Learning goals

Language through Time

Name:

AO1 – Inference and interpretation RAG ratingB F1 F2 S

Learning Can I begin to make inferences about character, setting or events?Can I use some textual reference?

Mastering Can I make inferences?Can I support my inferences with a relevant textual reference and a brief explanation?

Extending Can I make inferences and deductions?Can I support these with relevant textual references which are clearly explained?Can I offer a brief analysis?

Extending plus

Can I demonstrate evidence of emerging interpretations?Can I make comments that are securely based in more apt quotation choices?Can I analyse these quotations fully with an attempt to identify different layers of meaning?

AO2.1 – The construction of meaning and effects using language

Learning Can I Identify basic language features?Can I offer comments on a general effect?

Mastering Can I identify language features with a brief explanation as how the language has been used to achieve effects and influence readers? Can I use emerging subject terminology?

Extending Can I explain how language features are used to achieve effects and influence readers?Can I use subject terminology that shows a broad understanding?

Extending plus

Can I explore how a range of language features have been used to achieve effects and influence readers?Can I offer an explicit explanation as to how an effect has been created?Can I use accurate subject terminology more frequently?

Lesson 1:

Do it now! Linguistic and literary techniques

Nouns: A word for a person, place or thing.

Proper nouns: The names of particular people, places or things. Proper nouns are also signalled through the use of a capital letter.

Identify the use of proper nouns in the sentences below.

1. The Spear-Danes in days gone by and the kings who ruled them had courage and greatness.

2. In far Granada at the siege was he / Of Algeciras, and in Belmarie. / At Ayas was he and at Satalye / When they were won; and on the / Middle Sea.

3. Dick Turpin painfully hobbled away…

4. Alone in her stall, his mare, Black Bess, / Lifted her head in mute distress…

5. Afterwards a boy-child was born to Shield, / a cub in the yard, a comfort sent / by God to that nation.

Challenge:

Construct two further sentences: one that uses a proper noun for a person and one that uses a proper noun for a place.

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2. ______________________________________________________________

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An introduction to journeys

In this unit, all of the poems we study are linked by a theme. That theme is journeys. In today’s lesson we are going to establish what we understand by the term journey and consider the different types of journeys we may come across.

Task

To get us thinking about journeys, look at the two questions on the next page. In pairs, thought shower your responses to the questions in the space provided.

What do we mean by the term ‘journeys’?

Why do we sometimes use the word ‘journey’ when we do not mean

travel?

Task:

Look at both of the pictures below. Individually, explain how both of these images are representative of a journey.

Image A Image B

Image A is representative of a journey because

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Image B is representative of a journey because

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JourneysA physical journey is A metaphorical journey is

Task:

Now look at the following quotes taken from some of the poems you are going to be study. Do you think these individual quotes are describing physical or metaphorical journeys?

A knight there was, and he a worthy man,Who, from the moment that he first beganTo ride about the world, loved chilvaryTruth, honour, freedom and all courtesy

Behaviour that’s admired is the path to power among people everywhere.

All the world’s a stage,And all the men and women merely players;They have their exits and their entrances,And one man in his time plays many parts,His acts being seven ages

I was nuisance, tripping, falling,Yapping always. But todayIt is my father who keeps stumblingBehind me, and will not go away.

I wander thro’ each charter’d streetNear where the charter’d Thames does flow

They did not see, they did not hear as the ghostly hooves drew night,The dark magnificent thief in the night that rode so subtly by

Plenary:

Physical Metaphorical

Lesson 2:

Vocabulary: noun, proper noun, journey, physical, metaphorical

Do it now! Linguistic and literary techniques

Nouns: A word for a person, place or thing.

Common nouns: The names of general people, places or things.

Identify the use of common nouns in the sentences below.

1. Afterwards a boy-child was born to Shield, a cub in the yard…

2. A knight there was, and he a worthy man…

3. At many a noble meeting chanced to be. Of mortal battles he had fought fifteen…

4. All the world’s a stage, / And all the men and women merely players…

5. The daylight moon looked quietly down / Through the gathering dusk on London town.

Challenge:

Construct two further sentences: one that uses a common noun for a person and one that uses a common noun for a place.

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2. ______________________________________________________________

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Beowulf prologue

In today’s lesson we are going to begin to explore the prologue to Beowulf. Beowulf is an Old English epic poem. Originally told orally, experts believe a manuscript was finally written between 975 and 1025. The poet is believed to have been an Anglo-Saxon.

The poem itself is set in Scandinavia. Beowulf, a hero of the Geats comes to the aid of Hrothgar, the king of the Danes, whose mead hall in Heorot has been under attack by a monster known as Grendel.

In today’s lesson we are going to consider the journey of a king.

Task:

If you knew you were going to be king one day, what would you need to do to preparea) Physically?b) Mentally?c) Emotionally?

Challenge question:What qualities would you need to possess?

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We are going to study the prologue. Beowulf opens with the narrator discussing Shield Sheafson, a great king of the ancient Danes and the founder of their royal line. He began life as a foundling (an infant abandoned by his parents) but quickly rose to be strong and powerful. As a result all of the clans had to be pay him tribute.

When he died, he was honoured with an elaborate funeral ceremony. His body was put into a boat, covered with treasures and armor, and cast off to sea. Shield Sheafson’s life ended as it began, with him cast adrift on the water.

Sheafson’s son, the renowned Beow, inherited the kingdom after his father’s death.

