Y9 - Summer Literacy

📜 Poem: "Dear Poetry" – Kwame Alexander

A modern, engaging piece that introduces poetry as a way to express emotions and experiences.

📜 Alternative: "Explaining My Depression to My Mother" – Sabrina Benaim

A spoken word poem that reflects real-life struggles with mental health, resonating with many teens.

Learning objective

Learners will analyse and interpret the role of poetry in expressing emotions and perspectives by identifying and discussing at least three poetic devices in "Dear Poetry" and "Explaining My Depression to My Mother". They will also articulate how these devices contribute to the overall meaning and emotional impact of the poems.

learner-facing objective: By the end of this lesson, I'll be able to find and talk about poetic devices in poems and explain how they help express feelings and ideas.

Standards: Understand the role of poetry in expressing thoughts, emotions, and perspectives. Identify and analyse basic poetic devices such as imagery, metaphor, and simile.

Learning activities

Connector

Begin with a brief discussion: "What is poetry? Why do people write it?" Encourage learners to share initial thoughts. Then, introduce a "Notice and Wonder" activity. Display a short, simple poem or excerpt (not from the lesson texts). Ask learners: "What do you notice? What do you think?" Allow a few minutes for individual reflection, then pair learners to share observations and questions. Conclude by inviting a few learners to share with the class, recording key points. This primes learners for deeper exploration of poetic devices and themes in the main lesson.

Activate

1. Introduce Poetic Devices: Begin by explaining the basic poetic devices: imagery, metaphor, and simile. Use simple definitions and examples. For instance, describe imagery as language that appeals to the senses, metaphor as a direct comparison without "like" or "as," and simile as a comparison using "like" or "as." Provide a real-world example for each, such as comparing a busy city to a beehive (metaphor) or saying someone runs like the wind (simile).

2. Read and Analyze "Dear Poetry": Read "Dear Poetry" aloud to the class. As you read, pause to highlight examples of imagery, metaphor, and simile. Ask learners to identify these devices and discuss their impact on the poem's emotional tone. Encourage learners to consider how these devices help express the poet's feelings and ideas. Use guiding questions like, "What images stand out to you?" and "How do these comparisons deepen your understanding of the poem?"

3. Compare with "Explaining My Depression to My Mother": Introduce the spoken word poem "Explaining My Depression to My Mother." Play a recording or read it aloud. Facilitate a discussion comparing the two poems. Focus on how each poet uses poetic devices to convey emotions and perspectives. Ask learners to identify similarities and differences in the use of imagery, metaphor, and simile. Encourage them to consider how the structure and language of each poem contribute to its meaning and emotional impact.

Demonstrate

• Think, Pair, Share: Guide learners through a structured discussion to deepen their understanding of poetic devices.

• Think: Ask learners to individually reflect on the poetic devices identified in "Dear Poetry" and "Explaining My Depression to My Mother." Encourage them to consider how these devices express emotions and perspectives.

• Pair: Have learners pair up to discuss their reflections. Instruct them to share examples of imagery, metaphor, and simile from the poems and explain their emotional impact.

• Share: Invite pairs to share their insights with the class. Encourage them to highlight any new understandings or connections made during their discussions.

• Collect and Display: As learners share, scribe key points on the board. Organize these insights into categories (e.g., imagery, metaphor, simile) to create a visual reference for the class.

• Connect: Facilitate a class discussion connecting the shared insights to the lesson's learning objectives. Emphasize how poetic devices contribute to the overall meaning and emotional impact of the poems.

Independent practice

• Exercise: Assign learners to write a short poem using at least three poetic devices: imagery, metaphor, and simile. Encourage them to express a personal emotion or perspective.

• Peer Review: Pair learners to exchange poems and identify the poetic devices used. Have them discuss how these devices enhance the poem's emotional impact.

• Reflection: Ask learners to write a brief reflection on how the use of poetic devices in their poem helped convey their intended emotion or perspective.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one poetic device you identified in "Dear Poetry" or "Explaining My Depression to My Mother"?

2. How does this device contribute to the poem's emotional impact?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Imagery in "Dear Poetry."

2. Suggested answer to Question 2: The imagery creates a vivid picture that enhances the emotional tone.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking them to explore additional poetic devices such as alliteration or personification. Challenge them to compare the emotional impact of these devices across different poems or poets. Suggest they create a short presentation on how a specific device enhances meaning in a poem of their choice.

• Striving learners: Provide simplified definitions and examples of poetic devices. Use visual aids or graphic organizers to help them identify and categorize devices. Pair them with peers for collaborative analysis, ensuring they have support in identifying and discussing poetic devices. Offer sentence starters to assist in their reflections and discussions.

