Y8 in danger v ad 2

LO: Explore how writers communicate their ideas and perspectives
Task 1:
What do you think when you see this? What
adjectives could you use to describe it?
Can you guess what the lesson may be about?
VAD

Any ideas what the
lesson may be about
now?
VAD

You must have got it by
now?
VAD

LO: Explore how writers communicate their ideas and perspectives
Some of the images are shocking – be prepared.
DO NOT watch it all the way to the end!!!!!
http://www.youtube.com/watch?v=jpXA1OT3gRk
What is your view on killing
animals for fur?
VAD

This is Twiggy: the first ‘supermodel’ from the 1960’s. She still models today and
is a regular on your TV sets,, advertising Marks and Spencer’s clothing.model form
the 1960’s. She advertises clothes for Marks and Spencers now.
VAD
Why might she be connected
with the previous images?

Build:
Task 2
a) As a class, let’s look at the picture of
Twiggy Lawson and Jasmine the Alsatian.
What are your first impressions? What is
the advert about?
b) What is the purpose of the advert?
c) Who is the audience and give some
reasons.
d) Where would be the best place to have this
advert published? Is this an effective
media? Is Twiggy an effective selling
technique? VAD

a)Look at the ‘Animal Aid’ leaflet. What
are your first impressions?
b)What is the poster about? How does
the logo help you work it out?
c)What is the purpose of the leaflet?
Are farm animals as important as
‘endangered ‘ animals?
d)Who is the audience and how do you
know?
e)Where could the leaflet published for
maximum effect?
VAD
Task 3
Look carefully at the
logo. If not for this, it
wouldn’t be apparent
what the advert is for.
How is the logo
effective? What literary
technique does the
name use?

Task 4:
Can you link any words / ideas together and write out 5 points comparing and
contrasting. For example:
1) Both texts are concerned with the treatment of animals.
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However,
On the other hand,
On the contrary,
In opposition to,
This differs from,
The other advert,
Likewise,
Similarly,
Alternatively,
In the same way,
But
Unlike
Instead
whereas

Create your own advert for animals which demonstrates some of the
techniques we have studied so far this year. Peer assess.
Emotive language
Logo
Rhetorical questions
triplets
Personal colours
pronouns
Statistics
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Modals
Imperatives

LO: Create an extended
metaphor of your life
VAD

Task 1) Read the following poem extracts and write down your
guess what the theme of the poem is.
In Praise of Ironing
It has to be loved the way a
laundress loves her linens,
the way she moves her hands
caressing the fine muslins
knowing their warp and woof,
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It has to be loved as if it were
embroidered
with flowers and birds and
two joined hearts upon it.
It has to be stretched and
stroked.
It has to be celebrated.
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Archangels then will attend to its metals
and polish the rods of its rain.
Seraphim will stop singing hosannas
to shower it with blessings and blisses and praises
and, newly in love,
we must draw it and paint it,
our pencils and brushes and loving caresses
smoothing the holy surfaces.
VAD

In Praise of Ironing
It has to be loved the way a laundress loves her linens,
the way she moves her hands caressing the fine muslins
knowing their warp and woof,
like a lover coaxing, or a mother praising.
It has to be loved as if it were embroidered
with flowers and birds and two joined hearts upon it.
It has to be stretched and stroked.
It has to be celebrated.
O this great beloved world and all the creatures in it.
It has to be spread out, the skin of this planet.
The trees must be washed, and the grasses and mosses.
They have to be polished as if made of green brass.
The rivers and little streams with their hidden cresses
and pale-coloured pebbles
and their fool’s gold
must be washed and starched or shined into brightness,
the sheets of lake water
smoothed with the hand
and the foam of the oceans pressed into neatness.
It has to be ironed, the sea in its whiteness
and pleated and goffered, the flower-blue sea,
the protean, wine-dark, grey, green sea
with its metres of satin and bolts of brocade.
And sky- such an O! overhead- night and day
must be burnished and rubbed
by hands that are loving
so the blue blazons forth
and the stars keep on shining
within and above
and the hands keep on moving.
It has to be made bright, the skin of this planet,
till it shines in the sun like gold leaf.
Archangels then will attend to its metals
and polish the rods of its rain.
Seraphim will stop singing hosannas
to shower it with blessings and blisses and praises
and, newly in love,
we must draw it and paint it,
our pencils and brushes and loving caresses
Pablo Neruda
Alpha pathway
http://www.youtube.com/watch?v=BrTsZmxFC5I VAD

http://www.youtube.com/watch?v=BrTsZmxFC5I beta pathway
In praise of ironing
It has to be spread out, the skin of
this planet,
has to be ironed, the sea in its
whiteness;
the sheets have to be
embroidered,
with trees and flowers, with love.
It has to be
Washed with care
And dried in the scent of spring
flowers.
VAD
Remember , a
metaphor is a direct
comparison without
‘as’ or ‘like’.
You are
going to
produce a
short poem
which uses
an extended
metaphor.
You are going to produce your own extended metaphor poem about your life.

The poem is what we call an extended metaphor, where we
compare something to something else ( but don’t use ‘like’ or
‘as’) with a theme that goes on for a while (extended). The poet
has used a mix of ordinary and extraordinary images to tell us
how important the world is to her. The whole poem starts with
laundry and ends with angels!
Task 2)
Explain how the poem is an ‘extended metaphor.’ What
does it compare the Earth to and how does it ‘extend’ ,
(continue with) imagery connected to this main idea?
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You are going to develop and your idea
into a poem
e.g.
I think life is a box of chocolates
A baby born is the excitement of the
present…
VAD
I think life is a computer game…
I think life is a football game…
I think life is a flower..
Careful NOT to use LIKE or AS
Use the graphical organiser on the next slide to help you.

Task 3) Produce a Venn Diagram to help you. Choose a idea and plan it out like the following
e.g.
VAD
Extended
Metaphor
Explain
your theme
Pacman is a
computer game
where you have
you eat as many
power pellets as
possible, and
avoid the ghosts
chasing you.
The chase = pursuit of
knowledge
Power pellets = knowledge
Ghosts = the obstacles in your
school life
Success = conquering your
demons, the ghosts
Life is similar-how?
Life can be
compared to
a computer
game
because
there are
obstacles to
overcome

VAD
Extended Metaphor
Theme =
Life is similar
- how?
e.g. Life is like a
football game
where you need
fitness,
endurance…
Rules
Goals
Obstacles
success

Life
Life is a box of crayons
Full of variety and colour
Filled with exciting choices
but also dull, grey moments.
You decide what goes into
your finished picture.
When it is time to leave
the picture you made,
It remains with your loved
ones.
VAD

Present your ideas back to the class
VAD

LO: Exploring how a poet uses language to present
a viewpoint
VAD

Commas
Commas are used to :
• Separate items in a list : My favourite sports are football, basketball, swimming and athletics.
• To separate a main clause from a subordinate clause (s) in complex sentences when the subordinate clause
appears before or in the middle of a main clause : Quickly to avoid the snarling dog, Becky jumped over the
wall. The fierce dog, who had escaped its leash, came tearing after her.
• To introduce direct speech and replace the full stop at the end of a spoken sentence: He said, “Hello.”
• “Don’t talk to me,” replied Becky.
• To attach a question tag to a statement : You do understand, don’t you?”
Put the missing commas in each of the sentences below.
1. The hedgehog which is about 30 centimetres long has prickly spines.
2. Have you seen my new pet rat Stinky?
3. In the middle of the night our dog started to bark.
4. I saw two animals a deer and an elk in the woods.
5. Can I have a pet rabbit Dad?
6. The most popular breeds of dog in the UK are the labrador the cocker spaniel the German
shepherd the Staffordshire bull terrier and the boxer.
VAD

LO: Exploring how a poet
uses language to present a
viewpoint
THE JAGUAR by Ted Hughes
Jaguars are the biggest wild cats in the Western Hemisphere.
They are hunted for their beautiful fur, and are dying out as their
habitat is destroyed by pollution.
The following is a jaguar born in captivity but , like the foxes at
the fur farm, it is still pacing its cage; a sure sign it is bored and
wants to run free.
http://www.youtube.com/watch?v=bE9YcdCl7H4

The apes yawn and adore their fleas in the sun.
The parrots shriek as if they were on fire, or
strut
Like cheap tarts to attract the stroller with the
nut.
Fatigued with indolence, tiger and lion
Lie still as the sun. The boa-constrictor’s coil
Is a fossil. Cage after cage seems empty, or
Stinks of sleepers from the breathing straw.
It might be painted on a nursery wall.
Task 1
Write out 3 similes.
Write out a metaphor.

