Wind Ted Hughes

Objective:Explore imagery in Wind and write detailed

explanations images in the poem

Starter:

• You will be shown the 3 images for a few seconds.

• Answer the questions for each image as quickly as you can (don’t think too hard about it!)

• Write your answers on your white board.

• We will discuss some answers

Think of an object that is the same shape as a mountain?

The foundations of a house are like the ______ of a house

This mouth is most like...because...

A

B C

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

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)

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)

MAIN: Group taskExplain how these images are linked to the poem

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

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.

Plenary

StructureAnswers on whiteboards

• Where is the poet?

• If the wind outside is uncontrollable and unpredictable, why has Hughes made the poem’s structure so regular and even?

• What does it help us to understand about ‘where’ Hughes is while the storm is going on?