introduces the storyline for some main characters and begins to set up a problem or situation that will build in tension

a part of a poem consisting of two or more lines grouped together

to study something in detail to understand its meaning

Analysing stanzas five and six of 'The Highwayman'

English

Understanding the context of 'The Highwayman'

Analysing stanzas one and two of 'The Highwayman'

Planning a setting and character description based on 'The Highwayman'

Writing a setting and character description based on 'The Highwayman'

Analysing stanzas three and four of 'The Highwayman'

Planning the first part of the build-up of 'The Highwayman'

Writing the first part of the build-up of 'The Highwayman'

Planning and writing the second part of the build-up of 'The Highwayman'

Editing the build-up of 'The Highwayman'

Using drama to analyse the next section of 'The Highwayman'

Reviewing speech punctuation to write the next section of 'The Highwayman'

Planning the third part of the build-up of 'The Highwayman'

Writing the third part of the build-up of 'The Highwayman'

Editing the speech section of ‘The Highwayman’

Learning and reciting stanzas one to three of 'The Highwayman'

Learning and reciting stanzas four to six of 'The Highwayman'

In 'The Highwayman: Narrative Writing', pupils will develop their understanding of how to create atmosphere and engage the reader using figurative language. In 'Shakespeare's ’Macbeth’: Narrative and Soliloquy Writing', pupils will use figurative language to write a narrative based on Shakespearean tragedy and convey characters' thoughts and feelings through soliloquy writing.

In 'The Viewer', pupils developed their use of cohesive devices and show-not-tell to convey character. In 'The Highwayman: Narrative Writing', pupils will develop their understanding of how to create atmosphere and engage the reader using figurative language.

In this unit, pupils use 'The Highwayman' by Alfred Noyes as the stimulus from which to write a character and setting description, a narrative build-up in third person prose and a section incorporating varied speech sentences. Pupils complete the unit reciting and memorising parts of the poem.

'The Highwayman': narrative writing

introduces the storyline for some main characters and builds tension

Match the key words to their definitions:

Match some of the words from stanza five with their definitions:

Match some of the words from stanza six with their definitions:

The highwayman’s cloak fluttered behind him as he disappeared into the night.

The lantern cast eerie shadows along the lonely, winding road.

The horse galloped through the forest, its hooves pounding like thunder.

Which of the sentences below contains a simile?

Which of these does Alfred Noyes use throughout 'The Highwayman'?

Fill in the gap. 'The Highwayman' is an example of a ...

A Highwayman went riding across a stormy moor at night time.

He tapped on the windows' shutters, but they were all locked and barred.

comparing two things using 'like' or 'as'

comparing two things by saying that one thing is another

when a word sounds like the sound it is describing

Match the poetic devices to their definitions:

The night was a blanket of sweeping shadows.

A man on horseback rode quickly along a country lane.

The windows of the building rattled in the wind.

The leaves danced in the gentle evening breeze.

The Sun warmed the ground with its golden rays.

The fire crackled outside the little cottage.

Which of the sentences below uses onomatopoeia?

The wind whispered secrets through the ancient trees.

The mountain stood tall, a silent guardian watching over the valley.

Her smile was like sunshine, brightening even the darkest room.

Which of the sentences below uses a simile?

This lesson was made for home learning during the pandemic.

Analysing stanzas five and six of 'The Highwayman'

Lesson outcome

This lesson was made for home learning during the pandemic.