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:
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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
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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
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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
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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
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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