TITLE OF UNIT: KS3 POETRY

LESSON 1: What is poetry?

OBJECTIVES / LEARNING OUTCOMES: NC POS /
By the end of this lesson pupils should be able to: KS3 REF:
 Appreciate what a poem is and how it can look
 Understand the different definitions of poetry and rank them in
importance

LESSON STRUCTURE POINTS TO REMEMBER:: TIMING:

Introduction
Discuss as a class what they think a 10 mins
poem is.

Development
 Hand out envelopes of 30 mins
definitions of poems and, in
pairs, ask pupils to rank the
definitions.

 Individuals must choose their They need to be able to explain

favourite definition. why they have made that choice.

 Show them copies of the

three poems and ask them to
discuss, using their
definitions, why they are
good examples of poem types.
10 mins

Conclusion
Sum up by asking the class what they
believe a poem is and ask them to
write the definition in their books.

COMMON REQUIREMENTS:
ICT, NUMERACY, LITERACY, COMMUNICATION SKILLS, PROBLEM-SOLVING,
CURRICULUM CYMREIG

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TITLE OF UNIT: KS3 POETRY
LESSON 2: RHYME
OBJECTIVES / LEARNING OUTCOMES: NC POS /
By the end of this lesson pupils should be able to: KS3 REF:
 Appreciate what a poem is and how it can look R1.2, W2.6
 Understand the effect a rhyme scheme can give and develop their
own
LESSON STRUCTURE POINTS TO REMEMBER: TIMING:
Introduction
Brief recap on last lesson – 10 mins
definitions of what a poem can be!

Development
 Hand out example sheet of 30 mins
poems that rhyme and ask
individuals to read them out.

 Q&A session: what effect

they think is created by use
of rhyme.

 Pupils write their own four

line rhyming poem in the
backs of their books. 10 mins

Conclusion
Ask for volunteers to read their
poems aloud.

COMMON REQUIREMENTS:
ICT, NUMERACY, LITERACY, COMMUNICATION SKILLS, PROBLEM-SOLVING,
CURRICULUM CYMREIG

Copyright © 2004 www.englishteaching.co.uk + www.english-teaching.co.uk

TITLE OF UNIT: KS3 POETRY
LESSON 3: RHYTHM
OBJECTIVES / LEARNING OUTCOMES: NC POS /
By the end of this lesson pupils should be able to: KS3 REF:
 Appreciate what a poem is and how it can look R1.2, 3.3
 Understand the effect a rhyme scheme and rhythm can give.
LESSON STRUCTURE POINTS TO REMEMBER: TIMING:
Introduction 10 mins
Brief recap on last lesson:
- definitions of what a poem can be
- what a rhyme scheme is
- more poems read from last lesson

Development 30 mins
 Hand out example sheet of
poems with rhythm and ask
individuals to read them out.

 Read ‘Lone dog’ as a class 3

times in order to hear the
rhythm.

 Q&A session: what effect

they think is created by use 10 mins
of rhythm.

Conclusion
Ask for volunteers to read their
poems aloud.

COMMON REQUIREMENTS:
ICT, NUMERACY, LITERACY, COMMUNICATION SKILLS, PROBLEM-SOLVING,
CURRICULUM CYMREIG

Copyright © 2004 www.englishteaching.co.uk + www.english-teaching.co.uk

TITLE OF UNIT: KS3 POETRY
LESSON 4: COLOUR
OBJECTIVES / LEARNING OUTCOMES: NC POS /
By the end of this lesson pupils should be able to: KS3 REF:
 Appreciate the significance of colour and what it can resemble W2.6, R1.1
LESSON STRUCTURE POINTS TO REMEMBER: TIMING:
Introduction 10 mins
In pairs. Pupils to spider-graph
everything they can think of to do
with the colour yellow.

Development
 Repeat exercise using colour 30 mins
blue.

 Handout and read as a class

copy of poem Red is the
colour.

