used in a A4. Students to work from Annotate with the meaning in draw it themselves. poem. poem. student speak and 2 synonyms Then, get them to fill it with everything they have learnt (knowledge and skills) during the lesson. LO: To be able Give me 10 words Students to work from Find examples of poetic devices Write a poem, 5 lines Coloured pens or to find poetic that you relate to poem. Given sheet of throughout the poem. long and that rhymes, pencils. devices within poetry. They cannot poetic devices to use. Differentiated Students have summing up what you – a poem. be devices or Shown how to annotate examples already highlighted and have learnt today. structural features. on the whiteboard. have to match to the devices. Extension What effect do these – devices have on the poem? LO: To If a poem was a Students to work from Students to look at the structure of What skills have you Coloured pens or understand noise, what noise poem. Shown an example the poem at sentence level, stanza developed today? pencils. the structure would it be and why? of a Haiku; this has been level and as a whole poem. Choose one and of a poem.. annotated to show form explain how you have and structure. developed it…. LO: To find the Set yourself a goal Students to work from Use the evidence collected so far, Choose new Coloured pens or author’s for this lesson. What poem. Students are shown decipher the poem. words you have learnt pencils. intentions is it and why do you a copy of Spellbound and a What is the poet trying to say? today or in the last within a poem. want to achieve it? paragraph explaining the What evidence can you find to few lessons and write author’s meanings. support your argument? dictionary definitions. 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?
used in a poem. A4. Students to work from poem. Annotate with the meaning in student speak and 2 synonyms draw it themselves. Then, get them to fill it with everything they have learnt (knowledge and skills) during the lesson. LO: To be able to find poetic devices within a poem. Give me 10 words that you relate to poetry. They cannot be devices or structural features. Students to work from poem. Given sheet of poetic devices to use. Shown how to annotate on the whiteboard. Find examples of poetic devices throughout the poem. Differentiated – Students have examples already highlighted and have to match to the devices. Extension – What effect do these devices have on the poem? Write a poem, 5 lines long and that rhymes, summing up what you have learnt today. Coloured pens or pencils. LO: To understand the structure of a poem.. If a poem was a noise, what noise would it be and why? Students to work from poem. Shown an example of a Haiku; 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. What skills have you developed today? Choose one and explain how you have developed it…. Coloured pens or pencils. LO: To find the author’s intentions within a poem. Set yourself a goal for this lesson. What is it and why do you want to achieve it? Students to work from poem. Students are shown a copy of Spellbound 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? Choose new words you have learnt today or in the last few lessons and write dictionary definitions. Coloured pens or pencils.
Topics.Themes.docx