Shown how to annotate Differentiated Students have books with everything – on the whiteboard. examples already highlighted and you have learnt. have to match to the devices. Extension What effect do these – devices have on the poem? LO: To Create a flow to Students to work from Students to look at the structure of Students are (or Coloured pens or understand show how to poem. Shown an example the poem at sentence level, stanza choose) a word pencils. the structure structure a of a Limerick; this has level and as a whole poem. related to the lesson. of a poem. paragraph. been annotated to show They must stand up form and structure. and point to someone in the class who must then give the meaning. That person then chooses the next person to pose a word. LO: To find the Finish the following Students to work from Use the evidence collected so far, Summarise today’s Coloured pens or author’s sentence and give poem. Students are a decipher the poem. topic in 5 sentences. pencils. intentions reasons. copy of Daffodils and a What is the poet trying to say? Reduce to 5 words. within a poem. Romantic poetry is… paragraph explaining the What evidence can you find to Now to 1 word. author’s meanings. support your argument? Within this evidence, what devices are used? Can this evidence have more than one meaning? How does our understanding of the poet’s life change our understanding of the poem? How does the poet want the reader to feel and why? LO: To dissect In five simples steps Students given a model Students to pick the paragraph. 5 top tips or Copy of model a model explain the paragraph for the question Focus on structure of the paragraph, golden rules about paragraph on A3. paragraph. following: How does the poet present language used, how the quotes are the topic for students
Shown how to annotate on the whiteboard. Differentiated – Students have examples already highlighted and have to match to the devices. Extension – What effect do these devices have on the poem? books with everything you have learnt. LO: To understand the structure of a poem. Create a flow to show how to structure a paragraph. Students to work from poem. Shown an example of a Limerick; this has been annotated to show form and structure. Students to look at the structure of the poem at sentence level, stanza level and as a whole poem. Students are (or choose) a word related to the lesson. They must stand up and point to someone in the class who must then give the meaning. That person then chooses the next person to pose a word. Coloured pens or pencils. LO: To find the author’s intentions within a poem. Finish the following sentence and give reasons. Romantic poetry is… Students to work from poem. Students are a copy of Daffodils and a paragraph explaining the author’s meanings. Use the evidence collected so far, decipher the poem. What is the poet trying to say? What evidence can you find to support your argument? Within this evidence, what devices are used? Can this evidence have more than one meaning? How does our understanding of the poet’s life change our understanding of the poem? How does the poet want the reader to feel and why? Summarise today’s topic in 5 sentences. Reduce to 5 words. Now to 1 word. Coloured pens or pencils. LO: To dissect a model paragraph. In five simples steps explain the following: Students given a model paragraph for the question How does the poet present Students to pick the paragraph. Focus on structure of the paragraph, language used, how the quotes are 5 top tips or golden rules about the topic for students Copy of model paragraph on A3.
Topics.Themes.docx