1. Starter: Write down as many words as you can, in 30 seconds, to describe this image.

2. Bayonet Charge
Learning Outcomes: All will be able to show that you understand the text and its meaning to you as a reader. Most will be able to write clearly using references (including quotations) from the text to support your interpretations. Some will be able to analyse the imagery and structure used by the writer using subject terminology.

3. Key Words patriotism enjambment imagery

4. Influences on the writer Ted Hughes wrote about World War One - The Great War that both his father and uncle fought in.

5. 1) Read ‘Bayonet Charge’ and highlight the images created
1) Read ‘Bayonet Charge’ and highlight the images created. 2) Next to these images annotate the techniques used and what effect these images may have on the reader. 3) Do you think all readers would respond in the same way to this poem? Explain your answer.
For a lower set, the pupils could highlight the similes in the poem and then draw them. They could then explain why they chose to represent the images like this and explain what makes it effective. There is a table in the Word document.

6. Some more questions to think about: 1) ‘Suddenly he awoke and was running’ Is he in a dream, or has he awoken from a dream? Explain with reference to the poem. 2) Underline any references to heat or cold. What do these suggest about the protagonist’s state of mind? 3) What effect does the continuation of the lines (enjambment) have on the reader? 4) Underline the verbs in the poem and comment on their effect. 5) How are powerful images, to express his fear, created in the poem?
Depending on the set, the pupils could annotate the poem themselves or use these questions to inform their response.

7. Extra ideas and questions to help you write a response 1
Extra ideas and questions to help you write a response 1. Fight or flight? Which is stronger: obedience to orders or survival? 2.What do you think the hare means/symbolises to the soldier? 3. Look carefully at the punctuation in this poem. Read the poem aloud and stop at each punctuation mark. What effect does the punctuation have on the meaning of the poem. (Think about pace)
This slide is designed as an extension for some pupils.

8. Tips for writing a response to the poem ‘Bayonet Charge’:
Use MISSILE to help you plan your response.
Write a paragraph for each letter of MISSILE.
In each paragraph, refer to the poem by quoting specific words and phrases.
Interpret your quotes by explaining the meaning.
Analyse the language, form and structure by using specific terminology and explaining the effect on the reader.

9. MISSILE
M = meaning, themes, ideas I = Imagery S = Sound S = Structure I = Influences on the writer L = Language E = Evaluate readers’ response
Write or draw in books

10. Writing a Response MISSILE WHAT THIS MEANS KEY WORDS/PHRASES MEANING
Talk about the main themes and ideas in the poem
This could mean …
One interpretation …
We can infer…
IMAGERY
The key images in the poem
Simile, metaphor, personification, senses
SOUND
The techniques the writer uses to allow us to hear the poem
Alliteration, onomatopoeia, plosives, assonance, sibilance
STRUCTURE
How the poem is put together
Title, start, ending, enjambment, layout, rhyme scheme, listing, triplets
INFLUENCES ON THE WRITER
When and where it was written. What key conflicts were happening at the time
LANGUAGE
The language the writer has used to create specific effects
key words, semantic field, contrasts,
EVALUATE READERS’ RESPONSE
Judging how a reader might respond to the poem (now and when it was written). Do we learn anything?
We might infer…
A reader may feel…
In response to this …
We may judge that …

11. Use the marking grid to peer assess each other’s responses.
Skills
Yes
Some times No
Show that you understand the poem and its meaning to you as a reader
Use references (including quotes) from the poem to support your interpretations
Analyse the language, form and structure using subject terminology
Be able to compare poems and write about the contexts in which they were written
Your spelling, punctuation and grammar is accurate
WWW:
EBI:

12. Plenary What reason do you think Ted Hughes to write this poem
Plenary What reason do you think Ted Hughes to write this poem? Do you think he achieved his aim?