Year 5 - English
Reading, responding to&performing 'A Bird came down the Walk' by Emily Dickinson
Poetry inspired by animals
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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 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 perform the poem, using intonation and expression to convey meaning.
Key Notes
- The poem describes a bird that comes down a garden path and interacts with the natural world around it.
- 'A Bird came down the Walk' can be described as a fixed verse poem; it consists of five verses, containing four lines.
- Dashes create a pause in the poem; these can also be called caesuras.
- Dashes can be used to create emphasis, add dramatic effect or control the pacing of a poem.
- Understanding a poem, its language, imagery & the impression it creates will help us to create an impactful performance.
Vocabulary To Learn
- atmosphere: the mood created in a section or whole of a text
- imagery: the use of language to create a mental picture or sensory experience for the reader or listener
- gesture: a movement that helps express an idea or meaning
- pace: the speed or rhythm at which a poem is read or performed
Common Mistakes To Avoid
- Pupils may not recognise all of the rhyming words.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
The poem describes a bird that comes down a garden path and interacts with the natural world around it. 'A Bird came down the Walk' can be described as a fixed verse poem; it consists of five verses, containing four lines.
2. Define this language term and use it in a sentence. 'atmosphere'
the mood created in a section or whole of a text.
3. Correct this common English misunderstanding.
Mistake: Pupils may not recognise all of the rhyming words. Correction: Explain to pupils that some words may not rhyme based on the accent of the person reading them. Likewise, other words may rhyme when read in Dickinson's native American accent.
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 'Pike' by Ted Hughes 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
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