Short Term Plan Poetry

Unit: Poetry Bridging Unit
Year: 9
Week: 1 / Word: W7 – Recognise layers of meaning in the writers’ choice of words.
Reading: R10 – Comment on interpretations of the same text or idea
Speaking & Listening and Drama: S&L10 – Contribute to the organisation of a group activity in ways that helps to structure plans, solve problems and evaluate alternatives.
GCSE English Lit:
AO1 – Respond to texts critically, sensitively and in detail selecting appropriate ways to convey their response.
AO2 – Explore how language, structure and form contribute to the meanings of texts, considering different approaches to texts and alternative interpretations.
GCSE English:
AO1 – Adopt roles and communicate with audiences using a range of techniques. / Resources:
§ ‘Stealing’, Duffy
§ Examples of techniques for dramatising poems
§ Examples of useful questions to ask
§ Poetry anthology
§ Self and peer assessment sheet
Opportunities for differentiation:
§ Student groupings

Lesson 1

/ Using mini-whiteboards, ask students to brainstorm the number of different ways that a poem can be brought to life in a dramatic presentation e.g. dramatising dialogue, adding sound effects. See helpsheet. / Introduce the bridging unit and link the Y9 objectives to the GCSE assessment criteria that relate to poetry. Establish creative responses to poetry as an important first step on the route towards a critical response. Set task: in groups students to prepare a reading of ‘Stealing’ by Duffy. Each reading should reveal and reinforce the meaning they find in the poem. / Organise students into groups. Students read the poem, discuss their understanding of it and prepare their presentation. / Students present their dramatic readings of ‘Stealing’ to each other. While watching other groups perform the students must try to identify the techniques used (they could refer to the list generated from the starter), and the impact on the audience. When all groups have presented, the students can discuss as a class which techniques were most effective, similarities and differences between the presentations of the thief, what they found most challenging etc. / Possible self and peer assessment of group work. See proforma.
Lesson 2 / Self-evaluation of previous task: What questions was it important to ask yourself / the rest of the group when preparing your reading? Students brainstorm on mini-whiteboards and feed back to create a class list. Tell students they will find these useful prompts in today’s lesson. See helpsheet. / Re-cap on what the class deemed to be the most effective techniques used in the previous lesson. Perhaps display list of techniques from previous starter. Ask the students how the dramatic approach to the poems helped them develop their understanding. Introduce the theme of ‘Portraits of People’. Set task: in groups students to prepare presentations of different poems on this theme. / Organise students into groups and allocate each group a poem from the ‘Portraits of People’ anthology. (This allows for differentiation). Students should read poem, ask themselves / each other questions and rehearse their presentation. / Students should have a run through of their presentation and identify one strength and one thing to improve upon. This could also be done effectively using cassette recorders – students record their reading and then listen back to it to help them assess it. The group should make a note of their target for improvement.
Lesson 3 / Groups should remind themselves of the target they set themselves in the previous lesson. Students should have a final run through of their presentation. / Group presentations. Allow two minutes after each presentation for the other groups to discuss what they have seen and within their groups agree one positive comment and one question. Then allow a further five minutes for each group to make their comment and ask their question. / Possible self and peer assessment. See proforma.
Unit: Poetry Bridging Unit
Year: 9
Week: 2 / Objectives:
Word:
W7 – Recognise layers of meaning in the writers’ choice of words
Sentence:
S4 – Integrate quotation effectively
Reading:
R7 – Compare the presentation of ideas, values or emotions in related or contrasting texts
R12 – Analyse and discuss the use made of rhetorical devices in a text
R17 – Compare the themes and styles of two or more poets
Writing:

W17 – Cite specific and relevant textual evidence to justify critical judgements about texts

GCSE English Lit:
AO1 – Respond to texts critically, sensitively and in detail selecting appropriate ways to convey their response.
AO2 – Explore how language, structure and form contribute to the meanings of texts, considering different approaches to texts and alternative interpretations.
AO3 – Explore relationships and comparisons between texts, selecting and evaluating relevant materials. / Resources:
§ Poetry anthology
§ Mini-whiteboards
§ Copies of comparison grid enlarged onto A3 for students and some on OHT.
§ Model introductions
Opportunities for differentiation:
1. Allocate poems to be compared according to ability.
2. Or, all students compare the same poems but allocate students different parts of the comparison grid according to ability.
3. Copies of the poems with key quotations already highlighted could be made available to the less able.
4. Alternatively, the less able could be given a copy of the grid with the Point already made but they have to find the Evidence and Explain it.
5. The more able could compare a third poem or a comparable piece of prose.

