Sets 1-4 - CCYD · 3.Ed Sheeran 4.Mark Ronson(ft. Miley Cyrus) All of these lyrics show examples of a s imile . Go back and highlight the simile in each lyric. 1. R e a d t hr o u

Year 7: Home Learning 

Booklet 

Sets 1-4 

Summer Term 1 

Lesson 1 

Aim: to be able to explore how feelings and emotions are used in poetry 

selecting key quotations to support opinions. 

 Starter 

Look at the lines from these famous poems. Read through them and then draw 

an emoticon or similar icon underneath to represent the feelings that you think 

are represented in these lines.  

1. 2.    

3.  

Poetic Techniques Crossword 

Let’s see how many poetic techniques you can remember from Primary.  

Read through the poem and highlight any feelings that are 

represented in the poem. 

Task, For each stanza (paragraph) explain the feelings that are 

portrayed (shown). You will need to use quotations (lines) from the 

text to support your answers. 

Example, 

In stanza 1 the feeling that is being portrayed is ….This is shown in 

the line “......”. This infers/suggests that the moth is feeling this way 

because …. 

Stanza 1: __________________________________________________________________________________________________________

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Stanza 2: ____________________________________________________________________________________________________________________________________________________________________________________________________________________ 

Stanza 3: ____________________________________________________________________________________________________________________________________________________________________________________________________________________ 

Stanza 4: ____________________________________________________________________________________________________________________________________________________________________________________________________________________ 

Plenary 

How do you feel towards the moth in the poem? Explain your answer. 

Lesson 2:  

AIM: TO BE ABLE TO IDENTIFY HOW LANGUAGE IS CHOSEN BY A WRITER TO CREATE A POSITIVE OR NEGATIVE IMAGE. 

LITERACY STARTER: WHAT DO YOU THINK? 

 Look at the picture. Write a paragraph in your book about how 

this picture makes you feel.  

Describe why it makes you feel that way. 

REMEMBER, USE CORRECT PUNCTUATION.  

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Word Hunter 

You are to become a ‘WORD HUNTER’.  

Below is a list of words taken from the poem by RS Thomas. 

Find alternative words for each one: 

1)Carcase 2)Immaculate 

3)Vibrant 

4)Conscious 5)Sham 

WELSH LANDSCAPE BY R.S THOMAS 

Connotations of Words 

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Lesson 3 

Aim: 

To be able to understand the importance of 

context when studying poetry. 

Starter 

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In Flanders Fields 

By John 

McCrae 

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In Flanders Fields 

By John McCrae 

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Plenary 

Do you think you need to know the context 

(background) of a poem to fully understand its 

meanings? Explain your answer fully below. 

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Lesson 4 

Personification 

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Your turn… 

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Lesson 5 

Aim: to be able to create a mythical creature using onomatopoeia.

Starter 

Unscramble the letters to reveal the answers 

Did you know? 

Onomatopoeia is the act of creating or using words that include sounds that are similar to the noises the words refer to. 

Answers 

Jabberwocky BY LEWIS CARROLL

’Twas brillig, and the slithy toves Did gyre and gimble in the wabe:

All mimsy were the borogoves, And the mome raths outgrabe.

“Beware the Jabberwock, my son!

The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!”

He took his vorpal sword in hand;

Long time the manxome foe he sought— So rested he by the Tumtum tree And stood awhile in thought.

And, as in uffish thought he stood,

The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood,

And burbled as it came!

One, two! One, two! And through and through The vorpal blade went snicker-snack!

He left it dead, and with its head He went galumphing back.

“And hast thou slain the Jabberwock? Come to my arms, my beamish boy!

O frabjous day! Callooh! Callay!” He chortled in his joy.

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe: All mimsy were the borogoves,

And the mome raths outgrabe.

Portmanteau = Two words combined into one. 

Read the poem carefully aloud. Do you think the 

Jabberwocky is a nice or evil character? Explain 

your answer. 

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Challenge Step 1: inventing a monster 

You are going to invent your own mythical monster 

like the Jabberwocky. 

Make notes on : 

•What the monster will look like; 

•Where it will live; 

•What it will eat; 

•How it will move. 

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Challenge Step 2: naming your monster 

You are now to name your frightening monster. 

The name must have a threatening tone to it using 

onomatopoeia. 

