poems your poem and why. and ask their peers to suggest portfolio and edit it. – experiment with different language choices to imply meaning their poetry possible ways of improving the work. Wr7 from Ensure each desk has access to a dictionary and thesaurus. Helen Douglas Lesson 18 Page 17 Wr1 – planning, drafting, proofreading and presenting writing, taking account of the time available Wr11 – complex clearly Assessment explain ideas Individual success work: criteria 03/03/2016 using the the In pairs pupils to come up with Individually, students to write Whole class activity: weakest pupils 5 questions they would like to an explanation of one of their link ask the poet about a poem. poems, covering technical language devised in lesson 16, pupils are to self-assess their two finished poems ladder. against a marking ensuring that they address all of the questions. Feedback into whole class so style quiz on poetry, and the poems that have been explored during the unit. that there are between 5 and 10 generic questions that could be asked of any poem. In lesson sixteen, pupils will peer assess their own poetry. In lesson seventeen, pupils will peer assess their own poetry. In lesson eighteen, pupils will self assess their own poetry. In lesson eighteen, pupils will be summatively assessed on their explanation essay and two finished pieces of their own poetry against Wr2 Wr6 Wr7 and Wr8 Differentiation Lessons 16 & 17 – more able pupils can continue to edit further poems from their portfolio. Lesson 18 – less able pupils may choose fewer questions to answer. Homework Lesson 16 – finish editing poem and type or write up a clean copy Lesson 17 – finish editing poem and type or write up a clean copy Lesson 18 – finish poetry explanation and email to teacher