2. Title: Juxtaposition
Starter – look at the list of KEY
WORDS, and work with a partner to
see how many of them you can
define!
Extra challenge – can you give
examples?
3. Learning Objective: by the end of this lesson, I
will understand the use of juxtaposition in a
text
All must know what juxtaposition is
Most should be able to identify and explain
juxtaposition in a text
Some could describe the effect of juxtaposition
in a text
Key Words
Juxtaposition
Key Questions:
What is juxtaposition, and why is it used?
4. Key Words
You have been given a list of key words
for this unit. ONYOUR OWN…
Colour in RED the words you have never
seen before or don’t know the meaning
of
Colour inYELLOW the words you have
seen, but are not confident using
Colour in GREEN words you know well,
and can identify in a text
5. Race Time!
Nominate a RUNNER and a SCRIBE.
The RUNNER’s job is to memorise the
image at the front of the room, then
describe it to the SCRIBE.
The SCRIBE’s job is to draw what the
RUNNER describes
You have three minutes! GO!
8. What juxtaposition can you see in
the poster?
The poster juxtaposes _______ with
_________.While the __________ is
____________, the ____________ is
____________.The juxtaposition
emphasises the ___________________.
I think Banksy was trying to show ______
________________________________
9. Title: Island Man
Starter: write down on
your whiteboardTHREE
things you remember from
last lesson.
If you remember more than
three things, choose the
most important ones!
10. Learning Objective: by the end of this lesson, I
will be able to write about juxtaposition in a
poem
All must be able to identify juxtaposition in the
poem
Most should be able to explain what the
juxtaposition shows
Some could describe the effect of juxtaposition
in the poem
Key Words
Juxtaposition
Key Questions:
How is juxtaposition used in the poem?
11. Exploring Juxtaposition
There are 8 photos around the room,
numbered 1-8
Divide them into 4 pairs of juxtaposing
images
When you have done so, note down why the
pictures juxtapose one another, and what
the juxtaposition reveals e.g.‘I juxtaposed
image A and image C.The juxtaposition
emphasises how isolated the village in image A is
compared to the city in image C.’
12. Island Man
Morning
and island man wakes up
to the sound of blue surf
in his head
the steady breaking and wombing
wild sea birds
and fishermen pushing out to sea
the sun surfacing defiantly
from the east
of his small emerald island
he always comes back groggily groggily
Comes back to sands
of a grey metallic soar
to surge of wheels
to dull north circular roar
muffling muffling
his crumpled pillow waves
island man heaves himslef
Another London day
A: Look for words in the poem which
remind you of the inner section of the
image
B: Look for words in the poem which
remind you of the outer section of the
image
13. What does the juxtaposition in ‘Island Man’
tell us about the speaker’s feelings towards
London?
In ‘Island Man’, the poet juxtaposes “……” with
“…..”.
“…..” makes you feel/think of…., whereas “….”
makes you feel/think of….
The juxtaposition tells us that the speaker
thinks/feels….
A further example of this is when the poet
juxtaposes…
14. Learning Objective: by the end of this lesson, I
will be able to explore urban imagery in a
poem
All must be able to define and identify urban
imagery (Level 4)
Most should be able to explain what the urban
imagery shows (Level 5)
Some could describe the effect of urban
imagery in the poem (Level 6)
Key Words
Urban imagery
Key Questions:
How is urban imagery used in the poem?
15. Use the video to answer the
following questions:
1) Who did the soldiers blame for injustice
and inequality?
2) What role were children expected to
take?
3) What vision did the new city planners
have for London?
4) What did William Beveridge want to see
happen in Britain?
16. The Plan for London
How much of the vision for London in
the 1940s exists today?
Why was/wasn’t it successful?
17. Look at the picture you have been
given and note down words or
phrases to describe it (2 minutes)
Now share your idea with your
partner.What differences are there
between the vision for Thamesmead,
and the reality?
19. Answer the following questions about the
poem in your book:
1) What sort of activities did the architects
imagine people doing in the new city?
2) Why does the poet compare the city to a
dream?
3) Why do you think the poet talks about the
future in the past tense?
4) What does the poet mean when he says he
pulled the future out of a “landfill site?”
5) Why, in the last line, does the poet say that this,
and other, futures are “extinct”?
