Fun Fact

George MacDonald (1824-1905) wrote a two-word poem called:

‘The Shortest and Sweetest of Songs’.

It simply reads: ‘Come Home.’
Do Now: Think of a person.
How might they move?

Make a list of verbs

(doing words) that
could describe a
human.
POETRY
THROUGH THE
AGES. LO: To develop a detailed
explanation of a poet’s use
of language.

AF5: To explain and comment on

writers’ use of language,
including grammatical and
literary features at word and
sentence
level.
Assessment: Analysis of a
poem studied this unit.
Success?
Level 7: My
Level 6: I can give comments begin to
some detailed develop precise,
explanation, with perceptive analysis
appropriate
Level 5: I can of how language is
terminology, of how
identify various language is used. I used. I have some
features of a sometimes draw appreciation of how
writer’s use of together comments the writer’s
on how the writer’s language choices
language, with
language choices
some contribute to the
contribute to the
explanation. My overall effect on the overall effect on
comments show reader. the reader.
some awareness
of the effect of
the writer’s
language
choices.
Now use the verbs that you have written to try and describe
the way a tree might move in the following settings:

1. In winter
2. In a fairy-tale
3. In a horror story

The tree waved happily at the shining

e.g. The wind tore through
sun. the forest; the tree branches
saluted the soldier as he marched home.
The tree slept peacefully in the mystic
land.
The dancing tree froze when the cold wind
blew.
The tree crept upon the man and ate him
up.
Thin Pair Share
k

WHAT
TECHNIQUE
HAVE YOU JUST
USED?
 Why was using personification so
helpful for describing the tree in
different settings?
a) It created an appropriate atmosphere (mood) in my writing.
b) It helps the reader to imagine the tree and the way that it
moves/looks.
c) It shows how the writer/character might feel about the
tree/setting they are in.
d) It made the tree seem alive and created a more interesting
description.
Let’s read the poem Sea Fever by John
Masefield…

In pairs –
highlight any
example of
Personificatio
n that you can
find.
What objects are
personified?
In your books, make notes against each object and
the human qualities used to personify it. LEVEL
STEP4

Lonely ONE.
Se
a
Face (grey mist)
In your books, add in a different colour what feelings the
poet must have about these objects. LEVEL 5/6
STEP
Lonely TWO.
Se The sea is a
place of peace
a and solitude.

Face (grey mist)

The sea seems like a
friend who can be
mysterious/uncertain
.
In your books, add in a different colour what the
reader’s reaction is to the object. LEVEL 7
Lonely STEP
THREE.
Se The sea is a The reader understands the
place of peace importance of the sea to the
a and solitude. poet but feels that it might
still be dangerous or
unusual.

Face (grey mist)

The sea seems like a
The sea seems more friendly, friend who can be
however the colour grey mysterious/uncertain
makes us feel that the sea .
might not be easy to
understand.
Now it’s time to write your own PEA
paragraph.
In the poem Sea Fever, Masefield uses personification
to describe the sea. The sea is described as “lonely”.
This gives us the impression that the poet feels the
sea is a place that can be peaceful, but is a place that
is solitary and abandoned. This makes the reader
think that the sea is important to the poet however it
is somewhere that could be dangerous or mysterious.

Sentence
In Starters:
the poem Sea Fever, Masefield uses
personification to describe the…
For example he says…
The poet feels that the…
The reader is lead to think that…
Do Now: Students create a list of verbs associated with human actions.
 
Introduction: Students use the verbs they have listed to try and write four
sentences that describe a tree in particular settings.
 
Question the students – what technique have you all just used?
 
Students select one of the statements that they most agree with that answers
the question: Why was using personification so helpful for describing the tree in
different settings? (they must be able to justify their reasons)
 
 
Development: Read the poem ‘Sea Fever’ by John Masefield. After reading,
students highlight any examples of Personification (in pairs).
 
Brainstorm quickly as a class what objects are personified (notes on slide)
 
Step 1: Students make notes against each object, stating what qualities have
been used to describe it.
Step 2: Students then add, in a different colour, the poet’s feelings deduced.
Step 3: Students consider the reader’s feelings/reaction the object.
 
Plenary: Students try and write a PEA paragraph on ONE of the examples of
personification. Example on slide.