1. prepare a presentation about them to the rest of the class.
Poetry
Year 9
LO: To research the biographical and historical background of our poets and
prepare a presentation about them to the rest of the class.

2. Meet the Teams

3. Task
In today’s lesson you will work in your teams to research your poet.
20 minutes: collect key information about the life, work and times in which your poet was living and writing. (using approved sources)
Collate your information and discuss the most interesting and relevant material you have found.
In tomorrow’s lesson you will put together a 5 minute presentation about your poet.

4. Approved sources GCSE Bitesize (search the poet’s name + context)
The British Library:
Poetry Archive

5. Homework Task
Design a team logo and slogan to represent your poet to be displayed on the wall.
Your team will vote on the best one to use to represent them. (SPI point to winning designer)
Due Monday 27th February.
Extra challenge: Over the next two weeks, each team must learn one of their poet’s most well known poems by heart! Each team member can learn a different poem if preferred. We will then have a poetry recital on Friday 10th March with prizes given and a guest judge!

6. Group Presentations Should be no more than 5 minutes
Every group member has to take part
Can be imaginative and creative e.g. uses props/music/drama/pictures/maps etc.
Must not use power-point!
Must not be read out. (No scripts!)
Must include at least one quotation from a poem they have written.

7. Group Lessons
LO: To prepare a lesson to teach the rest of the class a poem by your poet.

8. Task
Work in your groups to devise a lesson to teach the rest of the class.
Team Rossetti: Sister Maude
Team Armitage: Hitcher
Team Browning: My Last Duchess
Team Duffy: Salome

9. Lesson Your lesson should include:
A starter activity to introduce your poem, this could be a question linked to one of the themes of the poem.
A main activity which gets the class to focus on language, structure and form.
A plenary which checks the class understanding of the poem.

10. Extra Challenge You could produce a resource to support your lesson.
You could design a quiz to test the class’ understanding of the poem.

11. Recap LO: To review the poems we have covered
To discuss the emotions and develop our reader responses.

12. Discuss
Of the poems we have covered so far, which do you prefer and why?
What do you notice about them? How are they similar?

13. Mini sagas
A mini-saga is a story that has exactly 50 words (not 49, and not 51!).
You are going to re-write the story of My Last Duchess as a mini saga.
You will need to think carefully about your word choice and try to capture the tone, themes and events of the original poem.
EXT: What element does My Last Duchess have at the end that you also need to consider?

14. Guide Start by thinking of the story of your poem.
Write a version of the story that isn’t too long.
Shorten your story. Take out any words that are not absolutely necessary. How many words are there?
Now shorten your story again. How many words are there? At this point you may need to change words or sentences to make exactly 50 words.

15. Example Mini Saga The True Story of Little Red Riding Hood
The wolf stood in court charged with trespassing and the murder of Grandma.
“I haven’t eaten that granny”, he pleaded. “Besides grannies are not tender enough for my taste.”
In the back of the court stood a girl in red, still picking her teeth and letting out a small burp.
This is a good example because it has a twist, just like My Last Duchess…

16. Check your learning Swap mini sagas with a partner. Have they:
Included a beginning, a middle and an ending which correlates with the poem?
Captured the tone and themes of the poem?
Made it entertaining?
Added the final twist?

17. LO: to analyse and compare two poems we have studied.
Comparing poems
LO: to analyse and compare two poems we have studied.
To write about the effect of the poet’s use of language to convey ideas.

18. SMILER  Structure * Meaning Images * Language * Emotion
Reader’s response
*These three aspects – structure, images and language - are what help to make the meaning and emotion clear. They also influence the reader’s response.

19. Poetic techniques: key words
Before we can really start to analyse a poem in depth, we need to check we understand and can use some key words.
Which words do you think we will need? (use your glossary)

20. Poetic techniques: key words
How confident are you in using these terms?
You won’t need all of them to talk about your poems, but you will need to use them all to analyse other poems you will study in the future.

21. Relating the techniques to a poem
Work in pairs. Find examples of where in The Hitcher Simon Armitage has used the following techniques:
personification
rhyme
narrator (1st or 3rd person?)
metaphor
enjambment
Annotate your own copy of the poem to show you can identify the techniques.
Extra challenge: can you see any others? What do you notice about the poet’s choice of language?

22. Relating the techniques to our poem
Did you find these examples, or others?
personification
rhyme
narrator (1st or 3rd person?)
metaphor
enjambment
Others:

23. Language, images or structure?
Which of the techniques can be used to talk about these different aspects of the poem?
language
images
structure
short lines
italics
stanzas
What else do you notice about the poem’s structure?

24. The effect of using the techniques
Extension:
What effect do these techniques have on our understanding of the meaning and emotion in the poem?
Choose a technique. Write a few sentences to show how and why it is used in the poem. For an example, see the next slide ...

25. The poet emphasises his message by using repetition, beginning many of the stanzas with ‘Dem tell me’. This calls attention to his words and gives them an assertive, accusing tone. He repeatedly challenges these points with ‘but dem never tell me ...’, which shows that the problem is ongoing. People keep telling him about one version of history, but they never tell him about his own history.

26. Plenary Turn to a partner.
Tell them about one poetic technique that you have learnt in this lesson.
Show them an example of where it is used in the poem.
Try to tell them why the poet used this technique – what effect does it have?

27. Digging Deeper
Think back to SMILER . What aspects do we need to look at in more depth now?
Structure *
Meaning
Images *
Language *
Emotion
Reader’s response
*These three aspects – structure, images and language - are what help to make the meaning and emotion clear. They also influence the reader’s response.

28. Group Task
Each pair will choose a pair of poems to compare using SMILER as a model.

29. Pairs
Use the table to choose two poems that share similar themes. Then complete the venn diagrams to produce a detailed comparison of the two poems you have chosen. You should keep this table as a useful revision resource.

30. How to compare
On the following pages you will compare two of the poems we have studied.
Consider the things that are similar about them. Write these things in the middle part of the venn diagram. Things that are different should be written in the outside sections.
When you have completed the booklet, write a comparative PEE+E. Ensure that you use comparative language such as: both, similarly, however, whereas…
Hand your books in at the end of the lesson.

31. Structure and form
Poem 1:
Both
Poem 2:

32. Meaning
Both

33. Imagery
Both

34. Language
Both

35. Emotions
Both

36. Reader Response
Both

37. Homework
After Easter you will have a GCSE assessment on comparing two poems.
You will be given one poem and you must compare with another of your choice.

38. Example question
Compare the ways poets present the powerful emotions in ‘Sister Maude’ and in one other poem that you have studied.
[30 marks]
The named poem will be printed on the paper.

39. What are you being examined on?
(30 marks – AO1=12, AO2=12, AO3=6)
AO1
 Clear comparison
 Effective use of references to support explanation
AO2
 Clear explanation of writer’s methods with appropriate use of relevant subject terminology
 Understanding of effects of writer’s methods on reader
AO3
 Clear understanding of ideas/perspectives/ contextual factors shown by specific links between context/text/task

40. What you need to do
You will need to revise all of the poems we have studied. (Use SMILER)
You will need to learn quotes from each of the poems that show/suggest strong emotions.
Consider the different strong emotions expressed in the poems.
You will need to revise the context of the poems.
You will need to consider other interpretations.

41. Task
In our remaining lessons, create revision resources to help you prepare.
In today’s lesson you can work in your groups to prepare whole class resources to be added to my Blog. This could be a mind-map of the different strong emotions in your poem and a table to illustrate SMILER
Individual work will then be done in tomorrow’s lesson to produce venn diagrams/tables comparing the poems.
You can also create quote cards to test yourself.