This resource is aimed at S1-S2/KS3 pupils studying poetry in an English classroom. It could be used as a standalone lesson, or grouped into a wider program of work on poetry. It is particularly useful for teaching sound techniques. Includes: Text of poem A worksheet in white background and blue (to aid visual stress) Six questions and an assessment task A version with ‘RUAE’ used (to aid Scottish curriculum) An answer sheet Worksheet is designed to be guided by teacher: each question is best zoomed in and discussed; the instruction around sibilance, consonance, and assonance giving opportunity for pause and lively feedback/discussion with pupils. It could also be printed and handed out. It has also been used successfully on Google Classroom during periods of remote learning. My experience is of using this resource over two periods minimum. The assessment task at the end is deceptively difficult but easily differentiated by removing certain requirements, for example: Create a poem with minimum two stanzas, four lines in each, which describes the personality and behaviour of two characters

This resource is aimed at S1-S2/KS3 pupils studying poetry in an English classroom. It could be used as a standalone lesson, or grouped into a wider program of work on poetry. It is particularly useful for ‘icebreaking’ or ‘cooldown’ periods at the beginning or end of the school year. Includes: Text of poem A worksheet in beige background (to aid dyslexia) Seven questions and an assessment task An introduction to the task that was used on Google Classroom - easily modified/personalised Worksheet is designed to be guided by teacher: each question is best zoomed in and discussed. Activity Five offers an opportunity to pause and teach the use of context clues. It could also be printed and handed out. It has also been used successfully on Google Classroom during periods of remote learning. My experience is of using this resource over one to two periods minimum - the assessment task is best assigned a full period and then further periods could be assigned to redraft, peer assess, and present to class. The assessment task at the end could easily be differentiated into a more basic cat-themed activity: Write a timeline of a day in the life of a/your cat; write a conversation between two cats who meet on the street or in the woods; research the role of cats to important people in history, etc.