Exploring Parenting Feelings

National Curriculum Links

• Reading – comprehension and inference: Pupils should be taught to read critically, understanding layers of meaning in texts, including poetry, and evaluating how language is used to impact readers (KS4 English Programme of Study).
• Language analysis: Analyse how writers’ choices of vocabulary, form, and structural features shape meanings and affect the reader.
• Speaking and listening: Participate in discussions, offer reasoned arguments, and justify ideas.
• Writing – constructing analytical responses: Develop clear, coherent written responses focused on unseen texts, supporting ideas with textual evidence (Writing – KS4 English).

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Learning Objectives

By the end of the lesson, students will:

1. Understand and explain how the poet in Make the Ordinary Come Alive presents the speaker’s feelings about parenting.
2. Analyse the use of language, form, and structure to explore themes and feelings.
3. Develop evaluative responses, citing evidence from the poem to support viewpoints.
4. Apply analytical skills to an unseen text, preparing for examination-style questions.

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Lesson Outline (60 minutes)

Starter (10 minutes)

Engage & Activate Prior Knowledge

• Prompt: “Think about a parent or caregiver in your life. What feelings do they express about raising children?”
• Quick paired discussion (2 minutes) sharing ideas.
• Introduce the poem Make the Ordinary Come Alive by John O’Donohue (but keep the title visible only after discussion).
• Read the poem aloud twice: once by teacher, once choral reading.

Curriculum focus: Speaking & listening – articulate views and listen attentively.

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Main Activity 1 (15 minutes)

First Impressions and Theme Identification

• In pairs, students annotate the poem (printed copies), focusing on:
  • What feelings the speaker expresses about parenting.
  • Words or phrases that give emotional cues.
• Class discussion: Collate key feelings identified (love, care, protection, joy in simplicity).
• Highlight vocabulary choices conveying warmth, simplicity, and wisdom.

Curriculum focus: Reading – comprehension, vocabulary understanding, inference.

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Main Activity 2 (15 minutes)

Language, Form, and Structure Analysis

• Explain key poetic terms: imagery, imperatives, enjambment.
• Whole class guided annotation focusing on:
  • Use of imperatives (“Do not ask,” “Help them,” “Show them”) creating a tone of advice.
  • Imagery (“joy of tasting tomatoes…”, “infinite pleasure in the touch of a hand”) evoking sensory experience and emotional connection.
  • Structure: single stanza, no rhyme scheme – reflects natural, flowing advice.
• Students write 3-4 sentences about how these features present feelings about parenting.

Curriculum focus: Language analysis, recognising and explaining authorial methods.

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Main Activity 3 (15 minutes)

Writing an Exam-Style Response (24 marks)

• Display the exam question:
  In 'Make the Ordinary Come Alive,' how does the poet present the speaker's feelings about parenting?
• Modelling: Teacher structures a brief exemplar paragraph (using PEEL: Point, Evidence, Explain, Link).
• Students individually write a response plan (bullet points) structured around two main ideas and supporting evidence.
• Peer feedback in pairs: exchange plans and suggest improvements using a simple success criteria checklist:
  • Clear point about feelings
  • Quoted evidence
  • Explanation of effect
  • Reference to language/form

Curriculum focus: Writing analytical responses, planning and peer assessment.

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Plenary (5 minutes)

Sharing and Reflecting

• Invite 2-3 volunteers to share their paragraph points.
• Recap key takeaways focusing on how language and form reveal feelings, emphasising the value of the ordinary as portrayed.
• Homework set: write the full 24-mark response at home (to build exam confidence).

Curriculum focus: Speaking and listening, reflection on learning.

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Resources Needed

• Printed copies of Make the Ordinary Come Alive poem
• Highlighters/pens for annotation
• Whiteboard and markers
• Worksheet with exam question and brief PEEL guidance
• Success criteria checklist handout

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Assessment Opportunities

• Formative assessment through pair and class discussions for comprehension and inference.
• Marked peer feedback on response plans to develop analytical writing.
• Homework completion of full exam style response – assessed for understanding and application of analysis.

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Extension Ideas

• Invite students to write their own short poem or advice for parenting focusing on celebrating the ordinary.
• Link to wider thematic exploration of family and relationships in other unseen poems or coursework.

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This detailed lesson plan aligns directly with the KS4 English National Curriculum’s focus on unseen poetry analysis, evaluation of writer’s choices, and construction of analytical writing responses, helping learners develop critical skills essential for GCSE success in English Literature and Language.