Exploring Poetic Language

Overview

This 30-minute lesson focuses on developing Year 7 students’ understanding of figurative language, specifically extended metaphors and personification, through the study of the poem “The Wind” by James Reeves. The lesson aligns with the National Curriculum for English (England) programme of study for Key Stage 3, targeting reading and writing objectives.

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National Curriculum Links

Reading – comprehension and engagement

• Use knowledge of literary language, form, and structure to discuss and evaluate how authors use language, including figurative language, to enhance meaning and impact (Poetry)
• Analyse how meaning is enhanced through choice of language and poetic techniques

Writing – composition

• Plan, draft, edit and proofread writing, using a range of devices to build cohesion within and across paragraphs
• Use style, tone, and register appropriate to audience and purpose

Spoken Language

• Articulate and justify answers, arguments and opinions

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Learning Objectives

By the end of the lesson, students will:

1. Identify extended metaphors and personification in “The Wind” by James Reeves (Reading – comprehension).
2. Analyse how these techniques contribute to the poem’s overall meaning (Analytical skills).
3. Create original examples of extended metaphors and personification in a short creative task (Creative writing).
4. Reflect on their understanding through discussion and a written reflection (Metacognitive skills).

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Lesson Plan Details

1. Introduction (5 minutes)

• Briefly introduce James Reeves and the poem’s context—evoking natural phenomena through figurative language.
• Recap the definitions of extended metaphor (a metaphor developed over several lines or throughout the poem) and personification (giving human qualities to non-human things).
• Explain that the lesson will explore how these techniques make the poem vivid and memorable.

Teaching tip: Use a visually engaging slide or worksheet with definitions and simple examples for clarity.

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2. Guided Reading and Analysis (15 minutes)

Activity 1: Shared Read (5 mins)

• Distribute copies of “The Wind” by James Reeves.
• Read aloud as a group, modelling expression and emphasis.
• Ask quick comprehension questions to check understanding of the literal meaning.

Activity 2: Group Annotation (10 mins)

• Together, identify extended metaphors and personification in the poem. Use colour coding - e.g. highlight metaphors in blue, personification in green.
• Discuss:
  • How does the wind get described? What human qualities does it have?
  • How is the central metaphor developed through the poem?

Key questions:

• Why might the poet have chosen to personify the wind?
• How does this affect your feeling about the wind?

Teacher notes:
Encourage students to justify answers with evidence from the text, fostering critical thinking.

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3. Creative Task (7 minutes)

• Ask students to individually write 2-3 sentences or a very short paragraph using an extended metaphor or personification where they describe an element of nature (e.g. rain, sun, trees, or wind).
• Challenge: Encourage them to extend the metaphor across their sentences rather than just a single comparison.

Example prompt:
“The rain was a silent drummer tapping on the rooftops, its steady rhythm keeping secrets only the night could hear.”

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4. Assessment & Reflection (3 minutes)

Discussion:

• Invite 2-3 students to share their creative writing. Ask the group to identify if the example is personification, an extended metaphor, or both.

Reflective Writing:

• On a mini whiteboard or sheet, students write one sentence:
  “Today I learned that ___ about extended metaphors and personification.”

Formative assessment: Teacher reads reflections to gauge understanding and plans for the next steps.

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Resources Needed

• Printed copies of “The Wind” by James Reeves
• Coloured pens/highlighters
• Mini whiteboards or reflection sheets
• Visual aids defining extended metaphor and personification

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Differentiation

Support:

• Provide sentence starters for the creative task.
• Pair students for annotation activity to boost confidence.

Challenge:

• Encourage advanced students to analyse word choice and tone in relation to the figurative language.

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Additional Notes

• This lesson promotes cooperative learning in a small group setting, allowing personalised feedback and discussion.
• A short video or sound clip of wind sounds (optional) can be used to deepen sensory engagement.
• Encourage students to keep their poem annotations in a learning journal to track progress over time.

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By combining literary analysis with creative writing and reflection, this lesson offers Year 7 students hands-on experience with figurative language that meets National Curriculum expectations while inspiring curiosity and confidence with poetry.