Learning Objectives (Pupil-Friendly Language)

Learning Objectives (pupil-friendly language):

To read and enjoy the poem, then explore the main characters and consider why they acted as they did; can their actions be justified and do we see them as heroes or villains?

Resources and lesson preparation required:

Copies of the poem (one per pupil) printed on coloured paper to make reading easier for dyslexic pupils[L R4]

Pair of coconut shells/ plastic cups per group of 5

Discussion Cards for Jigsawing activity (one set per Home group)

Homework sheets (differentiated)

Video camera

Starter: (0 – 8)

Show gothic images on the interactive whiteboard, with sound effects of a whistling wind if possible[L R5].

Q – What atmosphere is created?

Take suggestions – use a random method (e.g. select a name from a hat) to choose pupils and invite them to offer ideas before opening to the floor.

Show the first three lines of the poem on the interactive whiteboard. Allow some thinking time while register is taken.

Q – What atmosphere is created?

Q – Which words and ideas suggest this? (Identify gothic images – moon, wind in trees, purple moor, etc.)

Q – What do expect this poem will be about?

Q – If there are characters in the poem, what might they be like?

Record suggestions.[L R6]

Introduction: (9 – 25)

Explain the lesson objectives.[L R7]

Divide the class into mixed-ability groups of 5, reminding them of the ground rules if they need to move seats to form the groups[L R8]. (Groups pre-arranged. Ensure X is not sitting near Y[L R9].)

Each member of the group is allocated a part: Bess / Highwayman / Tim the ostler / soldier 1 / soldier 2

The groups then each prepare a dramatic reading of the poem. Provide each group with coconut shells or a pair of plastic cups to help them create the horse hoof beats rhythm.

Allocate TA to group with A and B to provide support with reading[L R10]. (Discussion with TA about A and B’s needs has taken place prior to the lesson.)

When each group has read and prepared their version of the entire poem, organise a shared presentation of the poem with each group presenting a few stanzas in sequence (Class of 30 with 6 groups of pupils, so each group will present 3 stanzas: group 1 would present 1-3, group 2 would present 4-6, etc.).

TA to film preparations and presentation for future class use.

Development: (25 – 50)

• Return to the predictions made in the Starter activity – was the poem about what you had thought? Why / why not? Oral assessment / feedback.[L R11]

Jigsawing activity[L R12]

• Use the groups from the Starter activity as the Home groups and form Expert groups according to the characters they played. i.e. everyone who played Bess forms one expert group, everyone who played the Highwayman forms another expert group, etc.
• Provide each Expert group with a Discussion Card and ask them to discuss the points and make notes. You may wish to use the notes on the Teacher Prompt card to encourage the discussions. Teacher to circulate to support where necessary. [L R13]

N.B. It is important for each member of the Expert groups to make notes in order to equip them for the feedback to their Home groups.

• Expert groups break up and Home groups are reformed. Each character reports back.
• N.B Ensure grouping is appropriate - TA to support A; peer to support B[L R14]

Plenary: (51 – 60)

Heroes and villains.

Discuss the moral issues the poem presents us with, e.g.

• The Highwayman was a criminal but was loyal to his lover
• Tim the ostler was an honest worker but tipped off the soldiers when he saw the girl he loved with a highwayman
• The soldiers were doing their duty in apprehending a criminal, but acted spitefully towards Bess
• Bess committed suicide - a mortal sin - in order to save her lover

Direct higher-order questions to the more able.[L R15]

Arrange a vote to identify who the class would laud as heroes or condemn as villains. Do you think the poet wanted us to see the characters in this way? Why / why not?

Return to lesson objectives and discuss whether they have been met[L R16]. (2.1h to be covered in a subsequent lesson, using film footage of group preparations and presentation of the poem.)

Homework:[L R17]

The Ghost Story. Continue the narrative in prose or as a poem, focussing on the actions of the Highwayman and Bess. Do they try to get revenge on Tim the ostler? Do they try to get revenge on the soldiers? And what happens to Bess’s father, the landlord?

Notes for this task are provided to pupils on handouts; handouts are varied for differentiation purposes; some include a writing frame.

This resource was downloaded from – The Training GroundPage 1 of 3

[L R1]1Q2 ‘Promote good progress and outcomes by pupils’

[L R2]1 Q5 ‘Adapt teaching to respond to the strengths and needs of all pupils. Q6 ‘Make accurate and productive use of assessment’

[L R3]1 Q3 ‘Demonstrate good subject and curriculum knowledge’

[L R4]1 Q5 ‘Adapt teaching to respond to the strengths and needs of all pupils’

[L R5]1 Q4 ‘Plan and teach well structured lessons’

[L R6]1 Q25b ‘Promote good progress and outcomes by pupils’

[L R7]1Q6‘Make accurate and productive use of assessment’

[L R8]1 Q7 ‘Manage behaviour effectively to ensure a good and safe learning environment’

[L R9]1 Q5 ‘Adapt teaching to respond to the strengths and needs of all pupils’

[L R10]1 Q5 ‘Adapt teaching to respond to the strengths and needs of all pupils’. Q8 ‘Fulfil wider professional responsibilities’

[L R11]1Q6 ‘Make accurate and productive use of assessment’.

[L R12]1Q4 ‘Plan and teach well-structured lessons’. Q7 ‘Manage behaviour effectively to ensure a good a safe learning environment’.

[L R13]1 Q2 ‘Promote good progress and outcomes by pupils’

[L R14]1 Q7 ‘Manage behaviour effectively to ensure a good and safe learning environment’.

[L R15]1Q5 ‘Adapt teaching to respond to the strengths and needs of all pupils’.

[L R16]1 Q6 ‘Make accurate and productive use of assessment’ learning?

[L R17]1 Q4 ‘Plan and teach well structured lessons’.