This lesson plan is for a 10th grade English class and focuses on analyzing the poem "Mametz Wood" by Owen Sheers. The learning objective is for students to critically understand the poem, its historical context during World War I, and how it compares to other poems in the anthology. Formative assessments include teacher questioning, an anticipation-prediction-knowledge check, and having students make predictions about the poem based on a word cloud. Students will analyze the poem by reading it silently, discussing the changing tense and events, and answering detailed questions about each stanza. Visual aids will be used to support analysis. The lesson will conclude by discussing the writer's intentions and comparing "Mametz Wood" to the poem "

1. Lesson Plan pro forma
Class: 10En/2
(mixed ability sets)
indicate levels of attainment
Date:
13/4/2016
Time: 11:15 –
12:20
No. of pupils:
34
Unit /SoW: GCSE Poetry Anthology
Key Learning Goals:
ref. to exam board criteria/NC as appropriate
Poetry
… in pupil-friendly format:
LO: To critically understand ‘Mametz
Wood’ by Owen Sheers
Expected Learning Outcomes:
all pupils? some pupils? a few pupils?
All pupils will be able to critically understand
‘Mametz Wood’, the context it was written in
and comparisons thatit has with the other
poems of the anthology.
Opportunities for Assessment:
Formative & summative
Formative
 Teacher questioning – throughoutthe lesson,the T will use questions to check for
students understanding ofthe poem
 APK – Using the students’ knowledge,I will see whether they know what the Boer Wars
are
 Visuals – Visuals will be used to access the poem,such as a jaw open depicting the
vicious nature of death
 Prediction – students will look at a word cloud,and they will write down their predictions
of what mighthappen in the poem.
Cognitive challenges:
Desirable difficulties for all abilities; how will students progress?
To be able to understand the poem and to think independently – the use of
visuals and discussing the title at the start of the poem will give ideas to
the students in terms of the mood of the poem.
EBT strategies:
e.g. APK, reciprocal teaching, collaborative learning, advance & visual organisers,
similarities and differences, goals, repetition and practice, meta-cognition, feedback,
cognitive challenge, subject knowledge, summaries and note-taking
 Cognitive challenge – students are thinking cognitively about each
sentence and in depth
Key Terminology:
 Mametz Wood
 Owen Sheers
 Battle of the Somme
Resources:
 Eduqas Anthology
Homework and practice:
N/A

2. 10 minutes
Predictiontask
Studentslookata word cloudshownonthe board.Theyhave to thinkaboutwhat the poemmightbe aboutusingthe cluesgiven.Theywillwrite thison
theirpost-itnote. Classfeedback.
5 minutes
Visual task(map) & Introduction
Studentswill lookatthe mapprovided.Theywillbe askedtoguesswhatmighthappenthere andhowitended.Thiswill use the students’inference skills
and the locationaroundMametzWood.
5 minutes
Readpoemsilently.
Studentsreadthe poeminsilence,pickingoutwhere the poemchangestenseandwhathappensinthe firstpartof the poem,comparedtothe second
part. Feedback.Discusswhythe poemhasbeenwrittenandthe ideathatitisprosaic.
T questions:Isthe language hardto understand?No – prosaic.
25 minutes
Analysisof the poem.
Teacherwill pose questionstothe classandgo through eachstanza meticulously.
Visual aids(fordifferentiation)–jawsdroppedopenanddance macabre
5 minutes
Writer’sintentions
Teacherwill gothroughthe writer’sintentionsandaquote by OwenSheers.Showshowaffectedhe wasbythisimage thathe saw.
5 minutes
Comparisonof poems
Teacherasks whatpoemscouldyoucompare ‘MametzWood’ with.Dulce etDecorumest is an obviouscomparison

3. 5 minutes
Checkon predictions
Teacherasks the studentswhetheranypart of theirpredictionwascorrect.Talkabouthow that itis a real skill tomaster.