6) What do you think is the overall message of the
poem?
20. Title: Extended Metaphor
Starter: what do we mean when we use
each of the metaphors below?Write your
answer (and the metaphor!) in your book
He’s a
little
monster
when he’s
tired!
She’s got
green
fingers
I’m
feeling
blue
today
I have a
sieve for
a
memory
This
place is a
prison
21. Learning Objective: by the end of this lesson, I
will be able to explore extended metaphor in a
poem
All must be able to define and identify
extended metaphor (Level 4)
Most should be able to explain what the
extended metaphor shows (Level 5)
Some could describe the effect of the extended
metaphor in the poem (Level 6)
Key Words
Extended metaphor
Key Questions:
How is extended metaphor used in the poem?
24. The Sea is a Hungry Dog
THINK to yourself – why might this
be a good way to describe the sea?
PAIR – tell the person next to you
what you thought!
SHARE with the rest of the class
25. The dog The sea
“He rolls on the beach all day” The waves from the sea spend all day
rolling up and down the beach.
“Hour upon hour he gnaws
The rumbling, tumbling stones,“
“Shaking his wet sides over the cliffs”
“He lies on the sandy shores,
So quiet, so quiet, he scarcely snores.”
“And 'Bones, bones, bones, bones!'
The giant sea-dog moans,“
“And when the night wind roars…
He bounds to his feet and snuffs and sniffs”
Extension: which metaphors make the sea seem
dangerous, and which metaphors make the sea seem safe
and quiet? Why do you think the poet juxtaposes such
different ideas about the sea?
26. Title: London
Starter: write down in your book the
THREE best things about London
When you finish, share your answers
with your partner!
27. Learning Objective: by the end of this lesson, I
will be able to explore the presentation of
London in a poem
All must be able to explain how the poet sees
London (Level 4)
Most should explain how the poet uses
personification to show his views (Level 5)
Some could describe the effect of the
personification and other devices in the poem
(Level 6)
Key Words
Personification
Key Questions:
How is London presented in this poem?
28. Homework – due …
Design a COLLAGE representing
what London means to you.Your
collage should include a mixture of
pictures and words
29.
30. Describing London
What words from the Wordle
can you link to the painting?
Based on the words you can see,
how do you think the poet feels
about London?
32. Group Research
Read your line, and prepare to feed back to
the class on what the personification shows
1) This City now doth, like a garment, wear
the beauty of the morning
2) Never did sun more beautifully steep
In his first splendour, valley, rock, or hill
3) The river glideth at his own sweet will
4) Dear God! the very houses seem asleep
33. How is London presented in ‘Upon
Westminster Bridge’?
Don’t forget to:
Use a quotation
Carry out word level analysis
Identify and explain the technique
Describe the effect on the reader
Link back to the question or the poet’s
view
35. Learning Objective: by the end of this lesson, I
will be able to explore the presentation of
London in a poem
All must be able to explain how the poet sees
London (Level 4)
Most should identify at least one technique the
poet uses to show his view (Level 5)
Some could identify a range of techniques, and
describe their effect (Level 6)
Key Words
Technique
Effect
Key Questions:
How is London presented in this poem?
36. Hogarth’s ‘Gin Alley’
In your painting, label the following:
Poverty
Crime
Immoral Behaviour
Drunkenness
Anything else you find interesting
What does it tell us about 19th Century
London? How is it different to ‘Upon
Westminster Bridge’?
37. Group Task
Read your stanza
Glue it onto a piece of A3
Annotate language devices/important
words
Decide who will say what when you feed
back to the rest of the class
Group Roles:
Team Leader – in charge of keeping everyone on track
Equipment Monitor – in charge of paper, scissors and glue
Timekeeper – responsible for making sure everything is finished on
time
38. How is the city presented in
‘London’?
Don’t forget to:
Use a quotation
Carry out word level analysis
Identify and explain the technique
Describe the effect on the reader – how
does it make you feel?
Link back to the question or the poet’s
view
39. Title: Comparing Poems
Starter – discuss with your partner which
poem about London you MOST agree
with and why
40. Learning Objective: by the end of this lesson, I
will be able to compare the presentation of
London in two poems
All must be able to identify similarities and
differences in the way the two poets see
London (Level 4)
Most should explain the different language
techniques used by the poets (Level 5)
Some could begin to evaluate which view of
London they think is more accurate (Level 6)
Key Words
Compare
Key Questions:
How similar/different are the presentations of London in the poems
we have studied?