Notable definitions

• Imagery: Descriptive language that appeals to the senses, creating vivid mental pictures for the reader.

• Metaphor: A figure of speech that makes a direct comparison between two unrelated things, suggesting they are alike in some way, without using "like" or "as."

• Simile: A figure of speech that compares two different things using the words "like" or "as" to highlight similarities.

Required materials

• Copies of "Dear Poetry" by Kwame Alexander

• Copies of "Explaining My Depression to My Mother" by Sabrina Benaim

• Audio equipment for playing spoken word recordings

• Whiteboard and markers

• Paper and pens for learner writing activities

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate(15 min)

• Independent practice (10 min)

• Consolidate(5 min)

Themes: Identity, Social Media, Pressures of Modern Life

📜 Poem: "Social Media Stole My Sanity" – Erin Hanson

Explores the impact of social media on self-worth and mental health.

📜 Alternative: "Caged Bird" – Maya Angelou

Relatable in terms of feeling trapped, finding freedom, and personal growth.

📜 Alternative: "The World Is a Beautiful Place" – Lawrence Ferlinghetti

Balances the good and bad of modern life, encouraging students to explore their perspectives.

Learning objective

Learners will analyse how poets explore themes of social media, identity, and freedom in poetry. They will also identify and discuss the use of tone and mood in conveying these themes.

learner-facing objective: By the end of this lesson, I'll be able to explore how poets use tone and mood to discuss themes like social media, identity, and freedom in their poems.

Standards: Analyse how poets explore themes relevant to modern life, such as social media, identity, and freedom. Develop an understanding of tone, mood, and their effects on a poem.

Learning activities

Connector

Begin with a brief discussion: "What is a theme in poetry?" Encourage learners to share their thoughts. Then, introduce a simple poem or excerpt that explores a clear theme, such as identity or freedom. Ask learners to identify the theme and discuss how the poet conveys it through language and structure. This primes learners for deeper analysis in the lesson.

Activate

1. Introduce Key Poem: Read "Social Media Stole My Sanity" by Erin Hanson aloud. Highlight its exploration of social media's impact on self-worth and mental health. Discuss the poem's tone and mood, asking learners to identify specific language that conveys these elements. Use examples from the text to illustrate how tone and mood contribute to the theme.

2. Compare with Alternative Poem: Present "Caged Bird" by Maya Angelou. Facilitate a discussion on how both poems explore themes of freedom and restriction. Encourage learners to compare the poets' use of language and structure. Ask guiding questions to help learners analyze how each poet's choices affect the reader's understanding of the theme.

3. Real-World Connection: Discuss how the themes of these poems relate to learners' own experiences with social media and personal freedom. Encourage learners to share personal reflections or observations. Use this discussion to deepen their understanding of how poetry can illuminate modern issues, reinforcing the lesson's learning objectives.

Demonstrate

• Think, Pair, Share: Guide learners through a structured discussion to deepen their understanding of themes in poetry.

• Think: Ask learners to individually reflect on the themes of social media, identity, and freedom in "Social Media Stole My Sanity" and "Caged Bird". Encourage them to jot down notes on how each poem uses tone and mood to convey these themes.

• Pair: Have learners pair up to discuss their reflections. Instruct them to compare their notes, focusing on similarities and differences in how each poem addresses the themes.

• Share: Facilitate a class discussion where pairs share their insights. Encourage learners to highlight specific language and structural choices that impact tone and mood.

• Collect and Display: As learners share, scribe key points on the board. Organize these insights into categories related to tone, mood, and theme. This visual aid will serve as a reference for learners.

• Connect: Conclude by connecting the discussion to the real-world implications of these themes. Prompt learners to consider how understanding poetry can enhance their awareness of modern issues.

Independent practice

• Reflection Exercise: Direct learners to write a brief reflection on how the themes of social media, identity, and freedom are explored in "Social Media Stole My Sanity" and "Caged Bird". Encourage them to focus on the poets' use of tone and mood. Provide a prompt: "How do these poems help us understand the pressures of modern life?"

• Comparison Task: Assign learners to compare the themes in "Social Media Stole My Sanity" with "The World Is a Beautiful Place". Ask them to identify similarities and differences in how each poet addresses modern life.

• Analysis Exercise: Have learners select a stanza from either poem and analyze the language and structure. Instruct them to explain how these elements contribute to the overall theme and mood.

• Peer Review: Pair learners to exchange their reflections and analyses. Encourage them to provide constructive feedback, focusing on clarity and depth of analysis.