Lesson 1

/ Introduce main task: Compare the presentation of people in ______and ______. (Specify two of the anthology poems.)
For the starter students should identify elements of the poems for comparison. E.g. language, structure, author’s attitude etc. This can be done as a brainstorm using mini-whiteboards. Take feedback to create a class list.
Link the task set to the objectives. Highlight key words and phrases. / Introduce comparison grid. Many of the ideas from the starter should feature here. Add any others that the students have thought of. Explain that this grid will help them structure their response and draft their essay.
Re-cap on PEE and explain that students should use this formula when completing the table. (Link to objective S4 and Wr17.) Model how to do this by starting to fill in a copy on OHT. / In pairs students to complete one section of the comparison grid for each of the given poems – one student to write on paper copy the other on OHT copy. / Select pairs to feed back to the class on the section they have completed using the OHT. Other pairs who have completed the same section should be invited to add points / offer alternatives. Students should make notes on the sections completed by others. Encourage all students to question / develop ideas presented. (Those students who have written on OHT in the previous part of the lesson will need a paper copy of the grid for the plenary.) / After this lesson, collect in the OHTs and photocopy them. Hand photocopies back to these students so that they have a paper copy of their notes for that section from which to work.
Lesson 2 / Introduce the GCSE criteria against which the essays will be assessed. Explain any that the students do not understand. Remind students that they should refer to this while writing their essay to make sure they are fulfilling the criteria. / Provide a model of two introductions – one good, one not so good, (ideally taken from GCSE poetry work). Students should annotate them to show strengths and weaknesses. Take feedback to annotate class copy on OHT. Identify the key features of an effective introduction. / Students write their own introduction. They should then swap with a partner and assess against the agreed key features from the starter. / Students improve their own introductions and highlight / annotate them to show use of the key features. Or, students could produce top tips for writing an introduction.
Lesson 3 / Terms of comparison and contrast revision starter. Paired competition: one pair of students competes against another pair to come up with as many terms of comparison and contrast as possible. The pair with the most can feed back to the class to create a list on the flipchart / OHT. The rest of the class can add any others they may have. Display in a prominent area. / Explain to the students that they will need to use these terms in their critical comparison. Use of these will help to blend the division between the two columns on the grid and make their writing more fluent. Model how to use the grid and terms of comparison and contrast to write the first paragraph of the main body of the essay. / Students should write up their essay using the grid and terms from the starter. / Finish writing main body of essay and think of key features of an effective conclusion.
Unit: Poetry Bridging Unit
Year: 9
Week: 3 / Objectives:
Word:
W7 – Recognise layers of meaning in the writers’ choice of words
Sentence:
S4 – Integrate quotation effectively
Reading:
R7 – Compare the presentation of ideas, values or emotions in related or contrasting texts
R12 – Analyse and discuss the use made of rhetorical devices in a text
R17 – Compare the themes and styles of two or more poets
Writing:

W17 – Cite specific and relevant textual evidence to justify critical judgements about texts

Lesson 1

/ Take feedback on h/wk from previous lesson = key features of an effective conclusion. Start by establishing the purpose of a conclusion and then consider the features that enable it to achieve this. Write these up as the success criteria for writing in today’s lesson. / Teacher demonstration:
Show the students how you would begin to write a conclusion for this essay. Invite student contributions to help continue the second sentence. / Students write their own conclusions using ideas from starter as prompts:
§ The more able can start their own from the beginning.
§ Students of middling ability can continue from where the class left off.
§ You might continue shared composition with a small group of the less able. / Students should proof read their own essays and check the effectiveness of their conclusions against the success criteria generated by the starter. / Teacher to select and collect in the essay from one student for use in the introduction of the following lesson.
Lesson 2 / Success criteria starter:
How many of the success criterion can the students remember? (Without looking at their sheets!)
Take feedback and fill in any gaps. Tip! If the criterion are already printed on OHT strips they could be displayed on the OHP as they are identified by the students and the ones they miss can quickly be presented.
Tell students they will need to refer to their copy of the criteria in the lesson and so to have it to hand. / Introduce task: students are going to assess each other’s work against the GCSE criteria.
Teacher demonstration of approach to peer assessment. Having copied one student’s essay onto OHT show how you would begin to assess it by annotating / highlighting where students have hit criteria. After having provided a couple of examples invite suggestions from the students. / Organise students into pairs (you may wish to allow students to work with their friends so they feel comfortable sharing their work or, if there are good relations between most students, you may wish to pair students of different abilities).
Students to assess each other’s work as demonstrated by the teacher. Students to then summarise their partner’s success:
On their sheets with the criteria printed, students should tick the criterion their partner has met and highlight any that have not been met. They should then write two sentences at the bottom of the sheet detaining one strength and one area for development. Students to return work to its author. / Students to read the notes made by their ‘critical friend’ and improve their essay accordingly. Students to annotate / highlight where they have made improvements and the criteria they have now fulfilled. / Students to write up essay in neat to submit to the teacher for assessment. They should also hand in their annotated draft so that the teacher can see how they have used their partner’s feedback to improve.