Highwayman Introduction

Learning Objectives

By the end of this 45-minute lesson, students will be able to:

• LO1: Listen attentively to a poem read aloud and recall key details. (IE Curriculum English: Reading and Responding, Level 5)
• LO2: Discuss the main narrative elements: characters, setting, and mood. (Speaking and Listening, Level 5)
• LO3: Identify and describe initial impressions of the poem’s themes, such as adventure and suspense. (Understanding Themes, Level 5)
• LO4: Use imaginative vocabulary related to the poem’s setting in verbal responses. (Language Development, Level 5)

Curriculum Links

• Reading and Responding: Pupils should be taught to identify the key themes and narrative structure of texts, developing comprehension through active listening and discussion.
• Speaking and Listening: Students engage in structured discussions, listening respectfully to others and articulating their own ideas clearly.
• Language Development: Pupils expand vocabulary by exploring descriptive and figurative language in poems.
• Creativity and Imagination: Encouraging imaginative responses to texts aligns with IE Curriculum aims to foster creative thinking and emotional understanding through literature.

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Lesson Outline

1. Warm-up and Context Setting (8 minutes)

• Begin by asking: “What do you know about highwaymen? What stories or images do they bring to mind?”
• Show a carefully chosen atmospheric image of a highwayman on a moonlit road (illustration or historical artistic depiction) to prompt imaginations.
• Briefly introduce Alfred Noyes and the poem’s historical context (early 20th century narrative poetry), emphasising its dramatic and adventurous nature.
• Objectives shared with the class in child-friendly language: “Today, we are going to listen to an exciting poem and talk about the story and pictures it makes in our heads.”

2. Read-Aloud Session (15 minutes)

• Read the first half of 'The Highwayman' aloud with dramatic expression, pausing for effect at key moments (for example, before revealing the highwayman’s arrival or the description of the night).
• Invite students to close their eyes and listen carefully to capture the mood and visual details.
• Use sound effects as suitable (e.g., clip-clop of horse’s hooves, the wind blowing softly) to heighten engagement and atmosphere.
• Read slowly and clearly, modelling good poetic rhythm and intonation to support understanding of narrative flow.

3. Guided Discussion - Narrative Elements (12 minutes)

• Ask open-ended questions:
  • “Who do you think the main characters are so far?”
  • “Where does the story seem to be taking place?”
  • “What is the mood of the poem at this point?”
• Record students’ ideas on the board under headings: Characters, Setting, Mood. Use bullet points to capture responses.
• Prompt deeper thinking by asking: “Why do you think the poet chose this setting?” and “What makes the night seem mysterious or exciting?”
• Highlight key vocabulary from the poem (e.g., "claret," "moon was a ghostly galleon") and invite students to suggest what these words might mean or make them imagine.

4. Mini Creative Response (8 minutes)

• Ask students to draw a quick sketch or write 2–3 words that capture the poem’s setting or mood so far. This can be a moonlit road, the highwayman on horseback, or the wind whispering through trees.
• Share a few students’ responses with the class to celebrate imaginative ideas and reinforce oral vocabulary.
• Explain how we will continue to explore the story and its characters next lesson.

5. Lesson Wrap-Up and Reflection (2 minutes)

• Summarise key points: The poem tells a story about an adventurous man at night; we have thought about the characters and where the poem is set.
• Encourage students to listen for any curious or exciting details when they read or hear poetry in the future.
• Set a simple “curiosity challenge”: Think about where other stories might take place at night and bring an idea to the next class.

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Assessment

• Formative Assessment through listening and participation during discussion and read-aloud.
• Teacher monitors verbal contributions to check understanding of characters, setting, and mood.
• Student sketches or word banks serve as informal written evidence of initial comprehension and imaginative engagement.

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Resources Needed

• Copies of ‘The Highwayman’ poem text for teacher’s reference only.
• Large image or projection of atmospheric highwayman scene.
• Whiteboard and markers for recording ideas.
• Paper and coloured pencils or crayons for creative response.

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Teacher Notes

• Emphasise emotional responses and imagination rather than detailed textual analysis at this stage to suit Year 5 developmental level.
• Use expressive voice acting to bring the poem alive and model poetic language.
• Encourage respectful listening during peers’ sharing to build a positive speaking and listening environment.
• Prepare to scaffold vocabulary and context for any unfamiliar historical references.

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This detailed, interactive approach fully aligns with the IE Curriculum’s emphasis on rich reading experiences, oral language development, and imaginative engagement with poetry, providing an inspiring first step in the "Highwayman: Poetry in Action" unit.