But who runs like the rest past these arrives
At a cage where the crowd stands, stares,
mesmerized,
As a child at a dream, at a jaguar hurrying enraged
Through prison darkness after the drills of his eyes
On a short fierce fuse. Not in boredom—
The eye satisfied to be blind in fire,
By the bang of blood in the brain deaf the ear—
He spins from the bars, but there’s no cage to him
Task 2:
Write 5 examples of the negative
words/ phrases which show how
the jaguar feels about his
imprisonment.
Task 3:
Find examples of alliteration. How
does this emphasize the blood
pounding in the jaguar’s enraged
body? Explain it in a PEE
statement.
The poet uses the alliteration ‘______’ to
create a rhythm to show the blood
pounding in the jaguar’s enraged body.

More than to the visionary his cell:
His stride is wildernesses of freedom:
The world rolls under the long thrust of his
heel.
Over the cage floor the horizons come.
A visionary is often a mystical figure who
can see the future. What is the only
future the jaguar wants to see?

VAD
The parrots shriek as if they were on fire, or strut
Like cheap tarts to attract the stroller with the nut.
At a cage where the crowd stands, stares, mesmerized,
The world rolls under the long thrust of his heel.
Task 4
Explain how this poet makes you feel
a mixture of admiration for this proud
creature, and pity for its situation,
using PEE statements.
a) The poet uses negative words like
‘_______’so the reader feels sorry for
the jaguar. These make you feel…
B) Another technique he uses is
alliteration ‘_____’ to show…
c) He also compares the jaguar to…

“The conditions in the zoo are appalling”
Reviewed November 30, 2012
While the animals at the zoo have plenty of room to roam, the facilities are run down, dirty
and very old-fashioned. The animals don’t look that well cared for. They are all a bit flea
bitten and nothing like zoos in Britain. To be honest, it’s so hot and dusty, I wouldn’t take
kids here for an extended period of time. Seeing alligators covered in garbage is pretty
terrible. Cages weren’t very clean and water facilities were limited. The animals could
certainly do with a lot more shade and plants and water features to play around in.
VAD
From Trip Advisor
Write your own review for trip advisor as if you were the poet, Ted Hughes, about a visit
to Riyadh Zoo. Make sure you write about:
- The condition of the animals
- Cages/ pens
- Food available for the animals
- Suitability for families

• Share with class. Discuss which review would be the most helpful to a
tourist , wishing to visit somewhere with children. Discuss why.
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1. Look at the first two verses. How can you tell that the
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animals are bored?
2. Look at the third verse onwards. How is the Jaguar different
from the other animals in the zoo?
3. Write a short paragraph describing what the writer admires
about the jaguar
4. Look at the images below. Choose five and write down the
picture you think the writer is trying to create. Write it like
this: “image (b) makes the parrots seem like …”
The parrots shriek as if they were on fire, or strut
Like cheap tarts to attract the stroller with the nut.
At a cage where the crowd stands, stares, mesmerized,
The world rolls under the long thrust of his heel.
a) shriek as if they were on fire
b) strut like cheap tarts
c) coil is a fossil
d) breathing straw
e) it might be painted on a nursery wall
f) as a child at a dream
g) hurrying enraged through prison darkness
h) on a short fierce fuse
i) there's no cage to him /
j) More than to the visionary his cell
k) His stride is wildernesses of freedom
l) The world rolls under the long thrust of his heel
m) Over the cage floor the horizons come
Beta pathway

LO: Analysing poetry techniques in a pre-
20thcentury poem
VAD

He clasps the crag with crooked hands;
Close to the sun in lonely lands,
Ring’d with the azure world, he stands.
The wrinkled sea beneath him crawls;
He watches from his mountain walls,
And like a thunderbolt he falls.
Task 1)Produce a quick sketch
of each line
Task 2) What do you think the
poem is about?
Task 3) Write a sentence to
explain and the reasons why.
Feed back to the class.

He clasps the crag with crooked
hands;
Ring’d with the azure world, he
stands.
The wrinkled sea beneath him
crawls;
And VAD
like a thunderbolt he falls.
Watch the following
interpretation of the
poem. Was it what you
expected ?
http://www.youtube.com/watch?v=q-mTNkXUFlg
Task 4)
Give your OWN title to the
poem. (See if you can come up
with a metaphor).

The American Bald
Eagle is a success story
for surviving! It is the
symbol for the USA yet
was put on the
Endangered Species
list in 1978. Luckily, it
has been protected
and was removed
from the Endangered
Species list in 1995.
For now.

Task 5 ) What technique is being used here?
The poet seems to be suggesting the
eagle is a ‘god-like’ figure, looking
down on everything from the sun.
Task 6) Explain how this word makes
you feel. Why might the poet have
used it. Can you come up with an
alternative synonym (word with a
similar meaning)?
Task 7 Azure is a word associated with
royal seals and coats of arms . (Think back
to the American seal). What might this
suggest about how the poet views the
eagle? How do other cultures around the
world view the eagle?

VAD
Task 8 What technique is used
when you compare a thing to a
person or something alive?
This is a picture
of Zeus, king of
the Greek
gods. Only he
can use a
thunderbolt as
a weapon.
What does this
suggest about
the eagle?
Think about a
previous image
in the poem.
Why does the poet
imply the eagle ‘owns’
the crag?

A Rhyme Scheme is the pattern of sounds at the end of lines.
Each sound pattern uses a letter of the alphabet and you begin
with ‘A’.
Jack and Jill A
Went up the hill A
To fetch a pail of water B
Jack fell down C
And broke his crown C
And Jill came tumbling D
After B
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What is the Rhyme Scheme of this poem?
Th

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The Prisoner
The prisoner’s pacing path
is stomped strides smooth
His fur is sunlight dappled
darkness
Write your own poem about a powerful
predator. Give it a metaphor title which
could explain something about its
strength or speed.
Make sure you try and use some:
• Similes
• Metaphors
• Alliteration
• Symbolism (thunderbolt for god etc)
• Rhymes if possible (not essential)
Write it in the middle of the page and
put labels on to show all the techniques
you used.
Metaphor
alliteration
metaphor

Peer assess
Can your peer guess what your poem is about?
Which predator is it and why? How many
techniques have they used?
VAD

LO: Working effectively in a group to produce a charity presentation on ‘Endangered Animals’
In your tables , decide which people are going to do the following. You need:
Project manager – write the ‘mission statement’ : the main idea of what your charity is all about; it’s
aims; ideas. Makes overall decisions and delivers the idea. (Needs to be a good speaker and organiser).
Art designer – designs the logo, cartoon animals , comic script tv ad idea
Researcher – Researches charities already out there and report back, finds out the details about animals
Marketing Analyst – look at other websites, charities, and decides how to promote your charity e.g. TV
ad idea? magazine ideas? TV schedule? Fun runs? Get schools involved?
1) Which animals you are going to research (must be endangered)
2) Who is going to research what?
3) What marketing strategies are you going to use?
4) Where will you advertise?
5) Research existing sites.
6) How are youi going to be different to charities already out there?
7) How are you going to persuade people to give money?
8) What will you get them to do? Text to pay? Sponsor? Go into schools to tell them?
VAD
The next lesson will
tell you more about
how you are going
to deliver your ideas
in a presentation.