• Class Discussion: Reconvene as a class to discuss insights from the peer review. Highlight diverse interpretations and encourage learners to consider multiple perspectives.

Circulate to support learners as needed.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one theme explored in "Social Media Stole My Sanity"?

2. How does the tone of "Caged Bird" contribute to its theme of freedom and restriction?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: The impact of social media on self-worth and mental health.

2. Suggested answer to Question 2: The tone conveys a sense of longing and resilience, highlighting the contrast between captivity and the desire for freedom.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing additional poems, such as "The World Is a Beautiful Place" by Lawrence Ferlinghetti. Challenge them to explore how different poets use tone and mood to address modern life. Suggest they create a presentation on how these themes are relevant today.

• Striving learners: Provide graphic organizers to help them identify themes, tone, and mood. Use guided questions to scaffold their analysis. Pair them with peers for collaborative discussions to build confidence and understanding. Offer sentence starters for written reflections to support their expression of ideas.

Notable definitions

• Theme: The central topic or idea explored in a poem, often reflecting on universal human experiences or societal issues.

• Tone: The poet's attitude toward the subject, conveyed through word choice and style, influencing how the reader perceives the poem.

• Mood: The emotional atmosphere of a poem, created by the poet's use of language and imagery, affecting the reader's emotional response.

Required materials

• Copies of "Social Media Stole My Sanity" by Erin Hanson

• Copies of "Caged Bird" by Maya Angelou

• Copies of "The World Is a Beautiful Place" by Lawrence Ferlinghetti (optional)

• Whiteboard and markers

• Notebooks or paper for learner reflections

• Pens or pencils

• Projector (optional, for displaying poems or key points)

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate(15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Focus: Structure, Imagery, Metaphor in Modern Life Contexts

📜 Poem: "To This Day" – Shane Koyczan

A powerful spoken-word poem about bullying, resilience, and self-worth.

📜 Alternative: "How to Be a Person" – Shane Koyczan

A poetic guide on navigating life, emotions, and relationships.

📜 Alternative: "Names" – Wendy Cope

A short yet impactful poem on identity and how names shape perspectives.

Learning objective

learners will analyse the use of figurative language and structural techniques in selected poems to determine their impact on meaning. They will compare the effectiveness of these techniques across different poems by Shane Koyczan and Wendy Cope.

learner-facing objective: By the end of this lesson, I'll be able to identify and explain how figurative language and structure affect the meaning of poems, and compare these techniques in different poems.

Standards:

• Explore how figurative language (metaphor, personification) enhances meaning in poetry.

• Examine structural techniques (enjambment, rhyme, rhythm) and their effects.

Learning activities

Connector

Begin with a brief discussion: "What makes a poem powerful?" Encourage learners to share thoughts on imagery, emotion, and structure. Then, present four short lines of poetry, each using a different figurative language technique (e.g., metaphor, simile, personification, hyperbole). Ask learners to identify the technique used in each line. Discuss how these techniques might enhance meaning or emotion in a poem. This primes learners for deeper analysis in the lesson.

Activate

1. Introduce Figurative Language: Present the poem "To This Day" by Shane Koyczan. Highlight examples of metaphor and personification. Ask learners to identify these devices in selected lines. Discuss how these devices enhance the poem's meaning and emotional impact. Use real-world examples, such as comparing a metaphor in the poem to a common metaphor in advertising.

2. Explore Structural Techniques: Analyze the structure of "To This Day," focusing on enjambment, rhyme, and rhythm. Explain how these techniques influence the poem's flow and meaning. Provide examples from the poem where enjambment creates tension or continuity. Discuss how rhythm affects the poem's emotional tone, comparing it to the rhythm in a popular song.

3. Compare Poetic Techniques: Introduce "How to Be a Person" by Shane Koyczan. Compare its structural techniques to those in "To This Day." Highlight differences in rhythm and rhyme. Discuss how these differences affect the poems' messages and emotional resonance. Encourage learners to consider why the poet might choose different techniques for different themes.

Demonstrate

• Think, Pair, Share: Guide learners through a structured analysis of "To This Day" and "How to Be a Person."

• Think: Ask learners to individually identify one example of figurative language and one structural technique in "To This Day." Have them note how each enhances the poem's meaning.

• Pair: In pairs, learners share their findings. Encourage them to discuss how the identified techniques contribute to the poem's emotional impact.

• Share: Facilitate a class discussion where pairs present their analyses. Highlight diverse interpretations and insights.

• Compare: Direct learners to repeat the process with "How to Be a Person." Focus on identifying different techniques and their effects.

• Connect: Conclude with a class discussion comparing the two poems. Emphasize how different techniques serve different thematic purposes.

