Lesson video

Hello Everyone.

How are you today? I hope you're feeling great.

My name is Miss Afzal, and I'm feeling really great as well because we're going to be exploring some poetry and I love poetry.

For today's lesson, you're going to need a particular poetry oncology, which is called, "The Thought Fox, Collected Animal Poems, Volume Four".

This is by Ted Hughes.

So I'm gonna pause here while you go off and collect your copy of that text.

Okay, you're back, text in hand.

Fantastic, you have "The Thought Fox, Collected Animal Poems, Volume Four", by Ted Hughes.

We're gonna explore some poetry from this text.

I hope you're interested in animals.

Hope you're interested in poetry.

Let's explore this together.

Are you ready? Let's begin.

The outcome for today's lesson is I can give my personal response to the poem, including some evidence to justify my ideas.

We have some keywords in our lesson today.

Let's go through them, my turn your turn.

Enjambment.

Perspective.

Interpretation.

Personal response.

Let's find out the meanings of these words.

So enjambment is when a line in poetry continues onto the next line without pause or punctuation, creating a sense of flow.

Perspective is the point of view from which the poet writes, influencing the way events or ideas are portrayed and understood.

Interpretation is the process of understanding and assigning meaning to a poem.

A personal response, reflections that we make about a poem after reading or listening to it.

Let's listen out for these keywords.

Let's look out for them.

Let's think carefully about them.

Our lesson today, reading and responding to "Hawk Roosting" by Ted Hughes, has two parts to it.

Exploring "Hawk Roosting", and writing a personal response to a poem.

Let's begin by exploring the poem, "Hawk Roosting".

"Hawk Roosting" was written by Ted Hughes in 1960, and is found in the collection, "The Thought Fox: Collected Animal Poems Volume Four".

Ted Hughes was a highly acclaimed British poet, who wrote many poems, children's books and plays.

Hughes was born in a small village in Yorkshire, England in 1930, and we can see where Yorkshire is marked on the map on the screen.

He grew up in a rural environment, which later includes much of his poetry, and rural means in the countryside, countryside environment.

He often used animals, landscapes and elemental forces and symbols in his work.

In addition to poetry, Hughes wrote several acclaimed children's books, including "The Iron Man", which was later adapted into a popular animated film called "The Iron Giant".

Maybe you've seen this film.

Maybe you enjoyed it.

Before we read the poem, what does the title, "Hawk Roosting" make you think of? What words or images come to mind? So pause the video and share with someone nearby, what this title "Hawk Roosting" makes you think of? What words or images come into your mind? Okay, thanks for sharing those.

And roosting is a verb, which means to settle for rest or sleep.

Let's hear from Sophia.

"The title of the poem makes me think of a bird of prey, resting on a branch.

I know most hawks have good eyesight, so I imagine the poem might describe what it notices before resting".

So it seems that you're really using your knowledge of the word 'roosting' to help you in your answer there, Sophia, thank you for sharing that.

And I'm wondering what was your response like? Was it similar or different to what we've heard from Sophia? And are these positive or negative images that have come to mind? Pause the video and reflect on these questions and share your answers with someone nearby.

Okay, thank you for sharing.

Before we explore the poem in more detail, it's useful to know a little about hawks.

There are around 270 species of hawks worldwide.

These species vary widely in size, habitat and behaviour.

Hawks possess strong curved beaks, and sharp talons, coupled with keen eyesight, and agile flying skills.

This makes them adept hunters capable of capturing prey with precision both on land and in the air.

Hawks native to the UK include the common buzzard, sparrowhawk, red kite, hen harrier and merlin, and we can see some images of hawks on the screen there, resting and in flight.

Wow, what a wingspan.

Check for understanding, which of the following are true about hawks? Hawks have strong curved beaks.

Hawks cannot see very far.

A common buzzard is a type of hawk.

Hawks can only catch their food in the air.

Pause the video while you decide which of these are true about hawks.

Well done if you selected statements A and C, hawks indeed have strong curved beaks, and a common buzzard is a type of hawk.

"Hawk Roosting" contains some language which may be unfamiliar to us.

Let's have a look at the definitions before we encounter these words in the poem.

Inaction, means being inactive or not taking action.

Falsifying, is to make false or deceive.

Buoyancy, the ability to float or rise in fluid.

