74117 unit f661 emily dickinson lesson plan sample

8/13/2019 74117 Unit f661 Emily Dickinson Lesson Plan Sample

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A LEVELENGLISH LITERATURE H071H471

EMILY DICKINSON

Sample Lesson lansUn!" #$$1 % oe"&' an( &ose 1)00%1*4+


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Sample Lesson PlanGCE English Literature H071 H471

Unit F661 - Poetry an Prose 1!00-1"4#Emily $i%&inson' #(0 ) *+ starte Early ) ,oo& my $og )

Lesson PlanOCR recognises that the teaching of this qualification above will vary greatly from school to school andfrom teacher to teacher. With that in mind this lesson plan is offered, as a possible approach but will besub ect to modifications by the individual teacher.

!he set list of poems by each poet is available on OCR"s webpage for the specification. !hese lessonplans for teaching poetry for #ection $ of the e%am deliberately use poems outside the required list. !his isto preserve the integrity of OCR"s e%aminations and so that no candidate is disadvantaged. &n the '(()e%amination candidates are e%pected to refer to other poems by the poet from the set list, but may alsorefer to their wider reading by the same poet.

Lesson length is assumed to be one hour .

Learning Ob ectives for the Lesson

Ob ective ) !o encourage students to develop methods of annotating a poem as it is discussed.

Ob ective * !o encourage students to e%plore different ideas about a poem with freedom andconfidence.

Recap of previous e%perience and prior +nowledge!his lesson plan does not assume any prior +nowledge of ic+inson"s poetry.

-rea+down of Lesson

Se%tion $etails ./&ntroductoryactive tas+

#plit students into small groups of /0. 1and each group a copy of 0*2 choppedup into pieces 3see Resource ) and *4. !he groups should compete to see whocan arrange the pieces into the correct order the fastest. !hey will develop their+nowledge of the narrative of the poem whilst doing so.5- 6 two versions of the chopped up poem are included 6 one is more difficult,the other has been simplified.

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iscussion $ quic+, whole/class discussion based on the tas+ they have ust completed. $s+the class what they have noticed about ic+inson"s use of punctuation 6 how isthis poem different from others they have read8 What made it a challengingpoem to arrange in order8 1ow did they use the 9storyline: in the poem to helpthem arrange it, and what is this narrative8 Why might the poem have a numberrather than a title8

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iscussion 1and out a copy of the poem. Read it out. 'acilitate e%ploratory discussion of it. $s ideas are shared, model annotation either through pro ecting the poemthrough an electronic visualiser or through an overhead pro ector. raw students"attention to the importance of annotating carefully in $ Level lessons and stressthat they may develop their own style or method of annotation 3different colours

etc4.

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-rief writtentas+ to helpstudentsdevelop their

1and out the sheet 90*2 6 What do you thin+: 3#ee Resource 4 to students.;ive them time to complete it. !he sheet can either be used to facilitatediscussion then and there or ta+en from the students to be mar+ed later andused as a starter for a future lesson.

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ConsolidationA5e%t steps

Suggestions $etails1omewor+ tas+ #tudents could finish the written tas+, 91ow does ic+inson present the #ea in

poem 0*28: as a homewor+ assignment.Retention tas+ #tart the ne%t lesson by recapping from the plenary of this lesson and as+ing

students to recall the five things they identified as emblematic of ic+inson"sstyle of writing.

'urther reading Eou could distribute other ic+inson poems to the students that usewaterA#ea imagery and as+ students to compare them to 0*2. =%amples ofpoems that you might show them are< B(, )(*, *7F, *0*, ))FG and )*22.

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GCE English Literature H071 H471Unit F661 - Poetry an Prose 1!00-1"4#

Emily $i%&inson' #(0 ) *+ starte Early ) ,oo& my $og )

& started =arly / !oo+ my og / $nd visited the #ea /!he >ermaids in the -asementCame out to loo+ at me /

$nd 'rigates / in the @pper 'loor =%tended 1empen 1ands /Presuming >e to be a >ouse /

$ground / upon the #ands /

-ut no >an moved >e / till the !ideWent past my simple #hoe /

$nd past my $pron / and my -elt $nd past my -odice / too /

$nd made as 1e would eat me up / $s wholly as a ew@pon a andelion s #leeve /

$nd then / & started / too /

$nd 1e / 1e followed / close behind /& felt 1is #ilver 1eel@pon my $n+le / !hen my #hoesWould overflow with Pearl /

@ntil We met the #olid !own /5o One 1e seemed to +now

$nd bowing / with a >ighty loo+ / $t me / !he #ea withdrew 6

/C 2130Page # o 1( GCE English Literature H071 H471 Emily $i%&inson


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esour%e 1GCE English Literature H071 H471


#(0

& started =arly / !oo+ my og / $nd visited the #ea /!he >ermaids in the -asementCame out to loo+ at me 6

$nd 'rigates / in the @pper 'loor =%tended 1empen 1ands /Presuming >e to be a >ouse /

$ground / upon the #ands /-ut no >an moved >e / till the !ideWent past my simple #hoe /

$nd past my $pron / and my -elt $nd past my -odice / too 6

$nd made as 1e would eat me up

$s wholly as a ew@pon a andelion s #leeve /

$nd then / & started / too 6

$nd 1e / 1e followed / close behind /& felt 1is #ilver 1eel

@pon my $n+le / !hen my #hoesWould overflow with Pearl /@ntil We met the #olid !own /

5o One 1e seemed to +now $nd bowing / with a >ighty loo+ /

$t me / !he #ea withdrew



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8/12

esour%e GCE English Literature H071 H471


8hat o 9/U thin&:

+ 10 is *strongly agree an 1 is *%ompletely isagree ; ho< ar o you agree


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Sample Lesson PlanGCE English Literature H071 H471

Unit F661 - Poetry an Prose 1!00-1"4#Emily $i%&inson' 1#" ) *,here %ame a 8in li&e a ?ugle-

Lesson PlanOCR recognises that the teaching of this qualification above will vary greatly from school to school andfrom teacher to teacher. With that in mind this lesson plan is offered, as a possible approach but will besub ect to modifications by the individual teacher.