Independent practice

• Exercise: Assign learners to select a stanza from "To This Day" or "How to Be a Person." Instruct them to identify and annotate examples of figurative language and structural techniques. Have them write a brief analysis explaining how these elements enhance the poem's meaning and emotional impact.

• Visual Representation: Ask learners to create a visual representation (e.g., a mind map or infographic) of a chosen poetic device from the lesson. Encourage them to include examples from the poems and explain the device's effect on the poem's overall message.

• Comparison Task: Direct learners to compare the use of a specific poetic device in "To This Day" and "Names" by Wendy Cope. Have them write a short paragraph discussing the similarities and differences in how each poet uses the device to convey themes.

Circulate to provide guidance and support as learners work on these tasks.

Consolidate

Ask learners to answer these questions on their way out:

1. How does metaphor enhance the meaning of "To This Day"?

2. What effect does enjoyment have on the flow of "How to Be a Person"?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Metaphor in "To This Day" deepens the emotional impact by comparing abstract feelings to tangible images, making the message more relatable.

2. Suggested answer to Question 2: Enjambment in "How to Be a Person" creates a sense of continuity and urgency, reflecting the poem's themes of life's ongoing journey.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing the use of figurative language across all three poems. Challenge them to explore how each poet's unique style influences the poem's impact. Suggest they create a comparative essay or presentation on the poets' techniques and themes.

• Striving learners: Provide additional scaffolding by offering sentence starters or graphic organizers to help identify figurative language and structural techniques. Use small group discussions to reinforce understanding. Offer simplified examples of poetic devices before analyzing the poems.

Notable definitions

• Metaphor: A figure of speech that involves an implicit comparison between two unlike things, suggesting they are alike in a significant way.

• Enjambment: A poetic technique where a sentence or phrase runs over from one line to the next without a terminal punctuation mark, creating a sense of continuity.

• Personification: A figurative language device where human qualities are attributed to animals, inanimate objects, or abstract concepts, enhancing imagery and emotional connection.

Required materials

• Copies of the poems: "To This Day," "How to Be a Person," and "Names."

• Highlighters for identifying figurative language and structural techniques.

• Paper and colored pencils for creating visual representations.

• Access to a whiteboard or digital board for class discussions.

• Optional: Computers or tablets for digital annotation and research.

Lesson summary

• Connector (10 min)

• Activate (20 min)

• Demonstrate (30 min)

• Independent practice (25 min)

• Consolidate (10 min)

Focus: Structure, Imagery, Metaphor in Modern Life Contexts

Encouraging students to write about their own experiences and perspectives

📜 Poem: "What Guys Look For in Girls" – Savannah Brown

A satirical, empowering poem that challenges beauty standards and expectations placed on teenagers.

📜 Alternative: "For Teenage Girls With Wild Ambitions and Trembling Hearts" – Clementine von Radics

Encourages self-confidence and ambition, inspiring creative responses.

📜 Alternative: "Write About a Radish" – Karla Kuskin

A playful, free-form poem that encourages students to write creatively about simple things.

Learning objective

Learners will create an original poem using at least two poetic devices, such as imagery and metaphor, and experiment with tone to enhance meaning. They will reflect on personal experiences to inform their writing.

learner-facing objective: By the end of this lesson, I'll write my own poem using poetic techniques like imagery and metaphor, and I'll play with tone to make my poem more meaningful.

Standards: Experiment with poetic techniques to create original poetry. Explore different poetic structures and tones in writing.

Learning activities

Connector

Ask learners to think of a simple object, like a fruit or a household item. Prompt them to write a quick list of descriptive words or phrases about it. Encourage them to use sensory details—what it looks, smells, feels, or sounds like. After a few minutes, have learners share their lists with a partner. This exercise primes them for using imagery and metaphor in their poetry.

Activate

1. Introduce Poetic Devices: Explain imagery, metaphor, and rhythm. Use examples from "What Guys Look For in Girls" to illustrate each device. Highlight how Savannah Brown uses these techniques to challenge beauty standards. Discuss how these devices can evoke emotions and create vivid images.

2. Analyse Tone and Structure: Read a section of the poem aloud. Discuss how tone influences meaning. Ask learners to identify shifts in tone and how they affect the poem's message. Highlight the poem's structure and how it supports the theme. Encourage learners to consider how they might use tone and structure in their own writing.

3. Model Poem Creation: Write a short poem on the board inspired by a personal experience. Use at least two poetic devices. Think aloud as you choose words and structure. Emphasise the importance of tone in conveying meaning. Invite learners to suggest improvements or additional devices to enhance the poem.