Sophistry, the use of clever but false arguments, especially with the intention of deceival.

Allotment, the allocation or distribution of some (indistinct).

So helpful to have a little think about these words before we move on to the poem.

So now it's time to read the poem.

I'd like you to refer to page 41 of your text.

To begin, read the poem silently in your head, then read out loud.

You might like to read it with a partner, with one person reading the first two lines, then alternating, reading two lines each.

So pause the video here while you read the poem twice.

The first time silently and second time out loud.

Enjoy your first encounter with "Hawk Roosting".

Okay, you've read the poem.

What were your first impressions of the poem? What did you like about it? Pause the video, turn to someone nearby and share with them.

What were your first impressions of "Hawk Roosting", and what did you like about it? Let's hear it from Sophia.

"I was surprised that the poem was written from the point of view of the hawk.

I like how Ted Hughes emphasises the hawk's awareness of its power and authority over its habitat.

It sounds like it's very proud of itself".

All right, thanks for sharing that, Sophia.

Yeah, so it was a surprise for you, yeah, that it was taken, the poem was written from the point of view of the hawk.

Hope you enjoyed sharing your first impressions and what you liked about the poem.

Let's go through a brief summary of each verse.

So I'd like to refer to each verse as you read.

So verse one describes the hawk resting on a perch high up in the wood.

Verse two describes the hawk's appreciation of the air and sunlight.

It observes the earth from its elevated position.

Wow, what a place to be, imagine.

Verse three describes the hawk reflecting on its physical attributes.

It asserts its power in control over creation itself.

Verse four describes the hawk's right to kill whatever it pleases.

Verse five describes the hawk's ability to fly straight at a target and kill it.

It does not feel it needs to make any excuses.

Verse six describes the hawk noticing the unchanging nature of its surroundings, since it began its reign.

Reign means to rule like a king or a queen.

It does not want this life of power and authority to change.

And there we can see an image of a red kite flying, very powerfully and majestically.

So that is the poem, "Hawk Roosting".

What a poem and what a creature is the hawk.

Check for understanding.

Put the following events found in the poem, "Hawk Roosting", in order.

Refer to the poem for support.

The hawk rests on a perch, with a view over the woodland.

The hawk does not want its situation to change.

The hawk describes how it is a very accomplished killer.

Pause the video while you put these events into the order that they occurred in the poem, "Hawk Roosting".

Okay, did you get the first event, is that the hawk rests on a perch with a view over the woodland? Next, the hawk describes how it is a very accomplished killer.

And finally, the hawk does not want its situation to change.

Well done if you put the events in this order.

"Hawk Roosting" can be described as a fixed verse poem.

It consists of six verses, each with four lines.

These are known as quatrains.

It is written in first person perspective.

Perspective is one of our keywords.

So it's the point of view from which the poet writes, and this can influence the way ideas are portrayed or understood.

I'd like you to refer to the poem.

What effect does reading from the perspective of the hawk have, on the reader or listener? Pause the video while you refer back to the poem and share with someone nearby.

What effect does reading from the perspective of the hawk have on the reader or listener? Let's hear from Laura.

"Being able to experience the world through the hawk's eyes, made me develop empathy with it.

It made me feel powerful and in control, reflecting on the role of a predator in the natural world".

Very interesting, Laura.

Yeah, giving you that feeling of connection and empathy with the hawk.

I wonder what you noticed.

I wonder what effect this perspective had on you.

The poem uses enjambment, which is when a line in poetry continues onto the next line, without pause or punctuation.

Refer to the poem, why do you think the poet uses enjambment in the poem? What effect do you think it has? Pause the video while you discuss this with someone nearby.

Here's Jun.

"The poem flows from one situation to the next, like the hawk's focus, the poem does not get interrupted or paused", oh, really interesting.

I love how you're bringing it back to the hawk's experience.

And here's Izzy.

"It's like the poem does not want the reader or listener to have a break, and consider a different perspective".

Okay.

I like that one too.

Yeah, so really keeping us there with the perspective of the hawk.

Wonderful ideas, thank you.

Check for understanding.

"Hawk Roosting" is written from which perspective? First person, second person, third person? Pause the video while you decide.

Well done if you selected first person.

The repetition of my and I, gives the reader an insight into what the hawk thinks about itself.

And now it's time for your task.

Now that we've explored the poem, we're going to re-read the poem aloud.