41. Comparing London
Complete theVenn diagram to show the
similarities and differences between the
poems
If you finish, add in quotes to support
your views!
42. Take it in turns to tell
your partner about the
similarities and
differences between the
two poems.Try to use as
many of the connectives
opposite as you can. If
you are listening, award
your partner one point
for each connective they
use.
However
On the other hand
Unlike…
By contrast
Similarly
Equally
Whereas
43. Comparing Poems
WhileWilliam Blake sees London as ….,William
Wordsworth sees it as…
An example of this is when Blake writes “….”
The technique used here is…, which is effective
because…
The word “….” suggests/indicates/has
connotations of…
This makes the reader think/feel…
By contrast,Wordsworth writes “….”
Level 6 Extension: Evaluate which one, in your
opinion, presents London most successfully
44. Peer Assessment
You used a connective
You identified a similarity or a difference
between the poems
You used quotes to back up your ideas
You carried out word-level analysis
You identified the techniques
You explained why the techniques were
effective
You explained the effect on the reader
Your answer is detailed
Your answer is clearly written
45. Starter
If your book is marked, read my
comments and complete any tasks in
green pen
If your book is not marked, self assess
your work and set your own target in
green pen. OR write down a question you
would like me to answer.
46. Peer Assessment
You used a connective
You identified a similarity or a difference
between the poems
You used quotes to back up your ideas
You carried out word-level analysis
You identified the techniques
You explained why the techniques were
effective
You explained the effect on the reader
Your answer is detailed
Your answer is clearly written
47. Learning Objective: by the end of this lesson, I
will be able to write my own poem about
London
All must be able to communicate a clear point
of view about London (Level 4)
Most should use a range of poetic devices to
get across their point of view (Level 5)
Some could use a full range of poetic devices
effectively (Level 6)
Key Words
Poetic device
Key Questions:
How can I communicate my view of London through poetry?
48. Homework Feedback
Leave your collage on the table, take
some post-its, and go and look at other
people’s
Write words or phrases to describe the
vision of London they have created, and
stick them on
Try to make your words and phrases as
ambitious and creative as you can!
49. How many poetic forms can you
think of?
Ballad
Sonnet
Haiku
Shape poem (concrete poem)
Epic
Elegy
Limerick
Ode
Q: Do poems have to rhyme?
A: NO!
Q: Do poems have to have the same length lines or
stanzas?
A: NO!
A poem can take whatever shape you like!
50. Task:Write your own poem
describing London
Success Criteria:
Your point of view is clear
You have used one or more poetic
devices studied this term
You have spelt basic/complex words
accurately
You have chosen some words for effect
You have used some more ambitious
words
51. Title: Personification Part 2
Starter: if each of the people below was an
animal, what animal would they be and why?
52. Learning Objective: by the end of this lesson, I
will be able to explore personification in a
poem
All must be able to define and identify
personification (Level 4)
Most should be able to explain what the
personification shows (Level 5)
Some could describe the effect of the
personification in the poem (Level 6)
Key Words
Personification
Key Questions:
How is personification used in the poem?
54. List three reasons why mountains are like
bandits (robbers who travel in gangs in
lawless areas)
55. Below the Green Corrie
THINK to yourself – how does the
mood change in the second stanza?
PAIR – tell the person next to you
what you thought!
SHARE with the rest of the class
56. Task: write your own poem which uses
personification to describe nature
57. Learning Objective: by the end of this lesson, I
will be able to explore structure in a poem
All must be able to identify structural features
such as stanzas (Level 4)
Most should be able to explain how the tone of
the poem changes across the stanzas (Level 5)
Some could describe the effect of the structural
devices and the change of tone (Level 6)
Key Words
Structure
Structural feature
Stanza
Key Questions:
How are structural devices used in the poem?
58. Blessing
At the end of
each stanza, get
into a freeze
frame to show
what is
happening
59. Analysing Structure
With one colour, underline words or
phrases associated with drought.