Has your group produced the following?
• Sponsorship pack ( what do you get if you sponsor an animal? Info? Keyrings?
etc)
• Storyboard for a tv advert
• Script for a radio advert
• Promotion pack to schools for money raising activities (e.g. ‘Fun Run’)
• Fact file on at least 3 endangered animals
• Website design
VAD

LO: Identify and create an effective speech
• http://www.youtube.com/watch?v=8tbPCYctoeU
This is the former President of the United States , illustrating how NOT
to deliver a speech!
So what does make a good speech?
VAD

When do
you give a
speech?
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In court
Press
release
Grand opening
of a hospital, etc

Task 1: Add to the spidergram and think of all the important
times in life you need to use speeches or you have seen them
used on television.
The type of speech Explain importance
Funeral
Press statement
So you’ve thought about where and why we make speeches.
Now you need to review the terminology to analyse them.
VAD

Task 2:
What makes a good speech?
Watch the video where a 12 year old girl presented
her speech to world leaders in 1992, and made
headlines all over the world.
Write a sentence to explain why you think people
around the world were so impressed by this speech?
http://www.youtube.com/watch?v=xPx5r35Aymc
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A ALLITERATION - she sells seashells
F FACTS - It’s 2013
O OPINIONS - Y8 is the best year.
R REPETITION – No food. No drink. No mess.
E EMOTIVE LANGUAGE – starving children
S STATISTICS – 60% of children, …
T THREE – sun, sand and surf holiday

Hello, I’m Severn Suzuki speaking for E.C.O. – The Environmental Children’s
Organisation.
We are a group of twelve and thirteen-year-olds from Canada trying to make a
difference:
Vanessa Suttie, Morgan Geisler, Michelle Quigg and me. We raised all the money
ourselves to come five thousand miles to tell you adults you must change your
ways. Coming here today, I have no hidden agenda. I am fighting for my future.
Losing my future is not like losing an election or a few points on the stock
market. I am here to speak for all generations to come.
I am here to speak on behalf of the starving children around the world whose
cries go unheard.
Task 3:
a) Write down any examples of ‘emotive language’ above.
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I am here to speak for the countless animals dying across this planet because they have nowhere left to go. We
cannot afford to be not heard.
I am afraid to go out in the sun now because of the holes in the ozone. I am afraid to breathe the air because I
don’t know what chemicals are in it.
b) Write out an examples of repetition
I used to go fishing in Vancouver with my dad until just a few years ago we found the fish full of cancers. And now
we hear about animals and plants going extinct every day — vanishing forever.
In my life, I have dreamt of seeing the great herds of wild animals, jungles and rainforests full of birds and
butterflies, but now I wonder if they will even exist for my children to see.
Did you have to worry about these little things when you were my age?
c) Write out a triplet ‘list of three’.
d) Write out a rhetorical question.
All this is happening before our eyes and yet we act as if we have all the time we want and all the solutions. I’m
only a child and I don’t have all the solutions, but I want you to realise, neither do you!
e) Write out the personal pronoun/direct address to the audience
* You don’t know how to fix the holes in our ozone layer.
* You don’t know how to bring salmon back up a dead stream.
* You don’t know how to bring back an animal now extinct.
* And you can’t bring back forests that once grew where there is now desert.
If you don’t know how to fix it, please stop breaking it!
VAD

Use an ACRONYM to help you plan your ideas. An acronym use
the first letters of a word. We are going to use MIC got lost in A
FOREST. Can you guess what the acronym letters stand for.
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M
I
C
A
F
O
R
E
S
T

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Modal
(words which show how likely you are to do
something
e.g. should , might, could)
Imperative
(commands someone imperial would us)
e.g. Stop!
Conditional
(something which relies on a set of conditions
e.g.
If you want to save_____, you must____

Make up your own persuasive statements about saving the world using A
FOREST techniques
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Alliteration
Facts
Opinions
Rhetorical
Question
Emotive Language
Statistics
Triplets

Use the A FOREST to write some phrases suitable
for a speech on global warming or endangered
animals.
Swap and peer asses.
Extension
Write a speech to present back to the class. Try
and make it last at least 2 minutes.
VAD

LO: Appreciate the appeal of writers from our literary heritage
http://www.youtube.com/watch?v=jx5HCXlECuo
http://www.youtube.com/watch?v=4Z-uO5TPQfM
Pig
VAD
Task a) Write
down some
adjectives or
phrases to
describe a pig.
(NOTHING rude or
personal)
Task b)
The words on the next slide, and the youtube clip, are to do with a poem
written by Ted Hughes. Predict what it is going to be about
http://www.youtube.com/watch?v=3BAZfXW4GrA

a) Dead h) Graves p) Not pathetic
VAD
b) Pink white eyelashes i) A poundage of
lard and pork
q) Greased piglet
c) Thick pink bulk j) Trouble of cutting it up r) Squeal
d) scald k) Scour it like a doorstep s) Hot blood
e) Dignity ... entirely gone l) Weighed ... as much
as three men
t) Bite
f) Sack of wheat m) Faster and nimbler
than a cat
u) Chop
e) Thumped it n) Gash in its throat
g) Guilty o) Shocking
Task c: What do you think the poem is going to be about now? Write a pee statement ,
using one of the quotes as evidence of what you think it will show.

VAD
http://www.youtube.com/watch?v=LYAdCeYkypE&list=PLBCAF3D7D6E15BBEE
The pig lay on a barrow dead.
It weighed, they said, as much as three men.
Its eyes closed, pink white eyelashes.
Its trotters stuck straight out.
Such weight and thick pink bulk
Set in death seemed not just dead.
It was less than lifeless, further off.
It was like a sack of wheat.
I thumped it without feeling remorse.
One feels guilty insulting the dead,
Walking on graves. But this pig
Did not seem able to accuse.
It was too dead. Just so much
A poundage of lard and pork.
Its last dignity had entirely gone.
It was not a figure of fun.
Too dead now to pity.
To remember its life, din, stronghold
Of earthly pleasure, as it had been,
Seemed a false effort, and off the point.
Too deadly factual. Its weight
Oppressed me – how could it be moved?
And the trouble of cutting it up!
The gash in its throat was shocking,
but not pathetic.
Once I ran at a fair in the noise
To catch a greased piglet
That was faster and nimbler than a cat,
Its squeal was the rending of metal.
Pigs must have hot blood, they feel like ovens.
Their bite is worse than a horse’s –
They chop a half-moon clean out.
They eat cinders, dead cats.
Distinctions and admirations such
As this one was long finished with.
I stared at it a long time. They were going to scald it,
Scald it and scour it like a doorstep
‘View of a Pig’ by Ted Hughs

Task d) Put the following into a double page spread and fill it in.
Words and phrases used to describe The writer says… My response…
Weight & size
colours Pink and white Associated pink with femininity, love
VAD
White is innocence
similes
Violent words
Life of the pig
Death of the pig
Words you usually associate with
pigs
Movement of the pig
Actions of the pig
Poet’s feelings about pig

Task d) Put the following into a double page spread and fill it in.
Words and phrases used to describe The writer says… My response…
Weight & size Weighs as much as ‘three men’ Shock that it’s so heavy
colours Pink and white Associated pink with femininity, love
VAD
White is innocence
similes Like a sack of wheat Was totally lifeless and heavy
Violent words Gash, chop, Makes you think about the act of
chopping it up
Life of the pig Din, stronghold of earthly pleasure It was noisy and had a pleasurable life
Death of the pig Gash in its throat was shocking Makes you feel repulsed by violence
Words you usually associate with
Pink, cute , fat This description is only negative
pigs
Movement of the pig
Actions of the pig
Poet’s feelings about pig

Write out a PEE statement paragraph which explains:
How does the writer use language to make you feel sorry for the pig?
Share with the class.
VAD

LO: Create a themed poem which
uses parts of speech

How things are done, the ADVERBS tell,
As quickly, slowly, badly, well;
The PREPOSITION shows relation,
As in the street, or at the station;
CONJUNCTIONS join, in many ways,
Sentences, words, or phrase and phrase;
The INTERJECTION cries out, 'Hark!
I need an exclamation mark!'
Through Poetry, we learn how each
of these make up THE PARTS OF SPEECH.
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The Parts of Speech
Every name is called a NOUN,
As field and fountain, street and town;
In place of noun the PRONOUN stands
As he and she can clap their hands;
The ADJECTIVE describes a thing,
As magic wand and bridal ring;
The VERB means action, something
done -
To read, to write, to jump, to run;

VAD
They shut the road through the woods
Seventy years ago.
Weather and rain have undone it again,
And now you would never know
There was once a road through the woods
Before they planted the trees.
It is underneath the coppice and heath
And the thin anemones.
Only the keeper sees
That, where the ring-dove broods,
And the badgers roll at ease,
There was once a road through the woods.
Yet, if you enter the woods
Of a summer evening late,
When the night-air cools on the trout-ringed pools
Where the otter whistles his mate,
(They fear not men in the woods,
Because they see so few.)
You will hear the beat of a horse's feet,
And the swish of a skirt in the dew,
Steadily cantering through
The misty solitudes,
As though they perfectly knew
The old lost road through the woods ...
But there is no road through the woods.
Questions
1. Find examples of the following in the woods:
5 Nouns - 1 preposition
5 Verbs - 1 adverb
2. What is the effect of the phrase ‘misty solitudes’ in the second verse.
What kind of atmosphere does it suggest?
3. Find 2 eg’s of internal rhyme in the second stanza.
4. How does the poet suggest that, although ‘you would never know/ There
was once a road through the woods,’ the road has not completely
disappeared ?
5. Which 2 lines in the first verse create an atmosphere of peace and
tranquillity and how does the poet use alliteration to create this effect?
6. Describe the atmosphere of the second stanza. Which words create this
effect?

