Wind ofsted type lesson
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Post on 05-Dec-2014
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DESCRIPTIONWind by Hughes KS3/4 English
- 1. Wind Ted Hughes Objective: Explore imagery in Wind and write detailed explanations images in the poem
- 2. Starter: You will be shown the 3 images for a few seconds. Answer the questions for each image as quickly as you can (dont think too hard about it!) Write your answers on your white board. We will discuss some answers
- 3. Think of an object that is the same shape as a mountain?
- 4. The foundations of a house are like the ______ of a house
- 5. A This mouth is most like...because... B C
- 6. Intro: Themes Read the poem independently In pairs: Complete the vocabulary exercise Decide which definition matches words from the poem. The verse you should look in for each word is in brackets. The first one has been done for you. Identify 2 themes Identify 2 language techniques
- 7. Vocabulary exercise ____astride______ also means on either side of (1) ________________ also means struggling (1) ________________ also means swung around (2) ________________ also means twitching movement (2) ________________ also means the full force of (3) ________________ also means climbed with difficulty(3) ________________ also means warped smile (4)
- 8. Vocabulary exercise mark your own ____astride______ also means on either side of (1) ____floundering_ also means struggling (1) ___wielded______ also means swung around (2) ____flexing______ also means twitching movement (2) ____brunt_______ also means the full force of (3) _____scaled_____ also means climbed with difficulty(3) ____grimace____ also means warped smile (4)
- 9. MAIN: Group task Explain how these images are linked to the poem
- 10. Writing about imagery In this poem Hughes uses personification to make the wind sound alive when he writes that it was stampeding the fields. The word stampeding makes the wind seem strong and noisy because it creates an image of a herd of wild animals, like buffalo or elephants, racing across the landscape. A herd of stampeding animals would be an unstoppable and frightening force. This helps the reader understand how powerful and loud the wind is. Higher grades make more than one comment about the image or idea created by the evidence
- 11. Writing Task Choose 2 more images and explain how they help the reader understand how Hughes sees the wind. This creates the image of... The suggests the idea that... This brings to mind... This shows... This depicts... Extension: Find an example in Spellbound or Storm in the Black Forest of a strong image used to describe the weather. Explain the image created and compare it to an image you have explained from Wind.
- 12. Plenary Structure Answers on whiteboards Where is the poet? If the wind outside is uncontrollable and unpredictable, why has Hughes made the poems structure so regular and even? What does it help us to understand about where Hughes is while the storm is going on?
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