1. Year: 8Class: URK Date: 30/01/14 Period: 3 Group Details: SEN Pupils: LESSON PLAN Year: 8Class: URK Date: 30/01/14 Period: 3 Group Details: SEN Pupils: 1. Fred Smith – focus, confidence 2. Bob Jones – dyslexia, verbally strong but struggles on paper 3. Tim Small – ASD – needs clear structure 4. George Wise – G and T Subject: EnglishTopic: Using imagery e 2. Bob Jones – dyslexia, verbally strong but struggles on paper 3. Tim Small – ASD – needs clear structure 4. George Wise – G and T Subject: EnglishTopic: Using imagery

2. Teaching and Learning Content: Outline of teaching/learning objectives/intentions for the lesson: Learning intention: To analyse imagery in Plath’s poem and use it as a stimulus for writing their own imagery All will: 1. Select examples of imagery from Plath’s poem that represent details of the poem’s persona and comment on their effects 2. Write their own descriptions of themselves using imagery Most will: do the above plus acknowledge the varied effects of Plath’s imagery and use this ambiguity in their own descriptions Some will: do the above plus have demonstrated exceptional control and insight when analysing the effects of imagery and used a dynamic, eye-catching selection (e.g. extended metaphor) in their own writing

3. Brief lesson plan: Starter: Boys listen to Plath’s poem ‘Mirror’ and work out what the poem is about as a class. Tasks: i. Initial discussion on why we came up with a variety of answers for the poem. Questioning to lead to an understanding that Plath’s use of imagery creates thought- provoking, ambiguous responses. Briefly review what imagery is. ‘No hands up’ rule. ii. Re-read Stanza 2 with partner and select imagery that reveals details about the female persona in the poem. Whole- class feedback to analyse prominent images picking out their effects and their effectiveness – include simple images (simile/metaphor) to the more challenging (motifs/ extended metaphors). Review and check for understanding.

4. iii. Each student to be handed a mirror and encouraged to analyse their physical features, particularly those that reveal anything about their personality or life experiences e.g. a scar, laughter lines. iv. Students will then write a couple of sentences using imagery to describe themselves. Modelled example will be displayed for those that need it. Feedback throughout this writing task where class can comment, stretch, improve each other’s work.

5. Plenary: i. Boys will read their descriptions to a partner and comment on the various impressions they got of each other from their descriptions and the effectiveness of their choices. ii. Relate their writing back to Plath’s poem and prompt boys how they can use imagery going forward in their work.

6. Follow up work (including homework, where applicable): Pupils to write their own ‘Mirror’ poem which reveals details about themselves through their imagery choices.

7. I am silver and exact. I have no preconceptions. Whatever I see I swallow immediately Just as it is, unmisted by love or dislike. I am not cruel, only truthful – The eye of a little god, four-cornered. Most of the time I meditate on the opposite wall. It is pink, with speckles. I have looked at it so long I think it is a part of my heart. But it flickers. Faces and darkness separate us over and over. Now I am a lake. A woman bends over me, Searching my reaches for what she really is. Then she turns to those liars, the candles or the moon. I see her back, and reflect it faithfully, She rewards me with tears and an agitation of hands. I am important to her. She comes and goes. Each morning it is her face that replaces the darkness. In me she has drowned a young girl, and in me an old woman Rises toward her day after day, like a terrible fish. Sylvia Plath

8. Types of Imagery: It was dark and dim in the forest. – The words “dark” and “dim” are visual images. The children were screaming and shouting in the fields. - “Screaming” and “shouting” appeals to our sense of hearing or auditory sense. He whiffed the aroma of brewed coffee. – “whiff” and “aroma” evoke our sense of smell or olfactory sense. The girl ran her hands on a soft satin fabric. – The idea of touch in this example appeal to our sense of touch or tactile sense. The fresh and juicy orange are very cold and sweet. – “fresh and juicy” and “cold and sweet” when associated with oranges have an effect on our sense of taste or gustatory sense.

9. Task: Write down a couple of sentences describing what you are like using imagery. Concentrate on what is on the outside and what is on the inside. Her hair is a fearsome shrub, struggling for light and cultivation. Her eyes, which used to be called bluebells, are now faded and forlorn.

10. Task: Write down a couple of sentences describing what you are like using imagery. Concentrate on what is on the outside and what is on the inside. Her hair is a fearsome shrub, struggling for light and cultivation. Her eyes, which used to be called bluebells, are now solid lumps of soil. Upon her face is a mouth drawn towards the earth as if pulled down by the grips of some malevolent weed.

11. 1. What impression do you get of your partner by their choices of imagery? 2. Is there more than one impression they manage to give? 3. How do they manage to do this? 4. Is their imagery effective?