Activity •Create a poem using different parts of speech.
Remember the poem has to be about nature.
Task a)
Nouns
Write out at
least 20 nature
nouns. Try to
use interesting
vocabulary like
‘crag’
e.g. forest
Task B)
Verbs
Write out at
least 20 verbs.
Try to make
them interesting.
ruminates
daydreams
muses
Task C)
Adverbs
Write out a list of
at least 10
adverbs
Slowly
Quickly
Task D)
Prepositions
Write out a list of
at least 10
prepositions
e.g.
On
Above

Example
stone listens carefully around
• Then expand your words into a sentence.
The stone listens carefully to the grass as it grows around it.
• Continue this process to form your poem.
• Write your poem up. It must have at least 10 lines and
be on the theme of nature.
• Create a poster for your poem.

VAD
Plenary
Swap your poem poster with a peer and get them to
identify all the parts of speech that they can find.
Extension
Create you own acronym (like A forest), poem or
sentence which is an ‘aide memoire’ (a memory aid) e.g.
Big Elephants Can Always Understand Small Elephants
Create a poster for it.

LO: Creating description using poetic techniques and ambitious vocabulary
VAD
A comparison
which uses like
or as
A direct comparison where
something ‘is’ something
else
Repetition of initial
letters
Sound words
Where something
which isn’t alive is
described as if it is
alive (like a
person or animal)
Alliteration
Onomatopoeia
Personification
simile
metaphor
A
B C
D
E

VAD
Identify :
• Similes
• Metaphors
• Personification
• Onomatopoeia
• Alliteration
1. short spells of sharp, glittering sunshine
2. a timid rainbow flirts with storm clouds
3. the old house on the hill wore its steep, gabled
roof pulled over its ears like a low hat
4. lightening cracked like gunfire
5. stainless steel cranes silhouetted against the
sapphire stained sky
6. the rumble and grumble of the angry
storm
7. rain splintered down
8. rubbish flapped around like an angry
bird
9. brutal black clouds crowd out the light
10. the crash and thrash of lightening
splitting into silver sparks
11. battered broken down buildings
buckle under the assault
12. leaves flitted fearfully by

Read the poem Wind by Ted Hughes. Find some examples of the
techniques you’re looked at.
Descriptive writing can use a lot of what we would ordinarily
think of as poetic techniques
VAD
This house has been far out at sea all night,
The woods crashing through darkness, the booming
hills,
Winds stampeding the fields under the window
Floundering black astride and blinding wet
Till day rose; then under an orange sky
The hills had new places, and wind wielded
Blade-light, luminous black and emerald,
Flexing like the lens of a mad eye.
At noon I scaled along the house-side as far as
The coal-house door. Once I looked up -
Through the brunt wind that dented the balls of my
eyes
The tent of the hills drummed and strained its
guyrope,
The fields quivering, the skyline a grimace,
At any second to bang and vanish with a flap;
The wind flung a magpie away and a black-
Back gull bent like an iron bar slowly. The house
Rang like some fine green goblet in the note
That any second would shatter it. Now deep
In chairs, in front of the great fire, we grip
Our hearts and cannot entertain book, thought,
Or each other. We watch the fire blazing,
And feel the roots of the house move, but sit on,
Seeing the window tremble to come in,
Hearing the stones cry out under the horizons.
• Similes
• Metaphors
• Personification
• Onomatopoeia
• Alliteration

Write a description about an old stone cottage on a wind-swept island in the middle of a storm. Use the vocabulary on
the next slide.
Remember to use poetice techniques
The old house creaked in the wind, its
roots pulling at the dark earth…
The black storm clouds stabbed spears of
rain down onto the ancient, stone –
cottage…
VAD

Create your own poetic description using some of the vocabulary and ideas so far
Nouns
spark hurricane landscape cascades hammer
illumination trees ship wind rage spectre
skies thunder grass fingers
moon leaves cousin coast tongues places
cacophony silhouettes havoc lightning
torrents circuit roots clouds scent darkness
rooftops pools mood anguish fear puddles
VAD
graves dagger anarchy
fragrancemystery lake earth carnage force velvet
electricity
Adjectives
jagged omnipotent howling ancestral
jet-black gold scarlet ebony old heavy
crusted frozen magenta fragile metallic amber
crimson stainless steel skeletal silky bruised icy
stealthily callous dark isolated silver humble
tumultuous violet vicious belligerent
battered frantic brutal luminous
Verbs
break violate juxtapose flash magnify
bring
lay howl gather
echo clatter crash
slash slither whistle murmur
splatter whisper
talk sweep tell reap
quiver rip terrorise undulate
peal seal recoil cackle pulsate
whip fall rumble tumble unleash rampage
shatter
reverberate align follow ride break
unchain
Adverbs
Viciously desperately violently vindictively
suddenly avidly Blindly greedily
gleefully zestfully

Lo: Create an advert which encourages people to donate to your endangered animals charity
VAD
http://www.youtube.com/watch?v=YAnd0ebRVuE
Watch the video and identify ‘a forest’ techniques

Assessment:
•I will use peer assessment this lesson.
•My teacher will assess my speaking and listening
skills and give me advice.
•My teacher will mark my work on personification
and make comments on ways to improve.

Watch the music video ‘Welcome to the Jungle’ and listen to the lyrics. What is the band trying to say about
the city?
Welcome to the jungle it gets worse
here every day
Ya learn to live like an animal in the
jungle where we play
If you hunger for what you see you'll
take it eventually
You can have everything you want but
you better not take it from me
https://www.youtube.com/watch?v=o1tj2zJ2Wvg
What’s this video trying to say about the jungle?
https://www.youtube.com/watch?v=0cD9cBEaNBc

LO:Understand and create your own personification
Personification is where a ‘thing’ is described as if it’s alive
e.g. the house glared down (houses can’t see so can’t
glare)
Welcome to the jungle it gets worse here every day
Ya learn to live like an animal in the jungle where we play
If you hunger for what you see you'll take it eventually
You can have everything you want but you better not take it
from me

Personification
Personification is a type of metaphor, where objects are described as if they
have human or animal qualities.
From The Love Song Of J Alfred Prufrock by TS Eliot
The yellow fog that rubs its back upon the window-panes,
The yellow smoke that rubs its muzzle on the window-panes,
Licked its tongue into the corners of the evening,
Lingered upon the pools that stand in drains,
Let fall upon its back the soot that falls from chimneys,
Slipped by the terrace, made a sudden leap,
And seeing that it was a soft October night,
Curled once about the house, and fell asleep.

Write down 5 words or phrases to describe a ‘jungle’.
Write down 5 words or phrases to describe a ‘city’.

Build: Task b)
Look at the following words:
cars gargles
gutter hunched
houses cruise
What can you say about them?
Some are nouns, some are verbs
but what else?
When you pair the words they
turn into alliteration. What
could it mean?
Thinking about language
Task a)
The title of the poem we are
going to study is called ‘City
Jungle’ .
This is an oxymoron. Can you
work out what oxymoron may
mean?
(Oxy means sharp and moron
means dull).
What is unusual about the words
‘city’ and ‘jungle’? Is there a way
you could describe them? Why
are they strange together?