Demonstrate

• Think, Pair, Share: Guide learners through creating a poem inspired by personal experiences using poetic devices.

• Think: Ask learners to reflect on a personal experience that evokes strong emotions. Encourage them to jot down sensory details and emotions associated with the experience.

• Pair: Have learners pair up and share their reflections. Each learner should describe their experience and discuss potential poetic devices they might use, such as imagery or metaphor.

• Share: Invite pairs to share their ideas with the class. Encourage them to highlight the poetic devices they plan to use and how these will enhance their poem's tone and meaning.

• Draft: Allow learners time to begin drafting their poems, focusing on incorporating at least two poetic devices. Circulate to provide guidance and feedback.

• Feedback: Facilitate a brief peer review session where learners exchange poems with a partner. Use the success criteria to guide constructive feedback, focusing on imagery, metaphor, and tone.

Independent practice

• Write Independently: Direct learners to continue drafting their poems individually. Encourage them to focus on refining imagery, metaphor, and tone. Remind them to draw from personal experiences for authenticity and depth.

• Experiment with Structure: Challenge learners to experiment with different poetic structures, such as free verse or sonnet form, to see how structure influences tone and meaning.

• Reflect and Revise: Ask learners to read their drafts aloud to themselves, listening for rhythm and flow. Encourage them to make revisions that enhance the poem's emotional impact and clarity.

• Self-Assessment: Have learners use the success criteria to self-assess their work, ensuring they have effectively used at least two poetic devices and experimented with tone.

Consolidate

Ask learners to answer these questions on their way out:

1. How did you use imagery or metaphor in your poem today?

2. In what way did you experiment with tone to enhance your poem's meaning?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: I used imagery to describe the sunset as a "fiery canvas" to evoke a vivid picture.

2. Suggested answer to Question 2: I shifted the tone from hopeful to reflective to emphasize the change in my perspective.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore complex poetic structures, such as villanelles or sestinas. Suggest they incorporate multiple shifts in tone or experiment with unconventional metaphors. Challenge them to write a poem from a perspective different from their own to deepen empathy and understanding.

• Striving learners: Provide sentence starters or templates to help them begin their poems. Focus on one poetic device at a time, such as imagery, before introducing others. Pair them with peers for collaborative writing to build confidence. Use graphic organizers to help them plan their poems and visualize the use of poetic devices.

Notable definitions

• Imagery: The use of vivid and descriptive language to create mental images and appeal to the senses.

• Metaphor: A figure of speech that directly compares two unlike things by stating one is the other, enhancing meaning and understanding.

• Tone: The attitude or emotional quality conveyed by the writer through word choice and style, influencing how the reader perceives the text.

Required materials

• Copies of the poem "What Guys Look For in Girls" by Savannah Brown

• Alternative poems: "For Teenage Girls With Wild Ambitions and Trembling Hearts" by Clementine von Radics, "Write About a Radish" by Karla Kuskin

• Paper and pens/pencils for writing

• Whiteboard and markers for modeling

• Success criteria handouts for peer review

• Optional: Graphic organisers for planning poems

Lesson summary

• Connector(5 min)

• Activate (25 min)

• Demonstrate (30 min)

• Independent practice (25 min)

• Consolidate (5 min)

Pairing contrasting perspectives on modern life

📜 Pairing Idea 1: "Social Media Stole My Sanity" – Erin Hanson vs. "The World Is Too Much with Us" – William Wordsworth

Both discuss modern pressures, but Wordsworth’s is from a Romantic perspective.

📜 Pairing Idea 2: "To This Day" – Shane Koyczan vs. "The Chimney Sweeper" – William Blake

Both address childhood struggles, but in different historical and social contexts.

Learning objective

learners will compare and contrast two poems on the same theme, focusing on style, tone, and message. They will identify thematic connections and analyze poets' techniques to structure a comparative response.

Student-facing objective: By the end of this lesson, I'll be able to compare two poems, find their similarities and differences, and explain how the poets use style and tone to convey their messages.

Standards: Develop comparison skills by analyzing two poems on the same theme. Explore similarities and differences in style, tone, and message.

Learning activities

Connector

• Notice and Wonder: Display two short excerpts from different poems (not the main lesson poems). Ask students, "What do you notice? What do you wonder?" about the language, tone, or style. Give them a few minutes to think and share with a partner. Then, select a few students to share their observations and questions with the class. Record these for all to see. This primes students to think critically about poetic elements and prepares them for deeper analysis in the lesson.