_____________________________________________________ 

Challenge Step 3: describing your monster 

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Lesson 6 

Aim: to be able to write an empathy piece based on the creature ‘The Jabberwocky’

You are going to write a poem from the perspective of the Jabberwocky. This is an empathy task so you will be showing the caring side to the beast.  Synonyms 

Write down at least 3 other words for each of these: 

1.Nice 

_____________________________________________________ 

2.Kind 

_____________________________________________________ 

3.Happy 

_____________________________________________________ 

4.Shy 

_____________________________________________________ 

Success Criteria 

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Lesson 7 

Aim: to explore the structure of an effective P.E.E. paragraph 

Starter 

The poem you are about to read is called ‘Follower’. Before you do this, I want you to think about the connotations of the word, ‘follower’. You may want to consider:

● When you might use the word ‘follower’ ● The opposite of ‘following’ ● When ‘following’ can be a positive act and when

it can be negative ● If ‘following’ is sometimes necessary

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By Seamus Heaney 

Fill in the blanks 

1. The poem explores the relationship between ________________________ and _________________________. 

2. In the beginning of the poem, the father is presented as _____________.   

3. Most of the poem is made up of a _________________, as the son remembers following his father around with plough.  

4. In the final verse of the poem, the speaker reflects on how their ___________________ has changed. 

5. At times, the son clearly feels___________________ to his father, as if he can’t keep up. 

relationship   

father  

heroic memory 

Inferior son 

Let’s P.E.E. Fill in the table using Point Evidence Explain

Point you want to make

Evidence from the poem

Explanation

The son clearly viewed his father as a heroic, god-like figure when he was younger.

This suggests that

At times, the son clearly feels inferior to his father, as if he can’t keep up.

This infers that

The relationship between the two seems ambiguous at times.

This implies that

It is clear by the end of the poem that the relationship between the two has changed.

This may allude to

Write out your completed P.E.E. table into paragraphs using full sentences.  

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Lesson 8 & 9  

Lesson Aim: To explore and understand the effect of similes and metaphors in poetry 

Starter Match the correct technique with its definition and write your own example. 

Technique Explanation My Example

Simile Words or phrases are repeated  

Metaphor Alike endings of words (sound alike) e.g. Snake/lake

Alliteration Aline with no punctuation at the end of it, so there’s no break between lines e.g I carry your heart with me I carry it in my heart, I am never without

Repetition a word or phrase is applied to an object or action to which it is not literally applicable. e.g. Frank is a snake

Rhyme Giving something human qualities e.g. The trees whistled

Syllable Comparison of two unlike things using like or as e.g. She is beautiful like the morning sun

Enjambment A unit of sound eg. Mo-ther = (2); dog = (1)

Personification The beginning of words, there is a repetition of consonants E.g. The person picked up a pen

Answers 

1.“Say I'm the one you own, if you don't, you'll be alone, and like a ghost, I'll be gone.” 

2. “I will always remember the day you kissed my lips, light as a feather.” 

3. “I’m in love with the shape of you. We push and pull like a magnet do.”  

4.“Things fall apart, but nothing breaks like a heart. And nothing breaks like a heart.” 

 Answers 

1. Beyonce 2. Anne-Marie 3. Ed Sheeran 4. Mark Ronson(ft. Miley Cyrus) 

 All of these lyrics show examples of a simile. Go back and highlight the simile in each lyric. 

   1.Read through the 

lyrics to Katy Perry’s 

song and underline all 

the similes in one 

colour and label 

them. 

 2.Now you can 

explain what each 

simile means in her 

song. 

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1.“Your heart is all I own. And in your eyes you're holding mine.” 

2."Baby, this is what you came for. Lightning strikes every time she moves.” 

3.“Third floor on the West Side, me and you. Handsome, you’re a mansion with a view.” 

 4.“Say you want me out of your life. And I’m just a 

dead man walking tonight.”  Answers 

1.Ed Sheeran 

2. Rihanna 

3. Taylor Swift 

4. Youngblood 

All of these lyrics show examples of a metaphor. Go back and highlight the metaphor in each lyric. 

1. Read 

through and 

underline the 

metaphors in 

this song by Sia 

in a different 

colour. 

2. Now you can 

explain what 

each metaphor 

means in the 

song. 

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Lesson 10 & 11 

Now it’s your turn! You will be writing your own simile and metaphor 

poem based on a holiday location you have visited. 

Planning 

Write a list of similes to describe your setting. Are you at a beach, park 

or a snowy mountain? Remember, a simile compares the subject to 

something else using "like" or "as."  

The comparison should describe something very specific. For example, 

describe the sand on the beach by saying: "The golden sand was 

smooth like silk on my feet." This suggests it is soft and lustrous. (At 

this stage you are just getting some ideas out.) 

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Now write a list of metaphors to describe your setting. Remember, 

metaphors don't use "like" or "as" to draw the comparison; they simply 

describe something as if it were something else. For example, "The 

bitter wind pinched my face as I ran towards shelter." This might say 

something about the weather and how strong the wind was that day. 

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Decide on the structure of your poem. There is no set structure for 

poems using similes and metaphors. They can be long or short; they 

can rhyme or not; they can have clear stanzas or be written in free 

verse. A simple starting point is to have three or four stanzas of four 

lines each. 

Arrange your metaphors and similes in the order you want them to 

appear in your poem. The outline won't read like poetry yet because the 

metaphors and similes are just separate ideas and not linked together 

cohesively.  

Focus on the images and not on specific words or rhymes. Play around 

with what you have until you are happy with it. Again, have fun with the 

words and the language. Once you are happy with it, give your poem a 

title and write out your final draft. 

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