Year 5 - English
Reading and responding to 'Pike' by Ted Hughes
Poetry inspired by animals
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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 classic and contemporary poetry about animals by a range of different poets. They explore form, structure and language, whilst developing personal responses. Finally, pupils use a range of strategies to support learning poetry by heart.
Lesson Summary
You will learn to engage with a poem and research the subject.
Key Notes
- 'Pike' was written by Ted Hughes in 1960; the poem consists of eleven verses, each with four lines.
- Hughes often used animals, landscapes and elemental forces as symbols in his work.
- Hughes uses vivid imagery in the poem to create a rich and sensory description of the pike and its environment.
- Researching about the subject of a poem can greatly enhance readers' understanding.
- The goal of research is to enrich and engage readers in a poem.
Vocabulary To Learn
- subject: the main topic or idea that the poet is writing about
- imagery: the use of language to create a mental picture or sensory experience for the reader or listener
- research: to find out more about a topic or idea, using reliable sources
Common Mistakes To Avoid
- Pupils may find some of the language new or unfamiliar to them.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
'Pike' was written by Ted Hughes in 1960; the poem consists of eleven verses, each with four lines. Hughes often used animals, landscapes and elemental forces as symbols in his work.
2. Define this language term and use it in a sentence. 'subject'
the main topic or idea that the poet is writing about.
3. Correct this common English misunderstanding.
Mistake: Pupils may find some of the language new or unfamiliar to them. Correction: An extended definition list could be created to support pupils in understanding. Explain that it is normal to not understand all the language in a poem, especially when we first read it.
More Lessons In This Unit
- Exploring human relationships with animals through poetry Study Guide
- Introduction to 'The Tyger' by William Blake Study Guide
- Learning animal poetry by heart Study Guide
- Performing 'The Tyger' by William Blake Study Guide
- Reading and performing 'Blackbird' by John Foster &'Hawk Roosting' by Ted Hughes Study Guide
- Reading and performing 'The Snow Leopard' by Philip Gross Study Guide
- Reading and responding to 'The Invaders' and 'Kingfisher' by John Foster Study Guide
- Reading and responding to 'The Tyger' by William Blake Study Guide
- Reading, responding to&performing 'A Bird came down the Walk' by Emily Dickinson Study Guide
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