Your task is to
a) Sketch these images from the Demonstrate:
poem.
b) Write the appropriate line from the poem underneath
b) write your own example of personification for the image.
A)
E.G.
Poem Image - A motorbike
snarls
My Image - A motorbike
coughed and stuttered into life
F)
E)
B) C) D)

1. alone together
2. awfully good
3. bitter sweet
4. clearly misunderstood
5. crash landing
6. cruel kindness
7. deafening silence
8. freezer burn
9. friendly takeover
10. icy hot
11. impossible solution
Famous Shakespeare Oxymorons
Damned saint
“O brawling love! O loving hate! . . .
O heavy lightness! serious vanity!
Misshapen chaos of well-seeming
forms!
Feather of lead, bright smoke, cold fire,
sick health!
Still-waking sleep, that is not what it is!
This love feel I, that feel no love in this.

The poem also uses other
techniques such as:
A pun = a play on words
Alliteration = she sells sea shells
1.Write out the 1 pun.
2.Write out 2 examples of
alliteration.
3. Use 2 of the metaphors in the
poem and change them into
similes, using ‘as’ or ‘like’.
Write your own OXYMORON
opposite poem , trying to use
personification.
e.g.
Earth Sky
The Earth shakes itself awake
It showers in the early morning
rain

Peer assessment:
Show your work to a partner.
Explain what you have done to the images and why
you have personified them that way.
Your partner will give you feedback on what you
have done well and how you may have been able to
improve it.
I am going to assess your speaking and listening
as you do this.

LO: Write a dramatic monologue
A dramatic monologue is where only one character speaks and
shows us something of their personality. It’s like they are
speaking to the reader.
The poem we are going to study is the thoughts of a
‘god’ with supernatural powers.
VAD

Task 1
a) List the names of as many gods as you can.
b) List some adjectives which describe god-like qualities.
VAD

VAD
Below is a copy of a poem. As you can see, the words and lines have been
silhouetted. This has been done in order to force you to respond to the poem
visually, to respond to the way that the poem has been structured, on the
page.
I may be smelly and I may be old,
Rough in my pebbles, reedy in my pools,
But where my fish float by I bless their swimming
And I like the people to bathe in me, especially women.
But I can drown the fools
Who bathe too close to the weir, contrary to rules.
And they take a long time drowning
As I throw them up now and then in the spirit of clowning.
Hi yih, yippity-yap, merrily I flow,
O I may be an old foul river but I have plenty of go.
Once there was a lady who was too bold
She bathed in me by the tall black cliff where the water runs cold,
So I brought her down here
To be my beautiful dear.
Oh will she stay with me will she stay
This beautiful lady, or will she go away?
She lies in my beautiful deep river bed with many a weed
To hold her, and many a waving reed.
Oh who would guess what a beautiful white face lies there
Waiting for me to smooth and wash away the fear
She looks at me with. Hi yih, do not let her
Go. There is no one on earth who does not forget her
Now. They say I am a foolish old smelly river
But they do not know of my wide original bed
Where the lady waits, with her golden sleepy head.
If she wishes to go I will not forgive her.
Predict what the poem may be about.
What is the character ‘god’ of?
• What does the line look like?
• What might the poem be about?
• Why, do you think, the poem is one
verse long?
• What is the effect of the different line
lengths? That is, what do they seem
to capture?
• What might the pace of the poem be
during short lines? Long lines? What
might this reflect?
• What might the title of the poem be?

VAD
Predictions
 In pairs, make a list of words and phrases that
you associate with rivers and water. Keep this list
safe. Think about:
• possible adjectives to describe a river / water;
• words to describe the movement of a river /
water;
• what might happen in a river / water;
• who and what you might find in a river / water.
Character and voice
 Read the following lines from the opening of the
poem:
“I may be smelly and I may be old,
And I like the people to bathe in me, especially
women.”
 Who is the speaker of this poem? Explain your
answer.
The River God
 The title of the poem is ‘The River God’. Listen to and then
read a copy of the poem.
http://www.youtube.com/watch?v=UGB0KjZ8EF8
The poem is dominated by a word set linked to rivers and
water. Work in pairs to make a note of them.
 Compare the words from the poem with the list of
words and phrases from the prediction activity. How many
did you predict correctly?

VAD
5
10
15
20
25
I may be smelly and I may be old,
And I like the people to bathe in me, especially women.
But I can drown the fools
Who bathe too close to the weir, contrary to rules.
And they take a long time drowning
As I throw them up now and then in the spirit of clowning.
Hi yih, yippity-yap, merrily I flow,
O I may be an old foul river but I have plenty of go.
Once there was a lady who was too bold
She bathed in me by the tall black cliff where the water runs cold,
So I brought her down here
To be my beautiful dear.
Oh will she stay with me will she stay
.

God-like
Like the gods you listed earlier, the speaker of this poem – The River God – shows different attitudes and
different aspects of his personality at certain points in the poem
In small groups, identify examples and evidence from the poem which captures the attitude and
VAD
personality of the speaker
Group 1: Playful and humourous
Group 2: Loving and caring
Group 3: Selfish, spiteful and powerful
Group 4: Lines 11 – 26
 In lines 11 – 26 there is plenty of evidence of the above examples of the speaker’s attitude and
personality. However, the tone and content in this section of the poem is more complex. Are there any
words or phrases that make you feel sympathy for the speaker? Look for contrasts and look at the words
the speaker uses to describe himself. (You can look at the entire poem, too.)

Mother Nature
VAD
Create your own dramatic monologue
in poetry or prose. You can be as
creative as you like, but it must show
something about the Earth in danger.
You can create a poster, or even ideas
for a costume to wear.

LO: Appreciate how to make a poem come alive with sensual
imagery
The following poem is all about the excitement of being a child. Make a list of fairy stories you were told as a
child.
Like the poem we are going to read, fairy stories can have a deeper, and often, darker message. Can you think of
the darker side of fairy tales and what they may be warning children about?

Bluebeard is a wealthy aristocrat, feared and shunned because of his ugly, blue beard. He has been married several times, but
no one knows what became of his wives. He is therefore avoided by the local girls. When Bluebeard visits one of his
neighbours and asks to marry one of her two daughters, the girls are terrified, and each tries to pass him on to the other.
Eventually he talks the younger daughter into visiting him, and after hosting a wonderful banquet, he persuades her to marry
him. After the ceremony she goes to live with him in his château.
Very shortly after, Bluebeard announces that he must leave the country for a while; he gives all the keys of the château to his
new wife, telling her they open the doors to rooms which contain his treasures. He tells her to use the keys freely, and enjoy
herself whilst he is away. However, he also gives her the key to one small room beneath the castle, stressing to her that she
must not enter this room under any circumstances. She vows she will never enter the room. He then goes away and leaves the
house in her hands. Immediately she is overcome with the desire to see what the forbidden room holds, and despite warnings
from her visiting sister, Anne, the girl abandons her guests during a house party, and takes the key to the room.
The wife immediately discovers the room's horrible secret: its floor is awash with blood, and the murdered bodies of her
husband's former wives hang from hooks on the walls. Horrified, she drops the key into the pool of blood. She flees the room,
but the blood staining the key will not wash off. She reveals her murderous husband's secret to her sister Anne, and both plan
to flee the castle the next day. But Bluebeard returns home unexpectedly the next morning, and, noticing the blood on the key,
immediately knows his wife has broken her vow. In a blind rage he threatens to behead her on the spot, but she implores him
to give her a quarter of an hour to say her prayers. He consents, so she locks herself in the highest tower with Anne. While
Bluebeard, sword in hand, tries to break down the door, the sisters wait for their two brothers to arrive. At the last moment, as
Bluebeard is about to deliver the fatal blow, the brothers break into the castle, and as he attempts to flee, they kill him. He
leaves no heirs but his wife, who inherits all his great fortune. She uses part of it for a dowry to marry off her sister, another
part for her brothers' captains' commissions, and the rest to marry a worthy gentleman who makes her forget her horrible
encounter with Bluebeard. https://www.youtube.com/watch?v=M2q8QJ5qNUI