Activate

1. Introduce Poems: Present "Social Media Stole My Sanity" by Erin Hanson and "The World Is Too Much with Us" by William Wordsworth. Briefly summarize each poem's theme, highlighting the modern pressures they address. Emphasize Wordsworth's Romantic perspective.

2. Analyze Techniques: Guide students to identify and discuss stylistic elements in each poem. Focus on tone, imagery, and language. Ask: "How does each poet convey their message about modern life?" Use specific examples from the texts to illustrate points.

3. Compare and Contrast: Facilitate a discussion on the similarities and differences in style, tone, and message between the poems. Encourage students to use a comparison grid to organize their thoughts. Prompt them to consider: "What are the poets' perspectives on modern pressures, and how do they differ?"

Demonstrate

• Think, Pair, Share: Guide students through a structured comparison of the two poems using a comparison grid.

• Think: Ask students to individually fill out the grid, noting similarities and differences in style, tone, and message. Encourage them to use specific examples from the poems.

• Pair: Have students pair up to discuss their findings. Encourage them to explain their reasoning and listen to their partner's perspective.

• Share: Facilitate a class discussion where pairs share key insights. Highlight diverse interpretations and ensure all voices are heard.

• Clarify: Address any misconceptions or unclear points. Use student examples to illustrate effective analysis.

• Connect: Encourage students to connect their analysis to broader themes of modern life and generational perspectives.

Independent practice

• Comparison Exercise: Direct students to independently write a paragraph comparing the tone and structure of "Social Media Stole My Sanity" and "The World Is Too Much with Us." Encourage them to use specific examples from the poems to support their analysis.

• Reflection: Ask students to reflect on how the poets' techniques influence their understanding of the poems' messages.

• Peer Review: Have students exchange their paragraphs with a peer for feedback. Encourage them to focus on clarity, use of evidence, and depth of analysis.

• Revise: Allow time for students to revise their paragraphs based on peer feedback.

• Submit: Collect the final paragraphs for assessment.

Circulate to provide support and ensure students are on task.

Consolidate

Ask students to answer these questions on their way out:

1. How do the poets' styles differ in conveying their messages about modern pressures?

2. What is one similarity in tone between the two poems?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Hanson's style is more contemporary and direct, while Wordsworth uses Romantic imagery and language.

2. Suggested answer to Question 2: Both poems express a sense of overwhelm and critique of societal pressures.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing additional poems or exploring historical context. Challenge them to create a presentation on how poetic techniques evolve over time. Suggest they lead a small group discussion on nuanced interpretations.

• Striving learners: Provide a simplified comparison grid with prompts. Use guided questions to scaffold their analysis. Pair them with supportive peers for discussions. Offer sentence starters for writing tasks to help structure their responses.

Notable definitions

• Theme: The central topic or idea explored in a poem. It is the underlying message or insight that the poet conveys through their work.

• Tone: The attitude or emotional quality expressed by the poet in the poem. It can be identified through word choice, style, and perspective.

• Imagery: Descriptive language that appeals to the senses and creates vivid mental pictures. It helps convey the poem's tone and theme.

Required materials

• Copies of the poems: "Social Media Stole My Sanity" by Erin Hanson and "The World Is Too Much with Us" by William Wordsworth.

• Comparison grids for students to fill out.

• Highlighters for marking similarities and differences.

• Whiteboard and markers for class discussion.

• Notebooks or paper for independent writing tasks.

• Peer review checklists for feedback exchange.

Lesson summary

• Connector (5 min)

• Activate (15 min)

• Demonstrate (10 min)

• Independent practice (10 min)

• Consolidate (5 min)

📜 Poem: "Say Yes" – Andrea Gibson

A poem about self-acceptance, relationships, and the power of embracing life.

📜 Alternative: "Things I Would Like to Do with You" – Halsey

A contemporary, free-verse poem that students might relate to in terms of love and aspirations.

Learning objective

Learners will analyze and compare the poems "Say Yes" by Andrea Gibson and "Things I Would Like to Do with You" by Halsey, focusing on structure, themes, and tone. They will create and present an original poem, reflecting on their learning and personal growth.

learner-facing objective: By the end of this lesson, I'll be able to compare two poems, understand their themes and tone, and write my own poem that shows what I've learned.

Standards: Demonstrate understanding of poetry through an assessment. Engage in a creative project to synthesize learning.

Learning activities

Connector

Begin with a brief discussion: "What makes a strong poetry response?" Encourage learners to share ideas. Then, introduce a "Notice and Wonder" activity using a short excerpt from "Say Yes" by Andrea Gibson. Display the excerpt and ask:

• "What do you notice about the poem's structure or language?"

• "What do you wonder about its themes or tone?"