Beowulf , (8 th - 11 th Century), original

HWÆT, WE GAR-DEna in geardagum, þeodcyninga þrym gefrunon, hu ða æþelingas ellen fremedon! oft Scyld Scefing sceaþena þreatum, monegum mægþum meodosetla ofteah, egsode eorlas, syððanærest wearðfeasceaft funden; he þæs frofre gebad,weox under wolcnum weorðmyndum þah,oð þæt him æghwylc ymbsittendraofer hronrade hyran scolde, gomban gyldan; þæt wæs god cyning! Ðæm eafera wæs æfter cenned geong in geardum, þone God sende folce to frofre; fyrenðearfe ongeat, þe hie ær drugon aldorlease lange hwile; him þæs Liffrea, wuldres Wealdend woroldare forgeaf, Beowulf wæs breme --- blæd wide sprang--- Scyldes eafera Scedelandum in. Swa sceal geong guma gode gewyrcean, fromum feohgiftumon fæder bearme,

Seamus Heaney’s translation (1999)

Irish poet, playwright, translator and recipient of the 1995 Nobel Prize for Literature. Born in Northern Ireland in 1939, he lectured in

English in Ireland, America and England. He was influenced by the rural world around him and sectarian politics and remained one of the most influential poets of his generation until his death in 2013.

1 So. The Spear-Danes in days gone byand the kings who ruled them had courage and greatness.We have hear of those princes’ heroic campaigns.

There was Shield Sheafson, scourge of many tribes,5 a wrecker of mead-benches, rampaging

This terror of the hall troops had come far.A foundling to start with, he would flourish later onas his powers waxed and his worth was proved.In the end each clan on the outlying coasts

10 beyond the whale-road had to yield to himand begin to pay tribute. That was one good king.

Afterwards a boy-child was born to Shield,a cub in the yard, a comfort sentby God to that nation. He knew what they had tholed,*

15 the long times and troubles they’d come throughwithout a leader; so the Lord of Life,the glorious Almighty, made this man renowned.Shield had fathered a famous son:Beow’s name was known through the north.

20 A young prince must be prudent like that,giving freely while his father livesso that afterwards in age when fighting startssteadfast companions will stand by himand hold the line. Behaviour that’s admired

25 is the path to power among people everywhere.

* suffered without complaint

Key questions:

1. In line 2, what qualities are past kings said to possess?

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2. Summarise your impression of Shield Sheafson in stanza 2.

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3. Heaney writes ‘A foundling to start with, he would flourish later on.’ What is the writer trying to suggest about the journey Shield Sheafson has been on?

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4. Why do you think Heaney ended the second stanza with the declarative ‘That was one good king’?

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5. In line 13, how is Shield Sheafson’s son described? What inference can you make as a result?

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6. ‘Renowned’ means to be well-known. Do you think it is important for a king to be renowned?

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7. According to Heaney, why must a young prince ‘give freely while his father lives’?

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8. What lesson does Heaney put forward through the prologue?

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Plenary

Lesson 3:

Vocabulary: noun, common noun, prologue, scourge, mead-benches, rampaging, foundling, flourish, waxed, clan, yield, tholed, renowned, prudent, steadfast

Do it now! Linguistic and literary techniques

Nouns: A word for a person, place or thing.

Abstract nouns: The names given to emotions, feelings, ideals or ideas.

Identify the use of abstract nouns in the sentences below.

1. and the kings who ruled them had courage and greatness.

2. Who, from the moment that he first began / To ride about the world, loved chivalry, / Truth, honour, freedom and all courtesy.

3. Jealous in honour, sudden and quick in quarrel.

4. This terror of the hall troops had come far.

5. And honoured everywhere for worthiness.

Challenge:

Construct two further sentences using abstract nouns in both.

1. ______________________________________________________________

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2. ______________________________________________________________

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Making inferences

An inference is a conclusion that a reader makes while reading or after reading. The conclusion is based on what the reader knows outside of the text plus information that is presented in the text.

Task:

We are now going to see if we can support inferences I have made after reading the Beowulf prologue.

Inference 1 based upon stanza 1: We look to the past to determine how good we should be in the future.

Evidence from the stanza to support my inference

How does this evidence support my inference?

Inference 2 based upon stanza 2: Shield Sheafson was a strong king.

Evidence from the stanza to support my inference

How does this evidence support my inference?

Inference 3 based upon stanza 3: Princes and kings need to act selflessly (think about others, rather than themselves)

Evidence from the stanza to support my inference

How does this evidence support my inference?

Plenary:

Think about your reading of the poem. Can you make your own inference about a character or the journey in which a character goes on? Fill your inference in, along with the evidence in the magnifying glass below.

Lesson 4:

Vocabulary: noun, abstract noun, inference, evidence

Do it now! Linguistic and literary techniques

Verbs: A word used to describe an action, state, or occurrence.

Identify the use of verbs in the sentences below.

1. There was Shield Sheafson, scourge of many tribes, / a wrecker of mead-benches, rampaging among foes.

2. A knight there was, and he a worthy man, / Who, from the moment that he first began / To ride about the world, loved chivalry.

3. At first, the infant, mewling and puking in the nurse’s arms.

4. He crouched like a tiger about to spring. / Then he looked up, and he looked down; / And chuckling low, like a country clown.

5. Behaviour that’s admired / is the path to power among people everywhere.

Challenge:

Construct two further sentences using dramatic verbs in both.

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2. ______________________________________________________________

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Explaining a writer’s use of language

In this unit, one of your key areas of focus is on identifying and analysing language. So far, in your Do it now tasks, you have revised the terms noun, proper noun, common noun, abstract noun and verbs. Let’s recap what we have learnt so far.

Key questions:

1. What is a noun?

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2. What is a proper noun?

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3. What is a common noun?

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4. What is an abstract noun?

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5. What is a verb?

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Task:

Next you need to be able to identify key language techniques. Look at the following sentences taken from Beowulf. Can you identify what type of word the word in bold is? (NB. It will either be a noun – proper, common or abstract or a verb.

Line from Beowulf Language techniqueand the kings who ruled them had courage and greatness.

Word 1 is

Word 2 is

There was Shield Sheafson, scourge of many tribes, / a wrecker of mead-benches, rampaging amongst foes.