Late August, given heavy rain and sun
for a full week, the blackberries would ripen.
At first, just one, a glossy purple clot
among others, red, green, hard as a knot.
You ate that first one and its flesh was sweet
like thickened wine: summer's blood was in it
leaving stains upon the tongue and lust for
picking. Then red ones inked up and that hunger
sent us out with milk-cans, pea-tins, jam-pots
where briars scratched and wet grass bleached our
boots.
Round hayfields, cornfields and potato-drills
we trekked and picked until the cans were full,
until the tinkling bottom had been covered
with green ones, and on top big dark blobs burned
like a plate of eyes. Our hands were peppered
with thorn pricks, our palms sticky as Bluebeard's.
We hoarded the fresh berries in the byre.
But when the bath was filled we found a fur,
A rat-grey fungus, glutting on our cache.
The juice was stinking too. Once off the bush
the fruit fermented, the sweet flesh would
turn sour.
I always felt like crying. It wasn't fair
that all the lovely canfuls smelt of rot.
Each year I hoped they'd keep, knew they
would not.
https://www.youtube.com/watch?v=hGxkRc0rd0o
Blackberry Picking by Seamus Heaney

Seamus Heaney – Blackberry-Picking
An anecdote is a personal story.
This poem is what we call anecdotal. Copy out and explain what happens in each section, paying particular attention to
the emotions
Part 1
Part 2

1.The poem is full of colour and many of the colours are used to describe the blackberries themselves. Pick three quotations about the blackberries,
copy them out and then explain what impression of the berries we are given.
•One of the reasons for the poem’s success is the way in which it vividly creates a sense of the scene through the use of the senses. Record examples of each of the five Sight Sound Smell Taste Touch

As well as writing about a personal memory, a comment is
being made about life itself. What do you think is the message
/ sub-text of the poem?
Write your own fairy tale which may be
a warning or have a dark side to it

LO: Create your own eco friendly school of the future
Eco-schools are running a competition
for pupils to design a school for the
future. Could you come up with:
- List of eco strategies
- A revised logo for the school which
would reflect its eco- friendly nature
- An awe-inspiring ‘green’ design which
would show case the school (lots of
plants, water, windmills etc)
The school could be built over a river, down a
hill, the roof could be made of glass, windmills.
The choice is yours!!!!

LO: Create your own eco friendly school of the future
Eco friendly school of the future for St Thomas
As the state-of-the-art new St Thomas Community School nears completion, a number of eco-friendly features have
been built in, making it a truly 21st century school.
Swansea Council's contractors for the build, Carillion Regional Building has been on site for over a year and has
constructed a state of the art, modern building with the environment in mind, which will provide an excellent
educational centre for future pupils, but a resource for the whole St Thomas community.
The impact of energy inefficiency and CO2 released from using fossil fuels on climate change is well known. The
new St Thomas school has a number of green features, including:
* Solar panels to provide additional hot water
* Photovoltaic panels to provide additional electricity
* Rainwater harvesting: rainwater collected off the roof is recycled into the school and used to flush toilets
* Passive venting: stacks on the roof provide natural ventilation, reducing the need for air conditioning
* Recycled tyres: the playground surfacing is made from recycled tyres and trainers, providing a safe playing
surface
Swansea Council Cabinet Member for Education, Mike Day said, "All of us by now are aware of our responsibilities
to our global environment and future generations, so it is fitting that a facility for local children should be built with
sustainability in mind.
"Carillion has done a great job and we look forward to seeing it up and running."
Gareth Davies, Regional Director at Carillion Regional Building said, "The construction industry has a responsibility
to be sustainable, and this was a major consideration when building the new school for the St Thomas area.
"The site team would like to thank all the local residents for their support during the build."

LO: Identify and appreciate what makes effective
sensual imagery
Imagery is a technique using imaginative and
descriptive words that stimulate your emotions,
imagination or senses.
Look at the following ‘image’
• AF7 Select You must appropriate be able and effective to understand vocabulary
and pick out three different types of imagery (level 3)
• • You You must should be able be to able understand to use and imagery pick out four in different your own types creative of imagery (writing level 4)
(level 4)
• You should be able to select language to create imagery in your own creative writing (level 4)
5)
• • You You could could use use imaginative imaginative and creative and adjectives creative to produce adjectives effective to imagery produce with an effective intentional imagery effect (level (level 5)
6)
5)

Look at the image carefully.
What words come to mind?
Be ready to give me some ideas, what
does the image connote.

You’ve just used one of the senses in the previous slide? Which one?
Close your eyes. Don’t talk. What sense do you have to use now with
this link?
http://www.youtube.com/watch?v=LTiRw7kx97E
Extension:
Why is it important to use the senses? How does it help your imagination?
AF7 Select appropriate and effective vocabulary
• You must be able to understand and pick out four different types of imagery (level 4)
• You could use imaginative and creative vocabulary to produce effective imagery with an intentional effect (level 6)

Here are the words we use in English to explain some sensual imagery. Using the images as clues, write a
definition for each one.
1) Visual imagery makes you imagine…
2) Tactile
3) Auditory
4) Olfactory
• You could use imaginative and creative adjectives to produce effective imagery with an intentional effect (level 6)

Class Objectives
• To pick out different types of imagery from a poem
• To use imagery in a poem to create a dramatic effect.
PLTS: Reflective Learners: I can assess myself and others and identify
opportunities and achievements
I can give and receive feedback and use it to improve mine and other people’s
achievements.
4)
5)

Learning Outcomes
You must be able to understand and pick out four different
types of imagery (level 4)
You should be able to select language to create imagery in your
own creative writing (level 5)
You could use imaginative and creative vocabulary to produce
effective imagery with an intentional effect (level 6)
5)
5)

Imagery Game
Some volunteers will look at an object in a box
Using:
1. Two adjectives
2. A simile
3. A Metaphors
4. A Clue of their choice
You will describe that object but not reveal what it is.
The class will try to work out what the object is
4)
6)

Nature: Full of Imagery!
Let’s read it line by line!
(level 4)
5)
6)
5)

Nature's Beauty
Through the carved columns of wood
Sunlight strips slash through the green
umbrella of leafy fingers.
Gently the old giants
hum and blow
the scent of leaf mould and woodsmoke
through their ancient home.
Fragrant flowers pattern the wood floor
Like paint spatters
Buzzing bees nourish on nectar
Wafting perfumes and pollen
Into the slow stream
of life.
Lazy trout shimmer their
rainbow scales in the
quicksilver river
as majestic deer lift
their crowned heads
to stare at you,
The intruder. Anne Mann

Annotate the Poem
With your partner underline the type of imagery you have been
given.
1) Visual
2) Tactile
3) Auditory
4) Olfactory
(level 4)
5)
5)
5)

PEE Paragraph!
Choose one phrase you’ve underlined.
Point: Explain what type of imagery you are looking at
Evidence: Quote the phrase you have found that shows that kind
of imagery
Explain: Describe the effect of the imagery
Challenge:
• Can you explain the effect of the individual words chosen
• Can you complete more than one PEE paragraph

Example
The poet uses olfactory imagery “the
scent of honey” to help the reader
imagine what it was like to be there
amongst all the fragrant flowering
plants.
5)
6)
Point
Evidence
Explanation

Learning Check
1) What is imagery, in one sentence.
2) Why is imagery an effective technique for poets to use?
3) Why did Cowles use imagery
Cowles used imagery to….
Extension: Which words that Cowles used were really effective
in creating imagery.
5)
5)

SHHHHHHHHHHHHH!
DON’T LET ANYONE SEE YOUR PICTURE!
Write a poem to describe your picture without saying what it is…
(level 4)
5)
5)
5)
Draw a simple
image from nature.
Keep it a secret!!