Allow learners a few minutes to think and discuss with a partner. Invite a few learners to share their observations and questions. Record key points on the board to set the stage for deeper analysis in the lesson.

Activate

1. Analyse "Say Yes": Read the poem aloud. Discuss its structure, themes, and tone. Highlight key elements such as free verse style, use of imagery, and emotional impact. Ask learners to identify examples of self-acceptance and relationships within the text. Facilitate a brief discussion on how these elements contribute to the poem's overall message.

2. Compare with "Things I Would Like to Do with You": Provide a copy of Halsey's poem. In pairs, have learners compare and contrast the two poems. Focus on similarities and differences in themes, tone, and structure. Encourage learners to consider how each poet's style influences the reader's understanding. Guide them to use specific examples from the texts to support their analysis.

3. Exam-style Question: Present an exam-style question: "Compare how the theme of self-acceptance is portrayed in both poems." Provide a structured outline for response: introduction, comparison of themes, analysis of tone and structure, conclusion. Model a brief example of how to start the response. Allow learners time to draft their answers, emphasizing clarity and textual evidence.

Demonstrate

• Think, Pair, Share: Guide learners through a structured analysis of "Say Yes" and "Things I Would Like to Do with You."

• Think: Ask learners to individually identify one key theme and one example of tone from each poem. Allow 5 minutes for this reflection.

• Pair: Have learners pair up to discuss their findings. Encourage them to compare their interpretations and note any differences. Allow 10 minutes for discussion.

• Share: Invite pairs to share their insights with the class. Focus on how different interpretations can arise from the same text. Record key points on the board.

• Clarify: Address any misconceptions or questions that arise during the sharing. Use examples from the poems to illustrate points.

• Connect: Encourage learners to connect their analysis to the exam-style question. Highlight how their insights can be used to support their written responses.

Independent practice

• Write Original Poem: Instruct learners to write a short poem inspired by themes from "Say Yes" or "Things I Would Like to Do with You." Encourage them to focus on self-acceptance or relationships. Allow 15 minutes for this task.

• Peer Review: Pair learners to exchange poems. Ask them to provide constructive feedback focusing on theme, tone, and structure. Allow 10 minutes for this activity.

• Revise and Reflect: Have learners revise their poems based on peer feedback. Then, write a brief reflection on how their understanding of the themes influenced their writing. Allow 10 minutes for this task.

• Prepare for Presentation: Instruct learners to practice reading their poem aloud, focusing on tone and expression. Allow 5 minutes for preparation.

Consolidate

Ask learners to answer these questions on their way out:

1. How does the theme of self-acceptance differ between "Say Yes" and "Things I Would Like to Do with You"?

2. What poetic device did you find most effective in conveying the theme of relationships in either poem?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: "Say Yes" emphasizes embracing life and self-acceptance through vivid imagery, while "Things I Would Like to Do with You" explores aspirations and love with a more personal tone.

2. Suggested answer to Question 2: The use of free verse in "Say Yes" allows for a fluid expression of emotions, enhancing the theme of relationships.

Teacher resources

Differentiation guide

• Advanced learners

  • Encourage deeper analysis by comparing additional poems with similar themes.

  • Challenge them to explore complex poetic devices and their effects.

  • Suggest creating a multimedia presentation to accompany their original poem.

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• Striving learners

  • Provide graphic organizers to help structure their analysis.

  • Offer sentence starters for exam-style questions.

  • Allow more time for peer discussions and feedback sessions.

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Notable definitions

• Self-acceptance: The recognition and acceptance of one's own abilities and characteristics, often explored in poetry as a theme of embracing one's true self.

• Tone: The attitude or emotional quality conveyed by the poet through word choice and style, crucial for understanding the poem's impact.

• Structure: The arrangement of a poem's lines, stanzas, and overall form, which influences how the poem's themes and emotions are communicated.

Required materials

• Copies of "Say Yes" by Andrea Gibson and "Things I Would Like to Do with You" by Halsey

• Whiteboard and markers

• Paper and pens for writing poems

• Peer feedback forms

• Timer for managing activity durations

Lesson summary

• Connector (5 min)

• Activate (25 min)

• Demonstrate (30 min)

• Independent practice (25 min)

• Consolidate (5 min)

Project Idea:

Personal Perspective Anthology: Students create a poetry portfolio about their personal experiences with modern life (e.g., friendships, social media, self-identity).

📜 Performance Idea:

Spoken Word Poetry Showcase: Students perform original poems inspired by modern teenage experiences.

