Detailed Lesson plan of Poem "Wind" by Ted Hughes

Title: "Wind" by Ted Hughes

Grade Level: 9th

Objective:

Students will be able to analyze the poem "Wind" by Ted Hughes by identifying the central theme, literary devices, and the author's purpose.

• Students will be able to write an essay or give an oral presentation about the poem.

Materials:

• Copies of the poem "Wind" by Ted Hughes
• Whiteboard or blackboard
• Markers or chalk
• Handout on literary devices
• Computers or tablets for research

Procedure:

1. Introduction (5 minutes):

• Begin the lesson by asking students if they have ever experienced a strong wind before. Ask them to describe what it felt like.
• Ask students to share what they think the wind symbolizes in literature.
• Introduce the poem "Wind" by Ted Hughes and provide some background information about the author.

2. Reading the Poem (10 minutes):

• Give each student a copy of the poem.
• Read the poem aloud, or have a student volunteer to read it aloud.
• Ask students to read the poem silently to themselves.

3. Identifying Literary Devices (20 minutes):

• On the whiteboard or blackboard, create a list of literary devices such as metaphor, simile, personification, alliteration, and hyperbole.
• Ask students to work in pairs or small groups to identify the literary devices used in the poem.
• Have each group share their findings with the class.

4. Analyzing the Poem (20 minutes):

• Ask students to identify the central theme of the poem.
• Encourage them to use evidence from the poem to support their ideas.
• Discuss with the class how the author uses literary devices to convey the theme of the poem.

5. Writing Activity (25 minutes):

• Assign a writing activity where students will write an essay or give an oral presentation analyzing the poem.
• Provide a handout on literary devices to help students incorporate them into their analysis.
• Encourage students to use evidence from the poem to support their analysis.

6. Conclusion (5 minutes):

• Wrap up the lesson by having students share their essays or oral presentations with the class.
• Ask students to reflect on what they learned from analyzing the poem.

Assessment:

• Essays or oral presentations will be assessed on the following criteria:
  • Clear and concise thesis statement
  • Effective use of evidence from the poem
  • Coherent and well-organized argument
  • Correct use of literary devices
  • Clarity of expression and coherence of presentation