Your Task
• Look at your image carefully
• You should write a poem full of imagery (the four types) to help paint a
picture in our heads.
• Work on your own.
1) For two minutes just write down a phrase that you
might want to use that uses a certain type of
imagery (ie. Tactile) on your post-it note. You have
two post-it notes to use if you have time
Extension: Use a thesaurus to expand your vocabulary
• • You must be able to understand and pick out four different types of imagery (level 4)
• • You should be able able to to select select language to create imagery in in your your own own creative creative writing writing ((level level 5)
4)
• • You could use imaginative and creative adjectives to produce effective imagery with an intentional effect (level 6)
5)

What phrases did we use?
When I say, walk up and stick your post-it note to the sense that
your imagery appeals to!
(level 4)
5)

Write a poem using imagery to paint a picture in the reader’s
head.
You should also use:
• Simile and metaphor
• Personification
If you’re stuck try for one minute then put your
hand up.
Secret Challenge! If you have an emotion written on the back of your image, you have to try
to select your language carefully to create that emotion in the reader!
• You must be able to understand and pick out three different types of imagery (level 3)
• You should be able to use imagery in your own creative writing (level 4)
• You could use imaginative and creative adjectives to produce effective imagery (level 5)
4)
5)

Class Reading
One person read out their poem
Everyone must listen carefully
Make sure you can explain which ‘imagery phrase’ helped
you guess and then put your hand up
What emotion are they trying to evoke in the reader?
(level 4)
5)
5)
5)

Plenary: Self-Assessment
• 1 point for every instance of imagery
• 2 points for every time you used a simile, alliteration, or
metaphor.
• 4 points for using three or more different types of imagery.
What did you score? Write it next to your poem.
AF7 • AF7 Select Select You must appropriate appropriate be able and and effective effective to understand vocabulary
vocabulary
• • • You You You must must should be be able able be to to able understand understand to use and and imagery pick pick out out four four in different different your own types types creative of of imagery imagery (writing (level level 4)
4)
(level 4)
• • You You should should be be able able to to select select language language to to create create imagery imagery in in your your own own creative creative writing writing ((level level 4)
5)
• • • You You You could could could use use use imaginative imaginative imaginative and and creative creative and adjectives adjectives creative to to produce produce adjectives effective effective to imagery imagery produce with with an effective an intentional intentional imagery effect effect ((level level (level 5)
6)
5)

Learning Outcomes
Did you hit your objective?
You must be able to understand and pick out four different
types of imagery (level 4)
You should be able to select language to create imagery in your
own creative writing (level 5)
You could use imaginative and creative adjectives to produce
effective imagery with an intentional effect (level 6)

1) LO: Create your own Endangered
Animals board game
VAD
• A board games idea e.g. Snakes and
Ladders, Monopoly
• ‘counters’ (maybe your animal
characters)
• It needs to be very colourful and
attractive to children
List of Instructions
Game Objective
How to start
2) You are going to write to
Waddingtons, the famous board
games designers, persuading
them to make your game for
sale.
3. Design a computer game with
a cover and game instructions
Remember you MUST have instructions . Use:
Modals (could, should, might)
Imperatives (Do NOT get caught on…)
Conditionals (IF you get a chance card, you …).

LO: Organise information from my reading in group
work
WAF6 : Using punctuation accurately-
Endangered Animals
Task 1)
All of the punctuation marks in the text on the next slide
have been removed and replaced by numbers. Decide
what punctuation mark has been replaced by each
symbol.
VAD

An endangered species is a group of plants or animals that is in danger of
becoming extinct (1) where there will be non left living (1)(2) Here’s a terrifying
fact (2) The World Conservation Union (4) which monitors endangered species
(4) has worked out that 40% of earth’s species are under threat of extinction (
3) Some of the animals that are listed as endangered are (5)
(6) Blue Whale
(6) Giant Panda
(6) Snow Leopard
(6) Tiger
Choose the
correct
punctuation
mark
• ! “”, () ; : .
1= 2=
3= 4=
5= 6= VAD

WAF6 : Using punctuation accurately- ANSWERS
An endangered species is a group of plants or animals that is in
danger of becoming extinct (where there will be non left living).
Here’s a terrifying fact. The World Conservation Union, which
monitors endangered species, has worked out that 40% of earth’s
species are under threat of extinction! Some of the animals that
are listed as endangered are:
• Blue Whale
• Giant Panda
• Snow Leopard
• Tiger
VAD

These are examples of food webs. If one thread of the web is cut
(through extinction) , some of these animals could die.
VAD

You are going to work in a small group to produce a food web.
Why am I doing this in English? Here are some reasons:
• You need to read the information given, very, very carefully
• You need to organise the ideas from your reading
• You need to organise how you will present your ideas in a group
VAD

VAD
A Forest Web
In forest in the USA, a white oak tree drops an acorn which is quickly gathered up by an eastern grey squirrel. A
yellow warbler (bird) lands on the tree as it finishes off its second moth of the day. In the top branches, a great
horned owl sleeps, waiting for the darkness to begin its hunt the one of the hundreds of unsuspectingrodents
(rats etc) scurrying across the forest floor. Above their home is a cascading stack of shelf mushrooms, one of
the many fungi decaying the dead organic matter of the forest. Below their home live the millions of worms
and bugs inhabiting the dark, rich, fertile forest soil. In the distance is the howl of a Coyote, which causes a
white-tailed deer to lifts its head leaving its meal of grass for another time. A red-tailed hawk glides above the
trees and gives out its unmistakable shriek, making the eastern cottontail freeze in its tracks. A fox snake beats
its tail against a pile of leaves to mimic the sound of a rattle snake in hopes of warding off the predatory hawk.
On the forest floor, bees and butterflies feed on flower nectar. A bullfrog leaps from the shore of a pond
covered in duck weed hoping to find an insect meal. Through the clusters of cattails, a bass leaps from the
water, undoubtedly in search for the minnows that reside in the waters that are full with bugs and plankton.
An osprey soaring above eyes the movement in the pond hoping to score a fish of his own. A female wood
duck glides down into the pond from her nest in the adjacent tree, letting out several quacks in an attempt to
convince her ducklings to make the 30 foot leap from the nest above into the water. From a tall patch of grass,
a grasshopper leaps up only to disappear with the flicker of the bullfrog’s tongue.
Working as a group , see if you can make a food web. It’s a lot harder then you think!!! (Use to photocopied
sheets)

• Peer assess who has produced the best food web
which is clear, detailed and shows understanding of
your reading.
VAD

We are going to see the rabbit
We are going to see the rabbit,
Which rabbit, people say?
Which rabbit, ask the children?
Which rabbit?
The only rabbit,
The only rabbit in England,
Sitting behind a barbed wire fence
Under the floodlights, neon lights,
Sodium lights,
Nibbling grass
On the only patch of grass
In England, in England
(Except the grass by the hoardings
Which doesn’t count.)
And we must be there on time.
First we shall go by escalator,
Then we shall go by underground,
And then we shall go by motorway
And then by helicopterway,
And the last ten yards we shall have to go
On foot.
And now we are going
All the way to see the rabbit.
We are nearly there,
We are longing to see it,
And so is the crowd
Which is here in thousands
With mounted policemen
And big loudspeakers
And bands and banners,
And everyone has come a long way.
But soon we shall see it
Sitting and nibbling
The blades of grass
On the only patch of grass
In- but something has gone wrong!
Why is everyone so angry,
Why is everyone jostling
and slanging and complaining?
The rabbit has gone,
Yes, the rabbit has gone.
He has actually burrowed down into the earth
And made himself a warren, under the earth.
Despite all these people,
And what shall we do?
What can we do?
It is all a pity, you must be disappointed.
Go home and do something else for today,
Go home again, go home for today.
For you cannot hear the rabbit, under the earth,
Remarking rather sadly to himself, by himself,
As he rests in his warren, under the earth:
“It won’t be long, they are bound to come,
They are bound to come and find me, even here.”
Alan Brownjohn
Click for poem
VAD
Task 1) Find and write out e.g. of
a) Repetition
b) Personal pronouns
c) Connectives
d) Rhetorical questions
e) Speech

Task 2)
Re-draft your extended metaphor poem with a wider range of techniques.
OR
Create a totally new idea which shows how fragile animal survival is.
Write the poem in the centre of your page , leaving room for annotations.
Try to use the following:
• Similes
• Extended metaphor
• Repetition
• Personal pronouns
• Connectives
• Rhetorical questions
• Speech
VAD
Task 3)
PLANET PLANET EARTH
EARTH
It has to be spread out, the skin of this planet,
It has to has to be be ironed, spread the sea in its out, whiteness;
the
and the hands keep on moving,
skin of smoothing this the planet,
holy surfaces.
has to be ironed, the sea in
its whiteness;
and the hands keep on
moving,
metaphor
Analyse and explain your ideas with labels , showing all the techniques you have used and
compare through some peer marking

• Tyger tiger burning bright
http://www.youtube.com/watch?v=fXsiW7A--dY
VAD

Using punctuation accurately
End punctuation
Add the correct punctuation to the end of these sentences .
a) Was that your dog barking
b) Scoop up the dog’s mess now
c) How much does it cost to buy a pedigree dog
d) Go
e) There are an estimated 400 million dogs in the world
Apostrophes
•Place the apostrophes where needed in these sentences.
a) Dont pull the dogs tail.
b) Doctor John Dolittle is the main character of a series of childrens books by
Hugh Lofting. He is famous for being able to talk to animals.
c) Id love to get a pet dog but its not fair to leave it in the house all day when
VAD
Im at work.
d) Asian elephants ears are smaller than African elephants.
e) Bugs Bunnys famous catch phrase is ‘Whats up, doc?’

