Repetition and Effects

Overview

Unit: Gothic Poetry Exploration (Lesson 6 of 20)
Duration: 35 minutes
Class Size: 6 students
Age Group: Year 8 (12-13 years)
Text Focus: Song of the Witches (from Shakespeare’s Macbeth)

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National Curriculum Links (England)

English Programmes of Study (Year 7 & 8 - Poetry Reading and Comprehension):

• Reading - comprehension
  • "Identify and interpret themes, ideas, and information in texts" (en3/8Rl)
  • "Recognise the impact of authorial choices on reader" (En3/8R)
• Writing - composition and effect
  • "Use knowledge of linguistic and structural devices to create effects and meaning" (En3/8Wc)
• Spoken Language
  • "Demonstrate understanding through selecting and organising ideas clearly" (En3/8Sl)

Key Stage 3 Programme of Study - English (2014):

• Pupils should be taught to:
  • "Read a wide range of fiction and poetry, including classic literature and contemporary texts."
  • "Explore how writers use language, including figurative language, vocabulary choice, and sentence structure, to create effects and influence the reader."
  • "Develop skills in discussing texts with clear reasoning and reference to evidence."

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Learning Objective

Understand how repetition creates mood within Song of the Witches and how it influences the poem’s atmosphere.

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Success Criteria

• Identify repeated words or phrases within the poem.
• Explain how repetition contributes to a specific mood or atmosphere.
• Support explanations with textual evidence from Song of the Witches.

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Resources Needed

• Copies of Song of the Witches (printed or projected)
• Whiteboard and markers
• Sticky notes or small index cards
• Worksheet for annotation and mood mapping
• Audio recording of Song of the Witches (optional but recommended for auditory effect)

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Lesson Structure

1. Starter Activity (5 minutes)

Title: Magic in Words

• Display a short list of repeated phrases (e.g. "Double, double, toil and trouble").
• Ask students: What feelings or images do these repeated words create in your mind?
• Record quick responses on the board linked to mood words (e.g. mysterious, eerie, unsettling).
• Connect this to the idea that repetition in poetry can affect atmosphere.

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2. Introduction to the Poem (5 minutes)

• Distribute or project Song of the Witches.
• Play a brief audio recording of the poem or read aloud with deliberate emphasis on rhythm and repetition.
• Ask students to listen carefully and note any repeated words or phrases.

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3. Guided Group Activity (10 minutes)

Annotating Repetition and Mood

• In pairs (or threes for 6 students), students underline or highlight repeated words/phrases in the poem.
• Using sticky notes or index cards, write down:
  • The repeated phrase
  • The mood or feeling they think the repetition creates
• Share and compile findings on the whiteboard, constructing a mood map around the poem’s text (for example: “repetition of ‘bubble’ creates a bubbling, eerie mood”).

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4. Class Discussion and Exploration (8 minutes)

• Facilitate a discussion focusing on:
  • How does repetition contribute to the dark, mysterious gothic mood?
  • How might the witches’ repetitive chanting reflect their character and role in the play?
  • Does repetition add a hypnotic or ominous effect?
• Encourage students to link mood words (e.g. sinister, threatening) to specific repeated phrases and consider the sensory effect on the reader/listener.
• Reference back to National Curriculum: emphasise how the writer’s choices create effects that influence the reader.

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5. Independent Application (5 minutes)

Mini-Writing Task:

• Students write a brief paragraph explaining how repetition in Song of the Witches shapes the atmosphere using evidence from the poem.
• Prompt: “Explain how Shakespeare uses repetition to make the scene feel spooky and magical. Use examples.”
• Encourage inclusion of mood adjectives and textual references.

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6. Plenary (2 minutes)

• Quickly round up by asking: What is the main effect of repetition in this poem?
• Ask one or two students to share their mini-paragraph ideas aloud.
• Highlight that understanding repetition’s effects will help them analyse Gothic poetry more deeply in future lessons.

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Assessment Opportunities

• Formative assessment through observation of paired work (annotating and mood mapping).
• Check written paragraphs for understanding of repetition’s effect on mood and use of textual evidence.
• Oral contributions during discussion to gauge the ability to interpret poetic techniques.

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Differentiation Strategies

• Support: Provide key mood words and repeated phrases on a handout for students who need scaffolding.
• Challenge: Ask more confident students to consider how repetition impacts the rhythm and pace of the poem and how this contributes to mood.

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Extension Ideas (if lesson time allows or for homework)

• Creative task: Write 4 lines of ‘witches’ chant’ using repetition to create an eerie atmosphere.
• Explore repetition in other Gothic poems (e.g. Coleridge’s The Rime of the Ancient Mariner) and compare effects.

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By the end of this lesson, students will be equipped with a firmer grasp of poetic repetition as a powerful literary device that shapes mood, aligning tightly with English National Curriculum goals for Year 8 poetry study and analysis.