Word 1 is

Word 2 is

A foundling to start with, he would flourish later on.

Word 1 is

Word 2 is

A cub in the yard. Word 1 is

…so the Lord of Life, / the glorious Almighty, made this man renowned.

Word 1 is

A young prince must be prudent like that, giving freely

Word 1 is

Word 2 is

So that afterwards in age when fighting starts / steadfast companions will stand by him

Word 1 is

Word 2 is

Behaviour that’s admired / is the path to power among people everywhere.

Word 1 is

Once we’ve identified the writer’s particular choice of words, we need to consider what we learn as a result. We need to explain what the words tell us, the reader. For example,

Quotation Explanationand the kings who ruled them had courage and greatness.

The abstract noun ‘courage’ tells us the previous kings were brave.The abstract noun ‘greatness’ tells us the previous kings ruled skilfully.

Now you have a go at explaining what you learn about Shield or Beow or their journey from the words the writer has chosen. Remember to use your own words in the explanation!

Quotation Explanation

There was Shield Sheafson, scourge of many tribes, / a wrecker of mead-benches, rampaging amongst foes.

The common noun ‘wrecker’ tells us

The verb ‘rampaging’ tells us

Quotation Explanation

A foundling to start with, he would flourish later on.

The common noun ‘foundling’ tells us

The verb ‘flourish’ tells us

Quotation Explanation

…so the Lord of Life, / the glorious Almighty, made this man renowned.

The verb ‘renowned’ tells us

Quotation Explanation

A young prince must be prudent like that, giving freely

The adjective ‘prudent’ tells us

The verb ‘giving’ tells us

Quotation Explanation

So that afterwards in age when fighting starts / steadfast companions will stand by him

The adjective ‘steadfast’ tells us

The noun ‘companions’ tells us

Quotation Explanation

A cub in the yard.

The common noun ‘cub’ tells us

Lesson 5:

Vocabulary: verbs, courage, greatness, wrecker, rampaging, foundling, flourish, cub, renowned, prudent, giving, steadfast, companions, admired, explanation

Do it now! Linguistic and literary techniques

Adjective: A word that describes the noun.

Identify the use of adjectives in the sentences below.

1. We have heard of these princes’ heroic campaigns.

2. Then the whining schoolboy, with his satchel / And shining morning face

3. A knight there was, and he a worthy man.

4. That was one good king.

5. Black Bess, / Lifted her head in mute distress; / For five strange men had entered the yard.

Challenge:

Construct two further sentences using adjectives in both.

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2. ______________________________________________________________

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The reader’s response

Last lesson we were looking at identifying language techniques and then explaining what we learnt from them. In today’s lesson, we are going to consider the reader’s response. The reader’s response is about how they feel and what impressions they form of either the characters, the settings or the events that are being presented. To help us develop our thinking about this we are going to use emojis.

Let’s consider one of our key quotations from the prologue to Beowulf.

Quotation Circle the emoji you think sums up your thoughts / feelings towards past kings based upon the description provided in

which they are described as having ‘courage’ and being full of ‘greatness’

What feeling does this represent for

you? Why have you circled this emoji?

and the kings who ruled them had courage and greatness.

Task:

Now have a go at the following:

Quotation Circle the emoji you think sums up your thoughts / feelings towards Shield

Sheafson based upon the descriptions of him as a ‘wrecker’ and ‘rampaging’

What feeling does this represent for

you? Why have you circled this emoji?

There was Shield Sheafson, scourge of many tribes, / a wrecker of mead-benches, rampaging amongst foes

Quotation Circle the emoji you think sums up your thoughts / feelings towards Shield

Sheafson’s journey as king where he is described as starting as a ‘foundling’

but described as someone who ‘flourishes’ later on

What feeling does this represent for

you? Why have you circled this emoji?

A foundling to start with, he would flourish later on.

Quotation Circle the emoji you think sums up your thoughts / feelings towards Beow and

the start of his journey towards kingship in which he is described as a ‘cub’

What feeling does this represent for

you? Why have you circled this emoji?

A cub in the yard.

Quotation Circle the emoji you think sums up your thoughts / feelings towards Beow as

God attempts to make this man ‘renowned’ in preparation for kingship

What feeling does this represent for

you? Why have you circled this emoji?

…so the Lord of Life, / the glorious Almighty, made this man renowned.

Quotation Circle the emoji you think sums up your thoughts / feelings towards the

behaviours a kings must present (must be ‘prudent’ and ‘give’ freely) in order to

be successful

What feeling does this represent for

you? Why have you circled this emoji?

A young prince must be prudent like that, giving freely

Quotation Circle the emoji you think sums up your thoughts / feelings towards a king needing ‘steadfast companions’

What feeling does this represent for you? Why have you circled this

emoji?So that afterwards in age when fighting starts / steadfast companions will stand by him

Plenary:

Which emoji summarises your attitude towards being a king / queen? Can you explain why?

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Lesson 6:

Vocabulary: adjective, response, thoughts, feelings, emotions

Do it now! Linguistic and literary techniques

Adverb: A word used to describe a verb. Many adverbs end in -ly.

Identify the use of adverbs in the sentences below.

1. A young prince must be prudent like that, / giving freely while his father lives…

2. Full worthy was he in his liege-lord’s war…And honoured everywhere for worthiness.

3. Then the whining schoolboy, with his satchel / And shining morning face, creeping like snail / Unwillingly to school.

4. Of simple fustian wore he a jupon / Sadly discoloured by his habergeon; / For he had lately come from his voyage / And now was going on this pilgrimage.

5. Dick Turpin painfully hobbled away / In quest of his inn.

Challenge:

Construct two further sentences using adverbs in both.