In another colour, underline words or
phrases associated with water
In a third colour, underline words or
phrases associated with happiness or
excitement
What do you notice about the images in
the poem? Do they change as the poem
progresses?
60. Group Work
In stanza one, the types of images
used are…
This changes in stanza two, where the
types of images used are…
Stick a clean copy of the poem
onto a piece of A3/sugar paper.
In your groups, write a paragraph
on your paper for each stanza
explaining the types of words and
phrases used, and tracking how
the tone changes as the poem
develops.
Use the sentence starters to help
you! Group Roles:
Team Leader – in charge of keeping
everyone on track
Equipment Monitor – in charge of
paper, scissors and glue
Timekeeper – responsible for
making sure everything is finished on
time
61. Learning Objective: by the end of this lesson, I
will be able to explore different viewpoints in a
poem
All must be able to identify different
viewpoints (Level 4)
Most should be able to explain why different
viewpoints have been used (Level 5)
Some could begin to evaluate the poet’s
overall viewpoint (Level 6)
Key Words
Viewpoint
Key Questions:
How are different viewpoints used in the poem?
62. Cloze Exercise
Fill in the gaps in the poem below:
I come from a ________ place,
Where ___________________
And _____________________
And _____________________
65. We Refugees
In each stanza, underline the positive and the
negative things the poet mentions, in different
colours
THINK to yourself – why does the poet repeat
“We can all be refugees”?
PAIR – tell the person next to you what you
thought!
SHARE with the rest of the class
66. Group Work
What does this poem teach us about
refugees?
Prepare a short (2-3 minute) presentation
on this topic for the rest of the class.
Don’t forget to explore the different
viewpoints in the poem!
Group Roles:
Team Leader – in charge of keeping everyone on track
Spelling andVocabulary Monitor – in charge of checking the group
uses the key words, and spells them correctly
Timekeeper – responsible for making sure everything is finished on
time
67. Learning Objective: by the end of this lesson, I
will be able to explore the idea of responsibility
through poetry
All must be able to identify which parts of the
poem talk about responsibility (Level 4)
Most should be able to explain which poetic
devices have been used and why (Level 5)
Some could begin to evaluate ideas on
responsibility through the poem’s historical
context (Level 6)
Key Words
Responsibility
Historical context
Key Questions:
What does this poem teach us about responsibility?
68. Taking Responsibility
Nominate one person on your table to
read out the scenario
Discuss as a group what you would do in
that situation and why
By the end of your discussion, you should
all agree on one correct response!
69. National Responsibility – Historical
Context
What happens when people don’t take responsibility for
one another? Watch this video, and try to think of an
example in history when people didn’t speak up for
others.
Holocaust 1933-45
Rwandan Genocide 1994
Bosnian genocide 1995
‘Stolen Generation’ – forced
removal of Aboriginal children 1904
– 1970s
70. What do you think the poet wants
people to learn through this poem?
Make a point about the poem which
answers the question:‘One thing the poet
wants us to learn is…’
Support your idea with a quote
Explain what the quote tells you, in your
own words
Carry out word-level analysis
Explain the effect on the reader
71. Learning Objective: by the end of this lesson, I
will be able to annotate a poem effectively
All must be able to identify features (Level 4)
Most should be able to identify themes and
ideas (Level 5)
Some could begin to link different ideas
together (Level 6)
Key Words
Annotate
Key Questions:
How can I effectively annotate a poem?
72. Dictionary Challenge
The first person to find and write down the
correct definition of the words below wins
a prize!
Diabolic Diminish
Sceptic Hybrid
Incantation Purify
73. The Night of the Scorpion
With this as your title, you have ten
minutes to produce a short piece of
creative writing using as many words from
the last activity as you can
1 point if you use a word
1 point if you spell it correctly
1 point if you use it in the correct
context
74. Group Work
Group 1: Repetition
Group 2:Words in the semantic field of
suffering/pain
Group 3: Listing
Group 4: Description of the mother and father
Group 5: Juxtaposition
Group 6:Words in the semantic field of religion
Group Roles:
Team Leader – in charge of keeping everyone on track
Spelling andVocabulary Monitor – in charge of checking the group
uses the key words, and spells them correctly
Timekeeper – responsible for making sure everything is finished on
time
