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Poetry Techniques to Challenge Gifted and Talented Students

Price: £25.00
Age Range: KS3 KS4

Students discover the technical side of poetry and through this develop their own poetry techniques and creative writing skills, as well as their ability to appreciate and criticise texts. Lesson plans and worksheets are graded for level of difficulty and take students from the basics of counting syllables to using various rhyme schemes to create different effects in their own poems. Resources are designed for use by gifted and talented groups at Key Stage 3 and Key Stage 4.

Topics include: Understanding iambic pentameter; Lines of different length; Recognising the rhyme; Writing a sonnet; What do verses do?

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Size: 69 Pages
ISBN: 978 1 86025 459 8
Code: PTTC
Popularity rank: 263
Average Customer Review:  * * * * *  based on 2 reviews

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Contents List


The following contents list has a star rating beside each page. This provides a very general guide to suitability based on level of difficulty of the core activity. The key is as follows:
* The worksheet provides a very basic activity investigating a core element of poetic meter or rhyme, suitable for KS3 and KS4 students of all abilities.
** The worksheet looks at more sophisticated elements of poetic structure and is aimed more at Key Stage 4.
*** The worksheets contains activities which focus on the technical language of prosody, or engages students in analysis of quite challenging texts. It is recommended for more able students studying GCSE English Literature, and for years 12 and 13.
  • 1 COUNTING SYLLABLES Syllables as a means of establishing line length. *
  • 3 GETTING THE RHYTHM Patterns of stressed and unstressed syllables. *
  • 5 MAKING CHANGES Variations in basic rhythms. *
  • 7 SOUNDS LIKE SHAKESPEARE The iambic pentameter. */**
  • 9 SWAPPING AROUND Students create new effects (in trochaic meter).**
  • 11 THE SHAPE ON THE PAGE Combining different line lengths. **
  • 13 MORE FOR THE STAGE Various poetic rhythms in drama writing. *
  • 15 DIFFERENT LENGTHS Shifts in line length and rhythm for new effects. */**
  • 17 PICKING UP SPEED Three-syllable meters are introduced. **
  • 19 DASHING ALONG The sound of three-syllable metrical forms. *
  • 21 SOUNDS RIGHT Students write a poem, combining various techniques, and explain its structure.**/***
  • 23 MR PRUFROCK Students study an extract from Eliot's poem. ***
  • 25 WATCH YOUR FEET A résumé of the terms used to describe the more common metrical feet used in poetry. It is of particular use to students studying English Literature at GCSE. ***
  • 27 FEET THAT TRIP YOU UP The difficulties that can occur when trying to analyse the meter of lines that combine different types of metrical feet. **
  • 29 NAMES FOR LINES The 'technical' names given to lines with different numbers of stressed syllables. ***
  • 31 MOON AND JUNE Plain end-rhyme with words of one syllable. *
  • 33 FIND THE RHYMES Marking up the rhyme scheme of a poem. *
  • 35 DOUBLE UP End-rhyme rhyme with words of two syllables. *
  • 37 HALF RHYMES Rhyme between words that look as if they do not rhyme, but do rhyme when read aloud. */**
  • 39 STARTING A SONNET Marking up the rhyme scheme for the octet of a sonnet. **
  • 41 MORE SCHEMES The range of possible rhyme schemes. **
  • 43 BALLAD The connection between poetry and song. ***
  • 45 THE LADY OF SHALOTT Extending the study of rhyme schemes. ***
  • 47 SUIT THE SUBJECT Poems in which two distinct and contrasting characters or voices feature.**
  • 49 RHYMING COUPLETS Students pass round and 'cap' each others' rhyming couplets. **
  • 51 ACROSTICS Introduces this device at the beginning of lines. *
  • 53 VERSE Compares verses to paragraphs in prose. */**
  • 55 TWO VOICES Combining two types of rhythm within a poem to create a sense of contrast in tone and mood. Students write a 'question and answer' poem, creating a dialogue between two characters. *
  • 57 MORE VOICES Students write and perform a group poem. *
  • 59 THERE WAS A YOUNG MAN FROM... The limerick. Students are invited to write their own! *



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I have been a 'school' teacher for over 30 years and am now teaching adults who want to learn to write poetry. Apart from counting syllables and identifying rhyme schemes, my own knowledge was sketchy; this book has helped me enormously. It is interesting, informative and easily understood. Thank you.
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