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2. ______________________________________________________________

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T (technique), E (supporting example), E (explanation), E (effect)

Over the past few lessons we have revised some of our key language techniques and developed our writing so that we can explain what we learn from a writer’s choice of words and comment upon how a reader might respond. In today’s lesson, we are going to practise combining all of this into paragraphs of analytical writing. To do this, we use a particular structure:

Technique What language technique has been used to present a

character, setting, idea or event?Supporting example In which phrase or line or section of text is this language

technique used?Explanation Using our own words, what do we learn from the

evidence?Effect What is the intended effect of the language used?

Have a look at the paragraph I have written about the following quotation: ‘and the kings who ruled them had courage and greatness’ using the TEEE structure.

Abstract nouns have been used to describe past kings when Heaney writes ‘and the

kings who ruled them had courage and greatness.’ In using the abstract noun

‘courage’ we learn that the previous kings were brave and in using the abstract noun

‘greatness’ we learn that the previous kings ruled skilfully. As a reader, I would feel

admiration that the previous kings were capable and respected by those they led. I

would also feel anxiety for Sheafson and Beow as they have a reputation to uphold.

Task:

Work in pairs to identify the different parts of this paragraph.

Use one colour to highlight the technique. Use one colour to highlight the supporting example. Use one colour to highlight the explanation. Use one colour to highlight the effect / reader’s response.

Task:

Let’s practice organising a response. Use the chart over the page to bring the different sections of a TEEE paragraph together. Also use your notes from previous lessons to help you.

The quotation you are going to answer is: How has language been used to present Shield Sheafson?

The quotation you will be using to help you answer this question is: There was Shield Sheafson, scourge of many tribes, / a wrecker of mead-benches, rampaging amongst foes.

Technique What language

technique has been used to present Shield Sheafson?

have been used to present Shield Sheafson

Supporting example

What line has this technique been used in?

This is evident in the line: ‘There was Shield Sheafson, scourge of many tribes, / a wrecker of mead-benches, rampaging amongst foes.’

Explanation What does this line tell you?

This line tells me

Effect How might a reader respond?

As a reader, I would feel

Now turn your notes into a paragraph like mine.

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Challenge:

Try constructing further TEEE paragraphs for the following questions / quotations in your exercise book.

1. How has language been used to present the journey Sheafson has been on?Quotation: A foundling to start with, he would flourish later on.

2. How has language been used to present Beow as a young prince?Quotation: A cub in the yard.

3. How has language been used to present the making of a king?Quotation: …so the Lord of Life, / the glorious Almighty, made this man renowned.

4. How has language been used to present the expectations of a prince preparing for kingship?Quotation: A young prince must be prudent like that, giving freely

5. How has language been used to present the support a king might receive if he prepares for kingship well?Quotation: So that afterwards in age when fighting starts / steadfast companions will stand by him

Lesson 7:

Vocabulary: adverb, technique, example, explanation, effect

Do it now! Linguistic and literary techniques

Alliteration is where the same letter or sound is used at the beginning of adjacent or closely connected words.

Identify the use of alliteration in the sentences below.

1. A foundling to start with, he would flourish later on.

2. His youthful hose, well saved, a world too wide / For his shrunk shank…

3. And chuckling low, like a country clown…

4. Chewing a straw, he stood to stare / At the proclamation posted there…

5. He drew. He fired. At the pistols crack / The wrestlers whirled.

Challenge:

Construct two further sentences using alliteration in both.

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2. ______________________________________________________________

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Formative Checkpoint: Beowulf

In today’s lesson you are going to be drawing your learning together. You are going to respond to the following question:

How has language been used to present the journey to kingship in Beowulf?

To do this, you will be using the following quotation: Behaviour that’s admired is the path to power among people everywhere.

Before you begin to plan your TEEE response, you need to consider what do we learn about the journey to kingship from this quotation. What must a king do in order to be successful according to this quotation?

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Let’s begin to frame out a response (NB. Start by filling in your supporting example as you have already been given this!)

Also, can you remember how you might start each part of the TEEE paragraph?

Technique What language technique has been used to present the journey to kingship in Beowulf?

Supporting example

What line has this technique been used in?

Explanation What does this line tell you?

Effect How might a reader respond?

Task:

Now copy the question into your exercise book: How has language been used to present the journey to kingship in Beowulf?

Construct a paragraph response, using the notes from your chart above to help you.

Lesson 8:

Vocabulary: adverb, technique, example, explanation, effect

Do it now! Linguistic and literary techniques

Sensory language: Language that appeals to the five senses of sight, sound, touch, taste and smell.

Identify the use of sensory language in the sentences below.

1. But the velvet ears of the listening mare / Lifted and twitched. They were there – still there…

2. Chewing a straw, he stood to stare / At the proclamation posted there…

3. He drew. He fired. At the pistols crack / The wrestlers whirled.

4. Dick Turpin dropped his smoking gun / They had trapped him five men to one.

5. Out of the stable, a wave of thunder, / Swept Black Bess, and the five went under.

Challenge:

Construct five further sentences, one using each sense.

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5. ______________________________________________________________

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The Canterbury Tales by Geoffrey Chaucer

In today’s lesson we are going to begin to look at our second poem: The Canterbury Tales is a collection of 24 stories that run to over 17,000 lines written in Middle English by Geoffrey Chaucer. The tales are presented as part of a story-telling contest by a group of pilgrims as they travel together on a journey from London to Canterbury to visit the shrine of Saint Thomas Becket at Canterbury Cathedral. The section from the tales that we are going to look at centres around the character of

The Knight. Before we read the extract, let’s consider what we already know about Knights.

Task:

In pairs, consider the following question: What qualities do you associate with a knight? Thought-shower your ideas around the image.

Challenge: What type of journey might a knight have to go on?

As we are reading ‘The Knight’s Tale’, underline any of the words that are unfamiliar to you. (Only the ones on the right hand side!)