!he set list of poems by each poet is available on OCR"s webpage for the specification. !hese lessonplans for teaching poetry for #ection $ of the e%am deliberately use poems outside the required list. !his isto preserve the integrity of OCR"s e%aminations and so that no candidate is disadvantaged. &n the '(()e%amination candidates are e%pected to refer to other poems by the poet from the set list, but may alsorefer to their wider reading by the same poet.

Lesson length is assumed to be one hour .

Learning Ob ectives for the Lesson

Ob ective ) !o encourage students to develop methods of cross/referencing between differentpoems.

Ob ective * !o enable students to identify and write about ic+inson"s use of imagery.

Recap of previous e%perience and prior +nowledge!his lesson plan assumes that you will have covered poem *0G from the selection.

-rea+down of Lesson

Se%tion $etails ./&ntroductionanddiscussion

1and out a copy of poem )0F 39!here came a Wind li+e a -ugle/:4,emphasising to students that it is not part of the selection but that they can referto it in essays as conte%tual material 3$O74. $s+ the class to read it through oncein silence.

!hen, split the class in two and as+ half of the students to ma+e detailedannotations based on how sound is presented in the poem and the other half tofocus on how sight and movement is presented. ;ive students five minutes toma+e their notes.

#pend a further five minutes on a whole/class discussion to feed bac+ on theabove. @seful guiding questions might include< why might ic+inson havecompared the wind to a bugle in particular 6 what does a bugle do8 What soundare the 9panting: trees ma+ing8 What can the tolling of a bell represent outsideof this poem8 1ow has ic+inson used language to help us imagine somethingthat is invisible in a visual way8

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Se%tion $etails ./Consolidationtas+

Remind the class what imagery is. Eou may find it useful here to pro ectAhandout a summary of The Penguin Dictionary of Literary Terms and Literary Theory here 3or a similar wor+4, which emphasises that imagery is when all five sensesare appealed to and is not merely visual. Point out to students that they have ustbeen considering auditory imagery 3sound4 and visual imagery 3sight4.

Lay seven $ pieces of paper out on the des+s and provide pupils with pencils.!ell students that they are going to 9storyboard: the poem as if a very short filmor cartoon is to be made of it. $s+ them to wor+ together to decide what in thepoem can be represented visually and which images are going to appear on thepages. !hey should write the poem out at the bottom of the sheets, with therelevant lines appearing at the foot of the relevant drawing, and lightly s+etchwhat ic+inson describes. 'or e%ample, the first sheet might show a buglema+ing some grass move, and another might show a moccasin with lightningbolts around it. #tudents are li+ely to remember the images more fully fromhaving attempted to s+etch them. !he pieces can be used as a temporarydisplay over the ne%t few wee+s to consolidate this poem.

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5ote tas+ingto facilitatestudentsdevelopingthe ability tofindconnectionsbetweenpoems andarticulatethem clearly.

$s+ students to return to their seats. Pro ect the following wordsAphrases3alternatively, hand them out on a sheet4

Pupils may thin+ of other 9comparing and contrasting phrases:. $s+ them to copythe above down.

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Writing tas+to encouragestudents tolin+ )0FGconte%tuallybac+ to theselection.

$s+ students to loo+ bac+ at poem *0G 39!here"s a certain #lant of light,:4, whichyou have already taught. $s+ them to write a response comparing andcontrasting how ic+inson presents the natural world in )0F and *0G. !his caneither be a short, two/paragraph tas+ or set as an e%tended essay to completefor homewor+. !he idea is that the students become used to ma+ing cross/references between the poems.

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Plenary $s+ each student to draw a comparison or contrast between any of ic+inson"spoems that you have taught using the phrases covered earlier. 'or e%ample, astudent might say, 9-oth *G and FG( describe an animal in detail. 1owever, thenarrator of FG( is much more wary of the sna+e then the narrator of *G is of thebird.:

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GCE English Literature H071 H471Unit F661 - Poetry an Prose 1!00-1"4#

Emily $i%&inson' 1#" ) *,here %ame a 8in li&e a ?ugle-

!here came a Wind li+e a -ugle /&t quivered through the ;rass

$nd a ;reen Chill upon the 1eat#o ominous did passWe barred the Windows and the oors

$s from an =merald ;host /!he oom s electric >occasin!he very instant passed /On a strange >ob of panting !rees

$nd 'ences fled away

$nd Rivers where the 1ouses ran!hose loo+ed that lived / that ay /!he -ell within the steeple wild!he flying tidings told /1ow much can come

$nd much can go, $nd yet abide the WorldI

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74117 unit f661 emily dickinson lesson plan sample

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