Learning objective

Learners will analyse a poem to write a coherent essay and create a poetry portfolio showcasing their poetic and analytical skills. They will synthesize their learning by performing original poems inspired by modern teenage experiences.

learner-facing objective: By the end of this lesson, I'll be able to analyze a poem, write an essay about it, and create a poetry portfolio that includes my own poems and analyses.

Standards: Demonstrate understanding of poetry through an assessment. Engage in a creative project to synthesize learning.

Learning activities

Connector

Display a short, modern poem related to teenage experiences. Ask learners to read it silently and jot down one thing they notice and one thing they wonder about the poem. After a few minutes, have learners share their observations and questions with a partner. Then, select a few learners to share with the class. Record their insights on the board to highlight different perspectives and set the stage for deeper analysis.

Activate

1. Poem Analysis Introduction: Present a poem from the Personal Perspective Anthology. Discuss its themes, structure, and language. Highlight how these elements convey the poet's message. Use a real-world context, such as social media, to relate the poem's themes to learners' lives. Provide a brief analysis example, focusing on one stanza. [Insert solution steps here.]

2. Essay Structure Overview: Explain the components of a coherent essay: introduction, body, and conclusion. Use a sample essay outline based on the poem discussed. Emphasize thesis development and supporting evidence. Relate this to constructing a social media post with a clear message and supporting details. [Insert solution steps here.]

3. Portfolio Creation Guidance: Introduce the poetry portfolio project. Explain how to select poems, write reflections, and annotate analyses. Use a metaphor of curating a personal social media feed to illustrate the selection process. Discuss how each piece should reflect personal experiences and insights. [Insert solution steps here.]

Demoinstrate

• Think, Pair, Share: Guide learners through a detailed poem analysis.

  1. Think: Ask learners to individually analyze a stanza from the poem, focusing on themes, structure, and language. Encourage them to jot down their thoughts.

  2. Pair: Have learners pair up to discuss their analyses. Prompt them to compare interpretations and identify common themes or differing perspectives.

  3. Share: Invite pairs to share their insights with the class. Facilitate a discussion to connect different interpretations and deepen understanding.

  4. Collect and Display: Record key points from the discussion on the board. Organize insights into themes, language, and structure for reference.

  5. Reflect: Ask learners to reflect on how their understanding of the poem evolved through the activity. Encourage them to consider how this process aids in writing a coherent essay.

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Independent practice

• Poem Analysis Exercise: Direct learners to select a poem from the Personal Perspective Anthology. Instruct them to analyze the poem independently, focusing on themes, structure, and language. Encourage them to write a brief analysis paragraph. [Insert link to analysis exercise here.]

• Essay Writing Task: Have learners draft an essay based on their poem analysis. Remind them to include an introduction, body, and conclusion. Emphasize the importance of a clear thesis and supporting evidence. [Insert link to essay writing guide here.]

• Portfolio Development: Guide learners to begin their poetry portfolio. Instruct them to select at least two original poems and write reflections on each. Encourage them to annotate their analyses, highlighting personal connections and insights. [Insert link to portfolio guidelines here.]

Consolidate

Ask learners to answer these questions on their way out:

1. What is one theme you identified in the poem you analyzed today?

2. How does the structure of a poem contribute to its overall meaning?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: A theme identified could be self-identity or the impact of social media.

2. Suggested answer to Question 2: The structure, such as stanza arrangement or rhyme scheme, can emphasize key ideas or emotions.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing multiple poems. Challenge them to explore complex themes or unconventional structures. Suggest creating a multimedia component for their portfolio, such as a video or digital presentation, to enhance their showcase.

• Striving learners: Provide graphic organizers to help structure their poem analysis and essay writing. Offer sentence starters and examples to guide their reflections and annotations. Allow them to work in pairs or small groups for support during the portfolio creation process.

Notable definitions

• Poetry Portfolio: A collection of original poems, reflections, and analyses that showcase a learner's poetic and analytical skills, often centered around personal experiences and themes.

• Spoken Word Poetry: A performance art that focuses on the aesthetics of word play, intonation, and voice inflection, often used to express personal experiences and emotions.

• Comparative Essay: An essay that examines the similarities and differences between two or more subjects, in this context, comparing themes, structures, or language in different poems.

Required materials

• Personal Perspective Anthology (one copy per learner)

• Notebooks or paper for note-taking

• Pens or pencils

• Whiteboard and markers

• Access to a computer or tablet for digital portfolio creation

• Projector for displaying poems and learner work

• Optional: Audio equipment for spoken word poetry performances

Lesson summary

• Connector (10 min)

• Activate (30 min)

• Demonstrate (35 min)

• Independent practice (35 min)

• Consolidate (10 min)