Chaucer‘s Canterbury Tales (1398?). A Knight’s Tale .

42 And at a knyght than wol I first bigynne. And with a knight thus will I first begin. The Knight's Portrait THE KNIGHT

A knyght ther was, and that a worthy man, That fro the tyme that he first bigan

To riden out, he loved chivalrie,

Trouthe and honour, fredom and curteisie.

Ful worthy was he in his lordes werre,

And therto hadde he riden, no man ferre,

As wel in cristendom as in hethenesse,

50 And evere honoured for his worthynesse.

At alisaundre he was whan it was wonne.Ful ofte tyme he hadde the bord bigonneAboven alle nacions in pruce;In lettow hadde he reysed and in ruce,55No cristen man so ofte of his degree.

In gernade at the seege eek hadde he beOf algezir, and riden in belmarye.At lyeys was he and at satalye,Whan they were wonne; and in the grete see

60At many a noble armee hadde he be.

At mortal batailles hadde he been fiftene,

And foughten for oure feith at tramyssene

In lystes thries, and ay slayn his foo.

This ilke worthy knyght hadde been also

65Somtyme with the lord of palatyeAgayn another hethen in turkye.

A knight there was, and he a worthy man,Who, from the moment that he first beganTo ride about the world, loved chivalry,Truth, honour, freedom and all courtesy.Full worthy was he in his liege-lord's war,And therein had he ridden (none more far)As well in Christendom as heathenesse,And honoured everywhere for worthiness.At Alexandria, he, when it was won;Full oft the table's roster he'd begunAbove all nations' knights in Prussia.In Latvia raided he, and Russia,No christened man so oft of his degree.In far Granada at the siege was heOf Algeciras, and in Belmarie.At Ayas was he and at SatalyeWhen they were won; and on the Middle SeaAt many a noble meeting chanced to be.Of mortal battles he had fought fifteen,And he'd fought for our faith at TramisseneThree times in lists, and each time slain his foe.This self-same worthy knight had been alsoAt one time with the lord of PalatyeAgainst another heathen in Turkey:

And everemoore he hadde a sovereyn prys;

And though that he were worthy, he was wys,And of his port as meeke as is a mayde.70He nevere yet no vileynye ne saydeIn al his lyf unto no maner wight.He was a verray, parfit gentil knyght.But, for to tellen yow of his array,His hors were goode, but he was nat gay.

75Of fustian he wered a gyponAl bismotered with his habergeon,For he was late ycome from his viage,

And wente for to doon his pilgrymage.

And always won he sovereign fame for prize.Though so illustrious, he was very wiseAnd bore himself as meekly as a maid.He never yet had any vileness said,In all his life, to whatsoever wight.He was a truly perfect, gentle knight.But now, to tell you all of his array,His steeds were good, but yet he was not gay.Of simple fustian wore he a juponSadly discoloured by his habergeon;For he had lately come from his voyageAnd now was going on this pilgrimage.

Task:

1. Now look the unfamiliar words up in the dictionary (including the ones in bold). Write the definitions of the words in the margin so you don’t forget what they mean!

2. At the start of the lesson we thought about the qualities a knight needed to possess in order to be a knight. What qualities do we learn this knight possesses and what does this suggest to you?

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3. How is the theme of ‘journeys’ relevant to this text?

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Lesson 9:

Vocabulary: sensory language, chivalry, raided, siege, mortal, sovereign, illustrious, meekly, pilgrimage

Do it now! Linguistic and literary techniques

Simile: A figure of speech involving the comparisons of one thing with another using the words ‘like’ or ‘as’

Identify the use of similes in the sentences below.

1. Though so illustrious, he was very wise / And bore himself as meekly as a maid.

2. Then the whining schoolboy, with his satchel / And shining morning face, creeping like snail.

3. And then the lover, / Sighing like furnace, with a woeful ballad.

4. He crouched like a tiger about to spring. / Then he looked up, and looked down…

5. They rose like shadows out of the ground / And grappled him there, without a sound.

Challenge:

Construct two further sentences using similes in both.

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2. ______________________________________________________________

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Exploring the journeys of The Knight

Last lesson we read The Canterbury Tales and learnt about The Knight. In today’s lesson we are going to consider the journey/s The Knight has gone on.

Task:

Using the poem, thought shower your thoughts on both the physical and metaphorical journeys The Knight goes on.

The Knight’s physical journey

The Knight’s metaphorical journey

The Knight’s physical journey

Technique Supporting example Explanation EffectWho, from the moment that he first began / To ride about the world.

At Alexandria, he, when it was won…Above all nations’ knights in Prussia. In Latvia raided he, and Russia / No christened man so oft of his desgree. / In far Granada at the siege was he / Of Algecrias, and in Belmarie. At Ayes was he and at Satalye / When they were won; and on the Middle Sea…And he’d fought for our faith at Tramissene…At one time with the lord of Palatye / Against another heather in Turkey.For he had lately come from his voyage / And now was going on this pilgrimage.

Plenary:

What have you learnt about the journey The Knight has taken?

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Lesson 10:

Vocabulary: simile, raided, siege, voyage, pilgrimage

Do it now! Linguistic and literary techniques

Metaphor: A figure of speech involving the comparisons of one thing with another, stating something is something else.

Look at the metaphors below. Can you explain the metaphor in each example:

Metaphor ExplanationAfterwards, a boy-child was born to Shield, / a cub in the yard.

All the world’s a stage, / And all the men and women merely players; / They have their exits and entrances.

Out of the stable, a wave of thunder, / Swept Black Bess.

Challenge:

Construct two further sentences using metaphors in both. Perhaps a metaphor to describe The Knight in The Canterbury Tales.

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The Knight’s metaphorical journey

Last lesson we were exploring how language has been used to present The Knight’s physical journey. In today’s lesson we are going to explore how language has been used to present The Knight’s metaphorical journey.

