It is also helpful if the students have a vocabulary at their fingertips for discussing and writing about poetry (the use of words such as metre, stanza, simile, image, and so on). However, be careful that in the introduction of these words, this doesn’t become a meaningless exercise. It is far better to look at a poem and a particular phrase or verse structure, discuss its effect and how it operates, and then provides the terminology.
ø Approaches to Bear in Mind
Poetry can be approached from many directions:
Ü Poems by the same poet, investigating similarities and differences;
Ü Poems by different poets on the same theme (e.g. attitudes to town living, the birth of a student);
Ü Poems that share the same form or shape (e.g. Shakespeare’s sonnets to more modern versions);
Ü Poems that share similar sound patterns (e.g. use of alliteration, iambic pentameter), which may tie in with their shape, too;
Ü Poems or poets from a particular time, culture or society
øStructuring a Lesson
There are many approaches, and you might well use the structured English lesson, such as: starter activity, whole-class work, guided group work and plenary. Bear in mind that the lesson structure should not be seen as a straightjacket and can be adjusted to suit the objectives. The initial response you get from the students should be enthusiastic, so perhaps particular effort should be given to a lively starter activity.
øExample of a starter activity
