F. Teacher asks students what their favourite poets and poems are., M. Teacher tells students they are going to listen to a poem by Walter de la Mare, written over 100 years ago. , O. Teacher writes several old English words on the board with modern English equivalents. (Students need to know these to understand the poem but they are not target language.), G. Teacher gives students a blank piece of paper and some coloured crayons. Teacher asks students to listen to the poem read aloud three times, and to draw the place and events described., J. Teacher reads poem aloud three times with a short pause between each reading to check students’ progress. Students draw pictures., B. Between readings, students compare their pictures in pairs and discuss reasons for any differences between the pictures., A. After the last reading and drawing, teacher asks each pair to think of a title for the poem., N. Teacher writes groups’ titles on the whiteboard and the class comments on each., I. Teacher then hands out a copy of the poem with the real title on it to each student for comparison.,  H. Teacher now asks students to find and circle a maximum of three words or short phrases they don’t know but that they think are important., E. Teacher asks class for the words and phrases they’ve circled and writes them on the board in three columns: verbs, nouns and adjectives/adverbs. Teacher says the words aloud and the class repeats a few times., K. Teacher reorganises the class into groups of two or three people, gives each group a learner’s dictionary, and asks each group to choose one word from the board to research., L. Students research their word in the dictionary, using the context to make sure it has the same meaning as it does in the poem., D. Students make a poster to show their findings to their classmates. Teacher visits the groups and helps where necessary., C. Students display their work on the classroom walls, look at other groups’ posters and ask questions about them. .

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