The Knight’s metaphorical journey

Technique Supporting example Explanation EffectAnd honoured everywhere for worthiness.

Of mortal battles he had fought fifteen.

And always won sovereign fame for prize.

Though so illustrious, he was very wise / And bore himself as meekly as a maid. / He never yet had any vileness said, / In all his life, to whatsoever wight. / He was a truly perfect, gentle knight.

Plenary question:

What connection can you make between The Knight’s physical and metaphorical journey?

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Lesson 11:

Vocabulary: metaphor, metaphorical, mortal, sovereign, illustrious

Do it now! Linguistic and literary techniques

Personification: Where an object is given human qualities. This is done through the verb choice.

For each example below, identify what is being personified and the effect that is created.

Example of personification

What is being personified?

What is the effect of this personification?

Lightning danced across the sky.

The wind howled in the night.

My alarm clock yells at me every morning.

Traffic slowed to a crawl.

Challenge:

Construct an example of personification for each of the objects below:

1. The mead-benches in Beowulf

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2. The world in The Canterbury Tales

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Formative Checkpoint: The Canterbury Tales

In today’s lesson you are going to be drawing your learning together. You are going to respond to the following question:

How has language been used to present The Knight’s journey in The Canterbury Tales?

Our response to this question is going to be longer as we are going to construct two paragraphs: one on The Knight’s physical journey and one on The Knight’s metaphorical journey.

Let’s begin to frame out a response on the next page. Begin by choosing your example (a quotation from the poem that presents The Knight’s physical journey and a quotation that presents The Knight’s metaphorical journey).

The Knight’s physical journey

The Knight’s metaphorical

journeyTechnique What language

technique has been used to present The Knight’s journey in The Canterbury Tales?

Supporting example

What line has this technique been used in?

Explanation What does this line tell you?

Effect How might a reader respond?

Task:

Now copy the question into your exercise book: How has language been used to present The Knight’s journey in The Canterbury Tales?

Construct a two paragraph response: one on The Knight’s physical journey and one on The Knight’s metaphorical journey, using the notes from your chart above to help you and notes from previous lessons.

Lesson 12:

Vocabulary: personification, technique, example, explanation, effect

Do it now! Linguistic and literary techniques

Onomatopoeia: A word that imitates the natural sounds of a thing. It creates a sound effect that mimics the thing described.

Identify the examples of onomatopoeia in the sentences below.

1. At the pistols crack / The wrestlers whirled.

2. And the bullet drilled through Tom King’s heart.

3. He heard the swish of her swining tale.

4. And – the door crashed open behind the five!

5. Out of the stable, a wave of thunder.

Construct two further sentences using onomatopoeia in both.

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2. ______________________________________________________________

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All the World’s a Stage by William Shakespeare

In today’s lesson we are going to read a monologue from the Shakespearean play ‘As You Like It’ in which the journey through life is presented. However, before we read the monologue, let’s see what we already about Shakespeare himself.

Task:

Individually, thought shower everything you know about William Shakespeare before we snowball your responses.

Before we read the monologue, we are going to watch a modern reading by Benedict Cumberbatch.

https://www.youtube.com/watch?v=WtEUySDDg- I

Task:

As we are reading this monologue, underline any unfamiliar words.

All the world’s a stage (1599?) As You Like It, Act II, Scene VII by William Shakespeare (1564 – 1616)

Jaques to Duke Senior 1 All the world’s a stage,

And all the men and women merely players;

They have their exits and their entrances,

And one man in his time plays many parts,

5 His acts being seven ages. At first, the infant,

Mewling and puking in the nurse’s arms.

Then the whining schoolboy, with his satchel

And shining morning face, creeping like snail

Unwillingly to school. And then the lover,

10 Sighing like furnace, with a woeful ballad

Made to his mistress’ eyebrow. Then a soldier,

Full of strange oaths and bearded like the pard,

Jealous in honor, sudden and quick in quarrel,

Seeking the bubble reputation

15 Even in the cannon’s mouth. And then the justice,`

In fair round belly with good capon lined,

With eyes severe and beard of formal cut,

Full of wise saws and modern instances;

And so he plays his part. The sixth age shifts

20 Into the lean and slippered pantaloon,

With spectacles on nose and pouch on side;

His youthful hose, well saved, a world too wide

For his shrunk shank, and his big manly voice,

Turning again toward childish treble, pipes

25 And whistles in his sound. Last scene of all,

That ends this strange eventful history,

Is second childishness and mere oblivion,

28 Sans teeth, sans eyes, sans taste, sans everything.`

Task:

Look up any unfamiliar words in the dictionary and write the definition in the margins.

‘All the world’s a stage’ is a monologue exploring the journey through life. In the monologue, Shakespeare argues that ‘one man in his time plays many parts. His acts being seven ages.’ Your task is to identify what those seven acts are.

What is this age? (Or stage

in life)

What do we learn about this age from the monologue?

Age 1

Age 2

Age 3

Age 4

Age 5

Age 6

Age 7

Lesson 13:

Vocabulary: onomatopoeia, monologue, mewling, furnace, woeful, ballad, pard, capon, pantaloon, sans

Do it now! Linguistic and literary techniques

Look at the following extracts from some of the poems we have been studying. Can you identify what language or literary technique has been used in each of the examples below? (NB. The bold font is the section that contains the technique!)

Extract What language or literary technique has been used in this line?

So. The Spear-Danes in days gone by / and the kings who ruled them had courage and greatness.He crouched like a tiger about to spring.

There was Shield Sheafson, scourge of many tribes, / a wrecker of mead-benches, rampaging among foes.At first, the infant, / Mewling and puking in the nurse’s arms.

At Alexandria, he, when it was won; / Full oft the table’s roster he’d begun / Above all nations’ knights in Prussia. In Latvia raided he, and Russia…He heard the swish of her swinging tail.

