Follower: First Read

Overview

This 50-minute lesson is the second in a six-lesson unit exploring Seamus Heaney’s poem Follower. It is designed for Year 9 students (age 13-14) and closely aligns with the National Curriculum for England’s requirements for English literature study. The lesson aims to deepen students’ understanding of themes such as family, identity, and relationships through a collaborative reading and discussion of Follower.

National Curriculum Links

Reading

Analyse the impact of the poet’s choice of vocabulary, themes, and poetic form (Poetry Requirement, KS3)
Develop students’ skills in reading aloud and making informal presentations (Spoken Language)
Encourage personal responses to texts and critical thinking

Speaking and Listening

Participate in discussions, expressing ideas and opinions clearly
Listen and respond appropriately to others

Coverage

Understand and explore poetry set texts of increasing complexity and sophistication
Engage with themes relevant to the students’ lived experience and cultural understanding (family dynamics, identity formation)

Learning Objectives

By the end of the lesson, pupils will:

Read Follower aloud with growing confidence and intonation appropriate to the poem’s mood (Spoken Language)
Share initial impressions and emotional responses to the poem (Reading)
Identify and articulate emerging themes of family, identity, and relationships within the text (Analysis)
Listen actively and respond thoughtfully to peers’ interpretations (Speaking and Listening)

Resources

Copies of the poem Follower by Seamus Heaney (printed or projected)
Whiteboard and markers
Sticky notes or small cards for students
Audio recording of the poem (optional, for varied input)

Lesson Structure

1. Starter Activity (5 minutes)

Objective: Activate prior knowledge and set the context.

Write key words on the board: family, identity, relationship, father, son.
Ask students to discuss in pairs for 2 minutes: “What kinds of relationships can we have with family members? How might identity be shaped by family?”
Whole class quick feedback to surface ideas, linking briefly to the upcoming poem.

2. First Reading: Teacher Modelling (7 minutes)

Objective: Engage students with the poem’s sound and rhythm.

Teacher reads Follower aloud confidently, modelling expression, tone, and pace to capture admiration and subtle tension.
Optional: Play an audio recording of the poem.
Ask students to follow in their copies, noting any words or lines that stand out.

3. Choral Reading & Paired Reading (10 minutes)

Objective: Build fluency and shared textual experience.

Class reads the poem aloud together (choral reading), focusing on rhythm and emphasis.
Then, students pair up and take alternating stanzas to read aloud to each other, ensuring clarity and expression.

4. Group Discussion: Initial Impressions (15 minutes)

Objective: Encourage personal responses and thematic exploration.

Pose open questions:
- What feelings does the poem evoke?
- What image do you get of the father and son’s relationship?
- Which words or phrases create strong impressions?
Students jot down 1-2 words or brief phrases summarising their first impressions on sticky notes.
Collect and cluster these on the board under tentative headings from the poem (e.g., ‘Family’, ‘Respect’, ‘Struggle’).
Facilitate discussion linking their ideas to the themes of family, identity, and the relationship dynamic.

5. Reflection and Exit Task (8 minutes)

Objective: Consolidate learning and prepare for deeper analysis.

Students write a short response (3-4 sentences) to the prompt: “What do you think the poem is really about, based on your first reading?”
Invite a few students to share their responses aloud.
Explain that in the next lessons they will explore Heaney’s language and poetic techniques in more detail.

Assessment and Feedback

Informal assessment through observation during paired and group discussions, checking for engagement and ability to express ideas clearly.
Review sticky note contributions to gauge understanding of themes.
Collect exit task responses to monitor initial interpretative skills.
Provide verbal feedback highlighting strong points and encouraging deeper thinking for the next lesson.

Differentiation

Support: Provide a glossary of key words or phrases; assign stronger readers as paired partners; allow use of annotation on printed poems.
Challenge: Encourage more confident students to justify interpretations with textual references; prompt them to consider alternative viewpoints.

Extension Idea

For homework or an optional task, students could interview a family member about a skill they learned from a parent/grandparent — to connect personally with the theme of the poem and prepare for later writing or discussion tasks.

Reflection (for teacher)

Note student engagement levels during reading aloud – adjust future lessons to increase participation and confidence.
Observe if themes of family and identity resonate with students; consider incorporating multimedia or creative writing for further exploration.

This structured, interactive lesson ensures Year 9 students gain confidence reading poetry aloud, start making personal and thematic connections, and prepare for more detailed critical study, all firmly rooted in the National Curriculum framework.

Teaching Instructions