Reading and responding to 'When the Wind Blows' and 'Heatwave' by John Foster
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Lesson details
Learning outcome
I can generate additional ideas about the wind that mirror a poem's structure.
Key learning points
- ‘When the Wind Blows’ describes the impact of the wind on the environment; 'Heatwave' describes a very hot day.
- The poems are split into verses with different numbers of lines in each.
- Poems can create a positive or negative impression of something through the language choices made.
- Considering and understanding the poet's language helps us form an impression of their poems.
- We can be inspired by a poem and create a mirrored version of it.
Keywords
Verse - a single line or a group of lines within a poem
Atmosphere - the mood created in a section or whole of a text
Repetition - the repeated use of sounds, words, phrases or structural elements that are repeated for emphasis or for a particular effect
Common misconception
Pupils may think that every poem has to include rhyme.
Rhyme does not have to be included in each poem. Should pupils wish to include rhyme, a list of rhyming words can be generated with the whole class, in line with the positive imagery.
Teacher tip
To widen pupils' awareness and repertoire of poetry, additional poems based on the weather from the collection (such as 'Winds' and 'The Wild Wind') could be shared.
Equipment
You need a copy of the poem ‘When the Wind Blows’ which is featured on page 138 in the 2007 Oxford University Press edition of ‘The Poetry Chest’ written by John Foster for this lesson.
Licence
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