“Throttle him – quietly – choke him dead! / Or we lose this hawk for a jay, they said.”We have hear of those princes’ heroic campaigns.

Then the whining schoolboy, with his satchel / And shining morning face, creeping like snail / Unwillingly to school.

Last lesson we explored the seven ages of man. To summarise our learning, you are going to complete the mannequin challenge.

In groups of seven, your task is to present the seven ages of man as suggested in the monologue ‘All the World’s a Stage capturing the seven ages but also the qualities Shakespeare says accompany these ages.

Task:

Now have a think about your life. What would your seven ages look like? There might be some overlap with the original e.g. we are all born infants but your direction might differ according to your own aspirations and dreams. Try to add a few key words that sum up how you might feel or act during that age. Use the grid on the next page to help you develop your ideas.

Extension:Can you turn this into a monologue like Shakespeare’s? Or a collage?

Lesson 14:

Vocabulary: proper noun, common noun, abstract noun, verb, adjective, adverb, simile, metaphor, personification, alliteration

Formative assessment: All the world’s a stage

In today’s lesson you are going to be drawing your learning together. You are going to respond to the following question:

How has language been used to present the journey of life in the monologue ‘All the World’s a Stage’ by William Shakespeare?

Before you begin writing a response, think about your answers to the questions below:

1. What have I learnt about the journey of life through this monologue?2. How do I feel about the journey of life after reading this monologue?

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Let’s now consider Shakespeare’s language use. How do each of the following language techniques help to present the journey of life in this monologue?

1. Extended metaphor ___________________________________________________________________

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2. Common nouns___________________________________________________________________

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3. Verbs or nouns or adjectives___________________________________________________________________

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Now choose one of the above language devices to focus in on. Choose the one you think best helps Shakespeare present the journey of life. Begin to frame out a TEEE response here:

Technique What language technique has been used to present the journey of life in ‘All the World’s a Stage’?

Supporting example

What line has this technique been used in?

Explanation What does this line tell you?

Effect How might a

reader respond?

Task:

Now copy the question into your exercise book: How has language been used to present the journey of life in the monologue ‘All the World’s a Stage’ by William Shakespeare?

Construct a paragraph response, using the notes from your chart above to help you.

Lesson 15:

Vocabulary: inference, evidence, technique, example, explanation, effect, reader, writer, implies

Do it now! Linguistic and literary techniques

Look at the image below. Thought-shower around the image linguistic and literary techniques you might use if you were to describe this character.

Highwaymen

Our final poem is about a highwayman called Dick Turpin. The BBC Inside Out website has this information about highwaymen.

‘The word ‘highwayman’ came into the English language in 1617 although examples of highway robbers date back to medieval and Elizabethan times. The origins of modern highwaymen have their roots in the English Civil War. The execution of Charles I in 1649 left the many Royalist officers without the means of supporting themselves. These men with no trade nor skill other than soldiering were forced to take to the road – they robbed to survive. Highwaymen had an average life expectancy of 28, most died by hanging – their bodies hung in giblets at crossroads as a warning to law breakers.

Dick Turpin is perhaps the most famous of highwaymen conjuring up images of a dashing and daring criminal. The truth is rather less impressive. Turpin’s famous ride from London to York in less than 24 hours on his horse Black Bess is likely to have been a myth. Early in his career Turpin’s main speciality was robbing remote farmhouses with his gang. It was only later in his life that he turned to highway robbery. By 1737 Turpin had achieved such notoriety that a bounty of £100 was placed on his head. To escape capture, he relocated to Yorkshire, settling under the name of John Palmer. He financed his flamboyant lifestyle with forays into the Lincolnshire countryside for horse, sheep and cattle stealing and highway robberies. Eventually the law caught up with Turpin and he was incarcerated in York Castle dungeons under sentence of death. He was executed at York Racecourse in 1739 after being paraded around the streets of York in an open cart.

The threat of attack by highwaymen continued into the 19th century, but after 1815 the crime became less common. The last mounted robbery in England is said to have taken place in 1831. By the late 19th century the highwayman had become a romanticised figure, making a brief comeback in pop culture with Adam Ant and the New Romantics in the 1980s.’

https://www.youtube.com/watch?v=4B2a6l6wM2k

Key questions:

1. In what year did the word ‘highwayman’ originate?

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2. Why did good men become highwaymen?

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3. What reason is given for highwaymen’s bodies being hung in giblets at the crossroads?

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4. How do we know, from this article, that Turpin was a good highwayman?

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5. What was Turpin’s other name and why did he have this?

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6. Explain why you think ‘they’ paraded Turpin around the streets of York before they killed him.

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7. In what year did the highwayman become ‘extinct’?

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We are now going to read ‘The Ballad of Dick Turpin’ written by Alfred Noyes around 1928. A ballad is a narrative poem which originally was intended to be sung. It consists of simple, short stanzas and in this example is made up of rhyming couplets.

The Ballad of Dick Turpin (1928?) by Alfred Noyes (1880-1958)

1 The daylight moon looked quietly downThrough the gathering dusk on London town

A smock-frocked yokel hobbled alongBy Newgate, humming a country song.

Chewing a straw, he stood to stareAt the proclamation posted there:

“Three hundred guineas on Turpin’s head,Trap him alive or shoot him dead;And a hundred more for his mate, Tom King.”

10 He crouched like a tiger about to spring.Then he looked up, and he looked down;And chuckling low, like a country clown,

Dick Turpin painfully hobbled awayIn quest of his inn – “The Load of Hay”...

Alone in her stall, his mare, Black Bess,Lifted her head in mute distress;For five strange men had entered the yardAnd looked at her long, and looked at her hard.

They went out, muttering under their breath20 And then – the dusk grew still as death.

