Year 4 - English
Reading and responding to 'Who Has Seen the Wind?' by Christina Rossetti
Poetry inspired by weather
Study Hub
Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils read, respond to and perform four different poems associated with weather. They discuss the poetic devices used and explore structure and imagery. Finally, they write their own poems inspired by the weather.
Lesson Summary
You will learn to give a personal response to the poem and give some evidence to justify your ideas.
Key Notes
- 'Who Has Seen the Wind?' is a short, simple poem that explores the invisible and mysterious nature of the wind.
- Personification is describing a non-living thing as if it is a person.
- The poem uses rhetorical questions to demonstrate the mysterious nature of the wind.
- The structure of a poem is the way it is ordered, including its pattern of lines, verses and rhyme.
Vocabulary To Learn
- repetition: the repeated use of sounds, words, phrases or structural elements that are repeated for emphasis or for a particular effect
- personification: describing a non-living thing as if it acts or feels like a human
- rhetorical question: a question asked that does not expect an answer, but rather to make a point or create emphasis
- elusive: something that is difficult to catch, find, or achieve, often because it is quick or hard to grasp
Common Mistakes To Avoid
- Children may think rhyming words have to have the same spelling of the repeated sounds.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
'Who Has Seen the Wind?' is a short, simple poem that explores the invisible and mysterious nature of the wind. Personification is describing a non-living thing as if it is a person.
2. Define this language term and use it in a sentence. 'repetition'
the repeated use of sounds, words, phrases or structural elements that are repeated for emphasis or for a particular effect.
3. Correct this common English misunderstanding.
Mistake: Children may think rhyming words have to have the same spelling of the repeated sounds. Correction: Explain that rhyme is repeated sounds, not spelling. Highlight the rhyming sections of the rhyming words within the poems. Look at the different spellings. Generate further rhyming words and identify the same or different spelling patterns.
More Lessons In This Unit
- Introduction to 'Cosmic Disco' by Grace Nichols Study Guide
- Performing 'Cosmic Disco' by Grace Nichols Study Guide
- Poetic devices used in 'Cosmic Disco' by Grace Nichols Study Guide
- Preparing to write poetry about the heat Study Guide
- Preparing to write poetry inspired by rain Study Guide
- Publishing an original poem Study Guide
- Reading and responding to 'First Snow' by John Mole Study Guide
- Reading and responding to 'When the Wind Blows' and 'Heatwave' by John Foster Study Guide
- Writing a poem about the heat Study Guide
- Writing a poem about the rain Study Guide
- Writing a poem about the snow Study Guide
Browse all guides in the Year 4 English guide library.