Learning Programme
Unit:6: Poems from
Different Cultures
Subject: English
Year 8
Title: Poetry comparative analysis
Learning objectives:
- read with insight and engagement making appropriate reference to texts and
developing and sustaining interpretations of them;
- select material appropriate to purpose, collate material from different sources,
and make cross-references;
- understand and evaluate how writers use linguistic, structural and
presentational devices to achieve their effects, and comment on ways language
varies and changes.
SMSC
Beliefs, religious or not, showing interest and respect for people’s values and
feelings; sense of enjoyment in learning about themselves, others and the world;
use of imagination and creativity; reflecting on key questions of meaning and
truth;
Examples: the responsibilities, rights of being members of families and
communities (local, national and global); ability to relate to others including a
range of religious, ethnic and socio-economic backgrounds;
Cultural traditions, respect for their own culture and that of others, an interest in
differences, understand, appreciate and contribute to culture; willingness to
participate and respond to eg artistic, musical, sporting, mathematical,
technological, scientific and cultural opportunities; respect diversity
Looks at a range of poems from different cultures, values and beliefs,
cultures and traditions.
Week
1
2
Description of work to be covered
Class work
Yr 8 Optional Test Week
Class work
Students will:
 Understand the terms ‘culture’, ‘stereotype’
and ‘identity’
 Begin by outlining some key poetic terms as
appropriate to the poems being studied
 Read the poems being studied with a view to
understanding broadly the content e.g. what
they are about
 Analyse the poet’s use of lexis, structure,
simile, metaphor, syntax, rhyme, rhythm in
shaping meaning
 Begin a close analysis of the first poem
‘Nothing’s Changed’
Homework
Students are asked to find out contextual information
about the poems and poets they are studying.
Students to also write summaries of the poems’
contents to illustrate their understanding.
3
4
Class work
Students will:
 Begin a close analysis of the second poem
‘Limbo’
 Analyse the poet’s use of lexis, structure,
simile, metaphor, syntax, rhyme, rhythm in
shaping meaning
 Explore the themes of their poems
 Make links between the two poems the
students have looked at so far (use of
comparison grid)
 Focus on similarities and differences in poetic
technique and the message/idea of each
poem
Homework
Students to complete an original poem based on
Limbo in preparation for presenting to the class
Class work
Students will:
 Begin a close analysis of the third poem
‘Vultures’ (X band) and ‘Island Man’ (y band)
 Analyse the poet’s use of lexis, structure,
simile, metaphor, syntax, rhyme, rhythm in
shaping meaning
 Understand how imagery creates meaning
within a poem

Understand how language and imagery is
used to create emotions within the reader
 Show understanding of the links between the
three poems by completing the comparison
grid
Homework
Students to storyboard in six shots the main
points of the chosen poem.
5
6
Class work
Students will:
 Understand how to use PEE within written
work through storyboarding
 Review comparison connectives
 Analyse how structure/layout holds a poem
together
 Compare the structure/layout of the three
poems being studied
 Show understanding of the
similarities/differences of the structure of each
poem being studied by completing the
comparison grid
Homework
Finish storyboarding activity if not completed in class.
Class work
Students will:
 Study the assessment criteria for reading
assessment for Poems from Different Cultures
 Complete a planning sheet in preparation for
the assessment (1 hour)
 Complete essay on comparing ‘Nothing’s
Changed’ to ‘Limbo’ and one other poem
Success criteria: Students will complete a comparative, GCSE style essay
based on the poems studied, which will focus on language, layout, themes and
feelings.
Assessment arrangements:
Assessment arrangements:
Students will sit the assessment in week 6. This will take place in controlled
test conditions and students will have exactly 1 hour to complete the written
assessment. Clean copies of the three poems will be provided for students.
Anthologies must NOT be annotated. Students to be given the question
prior to the assessment in order that one A4 sheet of planning notes can be
completed which can be used during the controlled assessment.
Extended learning:




Small group role-play where they act out their ideas.
Give students the following scenario: Students imagine that they are not allowed
to enter the dining room because a small group of students have decided that
they are better than them. Year tens outnumber this group, but the teachers are
backing the smaller group and insist that year tens must spend breaks and
dinners in the yard. Discuss the injustice.
Cloze activity on the events of each poem (see Cluster One Booklet resource).
S & L : Create an original poem based on the structure and rhythm of Limbo