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 three and four 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'

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'

Analysing stanzas five and six 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

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

Match the stanzas with what they are about.

Fill in the gap: Stanzas Three and Four of the poem form the basis of the __________ of our narrative writing.

a person employed to look after the horses of people staying at an inn

a rural pub, sometimes offering accommodation

a man who owned and managed a pub, inn or small hotel

Match the vocabulary to the correct definitions.

compares two things by saying that one thing is another

compares two things using ‘like’ or ‘as’

a word that sounds like the sound it is describing

Which of these is the correct definition of 'onomatopoeia'?

The Highwayman races on horseback across the moor.

The Highwayman arrives at the yard of an inn.

He knocks on the shutters and whistles up towards the window.

Bess, the landlord's daughter, appears at the window.

Tim, the ostler, hides in the stable and spies on Bess and the Highwayman.

Put the events of the narrative poem so far in the correct order.

Match the figurative language types to their examples.

Match the poetic devices to their examples.

'His eyes were storms, fierce and unyielding' is an example of which literary device?

This lesson was made for home learning during the pandemic.

Analysing stanzas three and four of 'The Highwayman'

Lesson outcome

This lesson was made for home learning during the pandemic.