1. Introducing Poetry 05/11/2012 Learning Objective: To develop an understanding of personification Starter Activity: Read the extract. Can you find any examples of alliteration, onomatopoeia, similes and metaphors. Look also for powerful verbs, adjectives and adverbs The clatter of crockery and the sound of happy chatter echoed throughout the bustling café. Filling the air was the distinctive smell of coffee, which seeped out into the street, enticing customers. A nervous waitress walked slowly to the kitchen, carrying a heavy tray of cups, balancing precariously like a tightrope walker. Extension: Add few extra sentences using the remaining techniques.

2. The clatter of crockery and the sound of happy chatter echoed throughout the bustling café. Filling the air was the distinctive smell of coffee, which seeped out into the street, enticing customers. A nervous waitress walked slowly to the kitchen, carrying a heavy tray of cups, balancing precariously. Use of adverbs Variety of sentence openers Did you spot these? Use of alliteration The clatter of crockery and the sound of happy chatter echoed throughout the bustling café. Filling the air was the distinctive smell of coffee, which seeped out into the street, enticing customers. A nervous waitress walked slowly to the kitchen, carrying a heavy tray of cups, balancing precariously. Use of many adjectives The clatter of crockery and the sound of happy chatter echoed throughout the bustling café. Filling the air was the distinctive smell of coffee, which seeped out into the street, enticing customers. A nervous waitress walked slowly to the kitchen, carrying a heavy tray of cups, balancing precariously like a tightrope walker. Simile

3. Personification Think of a person. How might they move? Make a list of verbs (doing words)

4. Now use those verbs to write a sentence describing the way a tree might move: 1.In the wind 2.In winter 3.In a fairytale 4.In a horror story e.g The wind tore through the forest; the tree branches saluted the soldier as he marched home.

5. Two Sunflowers Move in the Yellow Room "Ah, William, we're weary of weather," said the sunflowers, shining with dew. "Our travelling habits have tired us. Can you give us a room with a view?" They arranged themselves at the window and counted the steps of the sun, and they both took root in the carpet where the topaz tortoises run. William Blake (1757-1827)

6. Activity Part 1: Write an extended conversation between the sunflowers before they ask William to move them. You should write it as speech: –Every time someone new speaks, start a new line. –Use speech marks –E.g “Do you understand?” asked Miss thoughtfully. “Yes, crystal clear,” replied Shaquille Part 2: Use this conversation to write a stanza which precedes (comes before) Blake’s poem.

7. Plenary: Consequences

8. Introducing Poetry 15/05/2015 Learning Objective: To know how to ANALYSE (AF1-7) the poem “Dulce et Decorum Est”. Starter Activity: Read all the mini quotes / images from the poem on your sheet. Draw a picture of the scene / situation which you think is being described in this poem. Don’t worry about being right or wrong – I just want to see what pictures you get in your heads!!

9. Wilfred Owen (1893-1918) "Dulce et Decorum Est - pro patria mori" 'It is sweet and proper to die for one's country'.

10. World War I Poetry

11. Activity: Listen to the poem being read aloud. What do you think it is about? Activity: Pick 7 different colour pens. Fill in your colour code. Read through the poem and highlight examples of the 7 things we are looking for.

12. Activity: Re read poem as a class, watching out especially for: ONOMATOPOEIA – hands in the air ALLITERATION – nod your head PERSONIFICATION – stand up SIMILES – clap your hands Do the correct action when you spot one!

13. Dulce et Decorum est… What does the title mean? Re-cap what the attitude of the author is Sketch the most vivid image from the poem What is it about the line that makes it jump out at you so much?

14. Homework: Write this down: Research another war poem (not one that we’ve looked at already) Find 5 different examples of poetic techniques in it and explain the effect they have. Explain whether the poet supports the war or not.

15. Main Activity Three: What and why? You always need to explain WHY you think the author used specific techniques – what effect were they trying to create? Draw this table and write down at least 5 techniques TechniqueQuoteEffect Onomatopoeia‘Gargling’The effect of this is to draw the reader in by making us feel as though we can hear him choking.

16. Look at your copies of ‘Anthem for Doomed Youth’ What does the title say to you immediately? In pairs find examples of all of the different techniques – explaining the effect they have on the MEANING

17. Write your own anti-war poem using the picture below as a stimulus: Mourning a fallen comrade, August 1917 World War I Poetry

18. Quiz 1.The author of Dulce et Decorum Est was: 1.Wilfred Owen 2.Roald Dahl 3.Sigfried Sasson 2.The poem is about: 1.World War One 2.World War Two 3.The War on Terrorism 3.The poem describes a soldier dying because: 1.He has been shot 2.He is ill 3.He has breathed in poison gas 4.The poisonous gas used as a weapon in World War One was called: 1.Mustard Gas 2.Pepper Gas 3.Salt Gas

19. 5. The phrase “dulce et decorum est pro patria mori” means: 1.It is sweet and fitting to die for your country 2.It is horrific and terrible to die for your country 3.It is better to die as a hero than to die as a coward. 6. The soldiers protected themselves from poison gas by: 1.Wearing gas masks / helmets 2.Wearing veils 3.Holding their breath 7. The message of the poem is: 1.Anti – war 2.Pro – war 3.Neutral