Title: "Wind" by Ted Hughes

Grade Level: 9th


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.


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


  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.
  1. 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.
  1. 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.
  1. 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.
  1. 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.
  1. 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.


  • 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

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