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POETRYCLASS
SCHEME OF WORK YEAR 8
LEARNING
OUTCOMES
EN1 : To
engage an audience by telling a poem to the class.
EN2 : To
understand how language is used in imaginative, original and diverse
ways
EN3 : To
exploit choice of language and structure to achieve particular
effects and appeal to the reader.
EN3 : To
analyse critically their own and others' writing.
ASSESSMENT
Poetry
reading: EN1: To
engage an audience by telling a poem to the class.
Wk 3 H/Wk
and lesson 10: EN2: To
understand how language is used in imaginative, original and diverse
ways.
Each week
homework: EN 3: To
exploit choice of language and structure to achieve particular
effects and appeal to the reader.
Each
lesson: Drafting and class feedback at end of lesson -
formative: EN3: To
analyse critically their own and others' writing
Sequence
and Content of Lessons
1:
Objective: Use talk to question and
develop thinking about complex ideas.
Explanation of the half term to come. Talk about the
concept of a writing workshop, and the fact that professional writers
pay a lot of money for them. Notebooks handed out. Brainstorm the
question 'what is poetry?'. Have a selection of poems ready to tackle
ideas such as subject matter, rhyming, language, dead/male writers,
only written in English, have to make sense etc. If time start with
the concept of free writing, making it clear that this writing will
not be read out, and will not be marked. Start free writing following
the sentence "All that winter..." and others of your own
choosing.
2:
Objective: Begin to develop confidence and a
sense of individual style in students' writing.
Continue with free writing. Write putting the word 'blue' in every
line, or ask each student to put their name at the beginning of each
line. Students can talk about themselves in the third person. Discuss
concept of "show me, don't tell me" and how this can be
done. [SEE LESSON PLAN]
3:
Objective: Continue to develop
confidence and a sense of individual style in students' writing.
Follow on from last lesson's work on the idea 'Show me, don't tell
me'. Students are going to produce their first finished poem, which
will be between five and ten lines in length. Start by choosing one of
the subjects I put on the board, and then writing what it
is/does/feels like, just like the colour poems from last week - can
finish that one if they want. Don't worry too much about redrafting at
this stage, the object is to just do it. Students then need to copy it
into neat, decorating the page if they want. These are to be handed
in, but will not be given a level. [SEE
LESSON PLAN]
4:
Objective: Continue to develop confidence and
a sense of individual style in students' writing.
Free writing in notebook. Give title and develop a list of words
associated with the subject. Then ban all of these words. Titles could
include Autumn, Water
H/Wk
- Pick a few lines from their free writing (min 5, max ten) and
rewrite these until they are happy with them. Present them nicely.
5:
Objective: Continue to develop confidence and
a sense of individual style in students' writing.
Talk about their free writing as a source of ideas. Choose one line
from any of their writing so far. Use this as the first line of a new
poem. Also: Discuss how to interest listeners when you are reading to
them (follow on from first readers - give lots of praise).
[SEE LESSON PLAN]
6:
Objective: Reread work to anticipate the
effect on the reader and revise style and structure with this in
mind.
Discuss editing and drafting -what are they? What problems did the
class have when they had to redraft for homework? Are they now 100%
satisfied with their work? Show a couple of poems in draft. Hand out a
boring poem and redraft as a class. Introduce idea of sharing work for
constructive criticism, what language is suitable and what is not?
What should be said? Make students aware how their comments might make
others feel. [SEE LESSON PLAN]
7:
Objective: Begin to explore the visual and
sound effects of language in a variety of poetic forms and
styles.
Introduce Kennings, using The Moon by Sue Cowling. Ask pairs to
make up a few Kennings for my suggested items. Build up to writing a
Kenning poem, with a final, complete draft finished - remember to
redraft as necessary.
8:
Objective: Continue to reread work to
anticipate the effect on the reader and revise style and structure
with this in mind.
Students read through their work so far and choose one of their
favourite pieces of work. They read through it in silence, changing
anything they are not happy with. Then they swap poems with someone
else in the class, who adds comments in pencil, bearing in mind the
rules we have already discussed. Remind class about dictionaries etc.
They need to write their poem up neatly, to be handed in by the end of
the lesson.
9:
Objective: Continue to reread work to
anticipate the effect on the reader and revise style and structure
with this in mind.
Continue with drafting process.
10:
Objective: Continue to explore the visual and
sound effects of language in a variety of poetic forms and
styles.
Explain what haiku are. Explain syllable count, but don't insist on
it. Discuss implications of only using a few words, and having to
choose the right word - how a correct one can say what ten wrong ones
say. Use one of my haiku to demonstrate this, and the effect different
words can have, e.g., 'swam' changed to 'flicked'. Individually write
Haiku, using pictures as stimulus. Swap poems for constructive
criticism, make adjustments where necessary.
11:
Objective: Develop experience of different
language choices to establish tone.
Introduce the concept of personification. Brainstorm emotions on
board, then close eyes to think what emotion would be like if it were
a person. Ban the name of the emotion. Students have to SHOW us who
their emotion is. Make notes on their character so they know him or
her very well - essential to write poem well.
12:
Poetry Celebration.
13:
Objective: Develop experience of different
language choices to establish tone.
Continue from lesson 11. Work into a finished state, using peer
evaluation as a tool while rewriting the poems.
14:
Objective: Develop a knowledge of how to
convey a sense of character and/or setting through the selective use
of detail, imagery or implication.
Divide the class into two. Each student is given a character and told
they have a secret, which they will make up themselves. The two poem
titles are: 'Half an hour before the mutiny' and 'Half an hour before
the school burned down'. Students have to write from their character's
point of view 'half an hour before. ...'
15:
Objective: Develop a knowledge of how to
convey a sense of character and/or setting through the selective use
of detail, imagery or implication.
Continue.
DIFFERENTIATION:
- Using
short as well as long poems, and some with a tight structure
allows everyone to shine.
- My
suggestions of subjects allows me to cater to the needs of the
individual without it being obvious to the whole class.
- The
drafting and suggestion process allows peer help, but in a
controlled environment. Students will probably choose to work with
someone they are comfortable with, so allow them the choice.
Return to Exeter
Model Introduction
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