But the velvet ears of the listening mareLifted and twitched. They were there – still there;

Hidden and waiting; for whom? And why?The clock struck four, a set drew nigh.

It was King! Dick Turpin’s mate.The black mare whinnied. Too late! Too late!

They rose like shadows out of the groundAnd grappled him there, without a sound.

“Throttle him – quietly – choke him dead!30 Or we lose this hawk for a jay, they said.”

They wrestled and heaved, five men to one;And a yokel entered the yard, alone;

A smock-frocked yokel, hobbling slow;But a fight is physic as all men know.

His age dropped off, he stood upright.He leapt like a tiger into the fight.

Hand to hand, they fought in the dark;For none could fire at a twisting mark.

Where he that shot at a foe might send40 His pistol ball through the skull of a friend.

But “Shoot Dick, Shoot” gasped out Tom King“Shoot! Or damn it we both shall swing!Shoot and chance it!” Dick leapt back.

He drew. He fired. At the pistols crackThe wrestlers whirled. They scattered apartAnd the bullet drilled through Tom Kings heart...

Dick Turpin dropped his smoking gun.They had trapped him five men to one.

A gun in the hand of the crouching five.50 They could take Dick Turpin now alive;

Take him and bind him and tell their taleAs a pot house boast, when they drank their ale.

He whistled, soft as a bird might callAnd a head rope snapped in his bird’s dark stall.

He whistled, soft as a nightingaleHe heard the swish of her swinging tail.

There was no way out that the five could seeTo heaven or hell, but the Tyburn tree;

No door but death; and yet once more60 He whistled, as though at a sweetheart’s door.

The five men laughed at him, trapped alive;And – the door crashed open behind the five!

Out of the stable, a wave of thunder,Swept Black Bess, and the five went under.

He leapt to the saddle, a hoof turned stone,Flashed blue fire, and their prize was gone.....

Task:Use the ballad to record your impressions of Dick Turpin. Choose 8 words from the ballad that help to convey an impression of Turpin to you. Write these words down below and explain the impression you have formed as a result.

Word: Word: Word:Impression: Impression: Impression:

Word: Word:

Impression: Impression:

Word: Word: Word:Impression: Impression: Impression:

Extension:

How does your impression of Dick Turpin from the ballad compare with the linguistic and literary techniques you used to describe the character in the picture at the start of the lesson?

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Lesson 16:

Vocabulary: giblet, notoriety, flamboyant, forays, incarcerated, proclamation, mare, mute

Do it now! Linguistic and literary techniques

Look at the following lines taken from ‘The Ballad of Dick Turpin’. Can you identify the linguistic / literary techniques that have been used in each?

Technique usedThe daylight moon looked quietly down.

He crouched like a tiger about to spring.

Throttle him - quietly – choke him dead!

Or we lost this hawk for a jay.

At the pistols crack / The wrestlers whirled.Out of the stable, a wave of thunder, / Swept Black Bess.

The Ballad of Dick Turpin

Last lesson we read The Ballad of Dick Turpin. The ballad is about the famous highwayman Dick Turpin and an encounter he has with five other men.

Key questions:

1. Re-read the extract below and then answer the question that follows:

1 The daylight moon looked quietly downThrough the gathering dusk on London town

A smock-frocked yokel hobbled alongBy Newgate, humming a country song.

Chewing a straw, he stood to stareAt the proclamation posted there:

“Three hundred guineas on Turpin’s head,Trap him alive or shoot him dead;And a hundred more for his mate, Tom King.”

He crouched like a tiger about to spring.Then he looked up, and he looked down;And chuckling low, like a country clown,

Dick Turpin painfully hobbled awayIn quest of his inn – “The Load of Hay”...

What evidence is there to suggest this ballad is about a traveller?

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Challenge:Focus in on a language / literary technique Noyes has used in this extract to convey the theme of travelling.

2. Read the extract below and then answer the question following it.

They wrestled and heaved, five men to one; And a yokel entered the yard, alone;

A smock-frocked yokel, hobbling slow; But a fight is physic as all men know.

His age dropped off, he stood upright. He leapt like a tiger into the fight.

Hand to hand, they fought in the dark; For none could fire at a twisting mark.

Where he that shot at a foe might sendHis pistol ball through the skull of a friend.

But “Shoot Dick, Shoot” gasped out Tom King“Shoot! Or damn it we both shall swing!Shoot and chance it!” Dick leapt back.

He drew. He fired. At the pistols crackThe wrestlers whirled. They scattered apartAnd the bullet drilled through Tom Kings heart...

Dick Turpin dropped his smoking gun.They had trapped him five men to one.

A gun in the hand of the crouching five.They could take Dick Turpin now alive;

Take him and bind him and tell their taleAs a pot house boast, when they drank their ale.

What evidence is there to suggest that travelling alone can be a dangerous thing?

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Challenge:Focus in on a language / literary technique Noyes has used in this extract to convey the theme of danger.

3. Read the extract below and then answer the question following it.

He whistled, soft as a bird might callAnd a head rope snapped in his bird’s dark stall.

He whistled, soft as a nightingaleHe heard the swish of her swinging tail.

There was no way out that the five could seeTo heaven or hell, but the Tyburn tree;

No door but death; and yet once moreHe whistled, as though at a sweetheart’s door.

The five men laughed at him, trapped aliveAnd – the door crashed open behind the five!

Out of the stable, a wave of thunder,Swept Black Bess, and the five went under.

He leapt to the saddle, a hoof turned stone,Flashed blue fire, and their prize was gone.....

What evidence is there to suggest that travelling with a companion is better than travelling alone?

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Challenge:Focus in on a language / literary technique Noyes has used in this extract to convey the theme of companionship.

Extension – Bringing our learning togetherAcross the four poems we have looked at, what do you think makes for a successful

journey (physical or metaphorical)?

Remember to comment on how the poet’s have used language to present these successful journeys!

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