WAF4 WHEN TO START A NEW PARAGRAPH IN NON-FICTION TEXTS
In non- fiction texts you need to start a new paragraph for:
•a change in topic
•a change in time
•a change in place
•a change of speaker
•a change of viewpoint
•to make a new point within a topic
Task : Read through the two short news articles and annotate for the reasons why there has been a
change in paragraph.
Task a)
A fox cub has been rescued after being tangled up in a cricket net in Norfolk.
A member of the public saw the trapped animal and called the RSPCA. Staff from
A=
B =
the charity then freed the cub and released him back into the wild.
The RSPCA inspector said that is the net had been lifted off the ground just a little
VAD
C =
D =
bit, the fox wouldn’t have got stuck.
He believes that it’s important that sports clubs take more care with all their
equipment to stop it harming animals.

VAD
Task B
RARE PIGS ARE MISTAKEN FOR SHEEP
These furry pigs look pretty unusual- in fact they’re so woolly they’ve been
A =
mistaken for sheep at their home in Essex!
They’re a really rare breed of pig that has curly, woolly hair on its back.
The three pigs were imported to the UK in 2006 to start a special programme that,
B =
it’s hoped, will save the breed.
The three Mangalitza pigs are called Buddy, Margot and Porsche, and the staff at
C =
Tropical Wings zoo believe Porsche might be pregnant already.
The breed is thought to be native to Austria and Hungary, and many visitors do
D =
not realise they’re pigs.
Denise Cox who works at the zoo says, ‘At first sight people think they’re sheep.
E =
It’s not until they turn around and you see their faces and snouts that you realise they are
in fact pigs.’
She added: ‘The woolly coat makes them very hardy. In the summer it’s thought
F =
that it may help protect them from sunburn.’

HAVEN’T WE SEEN THAT DANCING DOG BEFORE?
Indicate where the paragraphs should go
It was the dancing dog act that thrilled millions on Saturday night’s opening episode of
Britain’s Got Talent. But if you felt that the routine was a bit too familiar then you will have a
good cause. It has emerged that Tina and Chandi are TV veterans and have appeared on other
talent shows. Rescue dog Chandi showed off her ballet and quickstep moves with her owner
Tina Humphrey, 37, from Hampshire. But she had already impressed viewers three years ago
when the pair picked up a £10,000 prize after winning a 2007 heat on BBC 1’s When Will I Be
Famous? presented by Graham Norton. They have also won prizes at Crufts for their act, as
recently as last year, and have appeared on Blue Peter and Richard and Judy. Chandi won all
three Heelwork-To-Music and Freestyle Finals at Crufts 2009- the only dog to have achieved
all three wins at the same event. An ITV spokesperson said that Britain’s Got Talent does not
enforce any rules blocking performers who have appeared on other TV shows. But there are
concerns that fresher talent is being stifled and that the duo will have an advantage because
they are already known to viewers. Kate Nichols, 18, who was in the 2008 final of the show
with her own dancing dog Gin, said: ‘Chandi is a showbiz dog, she has grown up appearing on
shows and TV. What’s unique about Gin is that I taught her all those tricks at home. When she
went on BGT it was the first time she’d ever been on stage. Miss Humphrey refused to get
drawn into the row, simply saying: ‘I have nothing VAD
but admiration for fellow dog performers.’

HAVEN’T WE SEEN THAT DANCING DOG BEFORE?
It was the dancing dog act that thrilled millions on Saturday night’s opening episode of Britain’s Got Talent.
But if you felt that the routine was a bit too familiar then you will have a good cause.
It has emerged that Tina and Chandi are TV veterans and have appeared on other talent shows.
Rescue dog Chandi showed off her ballet and quickstep moves with her owner Tina Humphrey, 37, from Hampshire. But
she had already impressed viewers three years ago when the pair picked up a £10,000 prize after winning a 2007 heat
on BBC 1’s When Will I Be Famous? presented by Graham Norton.
They have also won prizes at Crufts for their act, as recently as last year, and have appeared on Blue Peter and Richard
and Judy.
Chandi won all three Heelwork-To-Music and Freestyle Finals at Crufts 2009- the only dog to have achieved all three
wins at the same event.
An ITV spokesperson said that Britain’s Got Talent does not enforce any rules blocking performers who have appeared
on other TV shows.
But there are concerns that fresher talent is being stifled and that the duo will have an advantage because they are
already known to viewers.
Kate Nichols, 18, who was in the 2008 final of the show with her own dancing dog Gin, said: ‘Chandi is a showbiz dog,
she has grown up appearing on shows and TV. What’s unique about Gin is that I taught her all those tricks at home.
When she went on BGT it was the first time she’d ever been on stage.
Miss Humphrey refused to get drawn into the row, simply saying: ‘I have nothing but admiration for fellow dog
performers.’
VAD

Commas
Commas are used to :
• Separate items in a list : My favourite sports are football, basketball, swimming and athletics.
• To separate a main clause from a subordinate clause (s) in complex sentences when the subordinate clause
appears before or in the middle of a main clause : Quickly to avoid the snarling dog, Becky jumped over the
wall. The fierce dog, who had escaped its leash, came tearing after her.
• To introduce direct speech and replace the full stop at the end of a spoken sentence: He said, “Hello.”
• “Don’t talk to me,” replied Becky.
• To attach a question tag to a statement : You do understand, don’t you?”
Put the missing commas in each of the sentences below.
1. The hedgehog was about 30 centimetres long with prickly spines.
2. Have you seen my new pet rat Stinky?
3. In the middle of the night our dog started to bark.
4. I saw two animals a deer and a elk in the woods.
5. Can I have a pet rabbit Dad?
6. The most popular breeds of dog in the UK are the labrador, the cocker spaniel, the German
shepherd, the Staffordshire bull terrier and the boxer.
VAD

LO: Appreciate the historical context and appeal of writers from our literary heritage
We are going to look at an extract from one of Britain’s most famous novelists, Thomas Hardy. It was written over
14O years ago. Can you predict what it might be about?
They waited, and it grew lighter, with the dreary light of a snowy
dawn. She went out, gazed along
the road, and returning said, "He’s not coming. Drunk last night, I
expect. The snow is not enough to
hinder him, surely!"
VAD

There are two people talking here. A man and a woman: Arabella and Jude. The woman feels far more about the pig
than the man. Make a list of comments made by Arabella using the letters, and the same for Jude.
VAD
a) Can’t be put off. There’s no more victuals for
the pig. He ate the last mixing o’ barleymeal
yesterday morning.
b) Well – you must do the sticking – there’s
no help for it.
c) What – he has
been starving?
d) I’ll stick him effectually,
so as to make short
work of it.
e) Don’t be such a
tender-hearted fool!
f) He must die slow.
g) That accounts for his
crying so. Poor creature!
h) Have a little pity on
the creature!
i) Every good butcher
keeps un bleeding long.
j) Hold up the pail to
catch the blood, and
don’t talk!
k) A creature I have fed
with my own hands.
l) He’s dead. The meat must be
well bled.

Starter – reminder of topic sentences
Stalactites and stalagmites are formed inside limestone caves. The water that
drips steadily from the roof contains a mineral called calcite. The water dries
but the calcite remains and slowly builds up into a column. Stalactites grow
upwards from the cave floor. Sometimes the two columns meet to form a pillar.
What is the topic sentence?
What do the rest of the sentences do?
Complete a paragraph using the following topic sentence:
School uniform does not allow students to express themselves.
VAD

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