 Individual or in pairs. Using 10 mins

their spider-graphs to write
one of their own.

Conclusion
Ask for volunteers to read theirs
out.
COMMON REQUIREMENTS:
ICT, NUMERACY, LITERACY, COMMUNICATION SKILLS, PROBLEM-SOLVING,
CURRICULUM CYMREIG

Copyright © 2004 www.englishteaching.co.uk + www.english-teaching.co.uk

TITLE OF UNIT: KS3 POETRY
LESSON 5: THE SENSES
OBJECTIVES / LEARNING OUTCOMES: NC POS /
By the end of this lesson pupils should be able to: KS3 REF:
 To write using similes and metaphors.
 Recognise similes and metaphors in other classmates pieces of
poetry
LESSON STRUCTURE POINTS TO REMEMBER: TIMING:
Introduction 5 mins
Quick recap on last lesson:
- what is a simile
- what is a metaphor
- give examples

provide copies of the blank senses

sheet and a chocolate eclair for each
member of the class.

Development 35 mins
 Ask the class to think about Remember to ask if there are any
the chocolate éclair using all questions!
of their senses.

 Jot down their ideas on the Target: five words in each of the
sheet. boxes provided.

Conclusion 10 mins
Ask volunteers to come up to the Draw a table on the white board
board and write under each heading with headings looks like; smells
one of their words. like; feels like etc.

COMMON REQUIREMENTS:
ICT, NUMERACY, LITERACY, COMMUNICATION SKILLS, PROBLEM-SOLVING,
CURRICULUM CYMREIG
Assessment Procedures and Criteria for Assessment
Initial assessment of knowledge done through question and answer session at the
introduction of the lesson. When worksheet is given out, patrol class and give advice as
and when required. Assess at the end of lesson with another question and answer session
and through the words produced on the board.

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TITLE OF UNIT: KS3 POETRY
LESSON 6: SIMILES / METAPHORS
OBJECTIVES / LEARNING OUTCOMES: NC POS /
By the end of this lesson pupils should be able to: KS3 REF:
 Appreciate what a simile is and how to identify one
LESSON STRUCTURE POINTS TO REMEMBER: TIMING:
Introduction 10 mins
similes game: hand out envelopes of
laminated starts and ends to various
similes and get them to explain why
they have made that choice.

Development 30 mins
In pairs. Hand out the simile riddle.
Pupils try to establish what Stanley
Cook is describing. (Cloud)

Conclusion
Sum up by asking the class what they 10 mins
believe a poem is and what a simile is.
COMMON REQUIREMENTS:
ICT, NUMERACY, LITERACY, COMMUNICATION SKILLS, PROBLEM-SOLVING,
CURRICULUM CYMREIG
Assessment Procedures and Criteria for Assessment
Through formative assessment of their answers and reasons why.

Resources:
15 envelopes of similes and copies of the simile riddle.

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TITLE OF UNIT: KS3 POETRY
LESSON 7: ‘THE HIGHWAYMAN’
OBJECTIVES / LEARNING OUTCOMES: NC POS /
By the end of this lesson pupils should be able to: KS3 REF:
 To understand what a metaphor is
 To understand the basic content of the Highwayman.
LESSON STRUCTURE POINTS TO REMEMBER: TIMING:
Introduction 10 mins
Quick recap on last lesson:
- What is a metaphor
- Provide copies of ‘The
Highwayman’

Development Remember to ask if there are any 25 mins

questions.
 Read poem aloud to the class

 Ask the pupils to read it

through themselves

Conclusion
Spider graph the main events/lines in 15 mins
the poem and ask the class what they
mean.

COMMON REQUIREMENTS:
ICT, NUMERACY, LITERACY, COMMUNICATION SKILLS, PROBLEM-SOLVING,
CURRICULUM CYMREIG

Copyright © 2004 www.englishteaching.co.uk + www.english-teaching.co.uk