the effects of Learners are given poetic devices. a poem (ideally Groups peer assess same one from paragraphs and Recap skills previous lesson but nominate one they from previous on individual think is successful. lesson and sheets) and asked remind learners to find specific of the examples to importance of comment commenting on effects of devices when identifying them. 4.To be able Each learner is Learners work in Look at whole poem and Learners review any ‘Mother, to analyse a provided with a groups to develop evaluate predictions. process of distance’ poem text word from a predictions and write Elicit the need to take into analysing effectively at poem. statement to put up account whole text when language at word word level. on board. analysing. level. Why is it Inform learners important to take that words are Learners highlight into account from a poem. Elicit the fact that a additional words that whole text, even Ask to predict number of help they think are significant. when only what the poem them to make more focussing on one might be about Learners answer the word? ‘confident’ using predictions. Can they following questions, connotations of spot any patterns justifying responses with Learners word given. (e.g. all negative/to analysis of language used complete model at word paragraph. do with death etc.)? - Can you spot any patterns?
the effects of poetic devices. Recap skills from previous lesson and remind learners of the importance of commenting on effects of devices when identifying them. Learners are given a poem (ideally same one from previous lesson but on individual sheets) and asked to find specific examples to comment Groups peer assess paragraphs and nominate one they think is successful. 4.To be able to analyse a text effectively at word level. Each learner is provided with a word from a poem. Inform learners that words are from a poem. Ask to predict what the poem might be about using connotations of word given. Learners work in groups to develop predictions and write statement to put up on board. Elicit the fact that a number of help them to make more ‘confident’ predictions. Can they spot any patterns (e.g. all negative/to do with death etc.)? Look at whole poem and evaluate predictions. Elicit the need to take into account whole text when analysing. Learners highlight additional words that they think are significant. Learners answer the following questions, justifying responses with analysis of language used at word - Can you spot any patterns? Learners review process of analysing language at word level. Why is it important to take into account whole text, even when only focussing on one word? Learners complete model paragraph. ‘Mother, any distance’ poem
Topics.Themes.docx