I'd like you to refer to the poem on page 41.

Remember to use the following tips when reading aloud.

Expressive voice, vary volume, emphasis on keywords to show meaning, facial expressions and gestures.

So pause the video here, and have a go at re-reading the poem aloud using the reading aloud tips.

Enjoy reading "Hawk Roosting".

All right, it's great to be back with you, how did you get on at rereading the poem aloud? I'd like you to check that you used the following reading aloud tips.

Did you use an expressive voice? Did you vary your volume? Did you emphasise any key words for meaning? And did you use facial expressions and gestures? I hope so.

And now we're going to write a personal response to the poem.

Let's move on to the next part of our lesson, where we'll write our personal responses.

We can respond to a poem by writing a personal response to it.

Personal responses are reflections that we make about a poem after reading or listening to it.

To effectively convey our thoughts and feelings about a poem, we can focus on the following, your personal reflection, how the poem made you feel, and the atmosphere it created, aspects of the poem you liked, a particular line or phrase or a poetic device used, your interpretation, a key theme in a poem or your takeaway idea.

These are just some ways you can respond to a poem.

There are many more.

So I'm going to personally reflect on the poem.

The poem made me feel fascinated about this creature.

The hawk is so confident and unapologetic about its actions.

I think the poem creates an intimidating atmosphere through the hawk speaking directly to the reader or listener.

Over to you.

How did the poem make you feel? What atmosphere did you feel it created? Pause the video while you share your personal reflection on the poem.

Okay, just checking, did you include how the poem made you feel and the atmosphere it created? I hope so.

Now I'm going to describe an aspect of the poem that I liked.

I really liked how the hawk describes itself as in charge of life and death.

It gives the creature a sense of superiority, being top of the food chain.

Your turn.

What aspect of the poem did you like? Did you have a favourite line, or example of a poetic device? Pause the video and share an aspect of the poem that you liked.

All right, did you include a favourite line? Did you notice any poetic devices? I hope so.

And now I'm going to give my interpretation of the poem.

The poem made me reflect on the theme of survival.

It made me consider my own perspective.

I wonder what a poem written from the prey's perspective would be like.

And you, what is your interpretation of the poem? Pause the video while you share your interpretation of the poem.

And what themes did you notice, I wonder? And did you have a takeaway idea? I hope you enjoyed sharing those.

We can structure our written personal response in the following way.

First of all, introducing the poem.

Begin by providing some context about the poem, such as its title and poet.

Then summarise the content of the poem briefly.

Next, we give our personal reflection.

How did the poem make you feel? Describe its atmosphere.

After that, aspect of the poem.

Was there a particular line or a poetic device that you liked? Interpretation, what themes and takeaway ideas did you discover from reading the poem? Finally, a summary.

End with a final reflection or insight.

So this is how we will structure our written personal response.

Let's look at an example.

"In the poem, "Hawk Roosting" by Ted Hughes, a hawk asserts its authority over its environment".

I like that brief summary of the content of the poem.

"I felt a mixture of awe and unease.

The hawk's confidence and control is both fascinating and intimidating".

"One particular line that stands out to me is when the hawk describes its manners.

It sounds so unapologetic for its actions".

"The poem made me think of the themes of power and control.

The hawk is the predator in its habitat and does not want its situation to change".

"In reading from the predator's perspective, "Hawk Roosting", allows readers and listeners to think about the harsh realities in the natural world".

Great example of a written personal response.

Check for understanding.

Order the following parts of a personal response to a poem.

Interpretation, themes, take away ideas.

Summary, final reflection.

Introducing the poem and poet.

Aspects of the poem you liked.

Personal reflection.

Pause the video while you order these parts of a personal response to a poem.

Okay, so did you start with introducing the poem and poet? Next, our personal reflection.

Aspects of the poem you liked.

Your interpretation.

And finally, the summary.

Well done if you ordered the parts of a personal response to a poem in this way.

And now you've guessed it, it's time for you to write your own personal response to the poem.

Use the below structure to support you.

First of all, introducing the poem.

Begin by providing some context about the poem, such as its title and poet.

Then summarise the content of the poem briefly.

Personal reflection, how did the poem make you feel? Describe its atmosphere.

Aspects of the poem, was there a particular line or a poetic device that you liked? Next, your interpretation, what themes and takeaway ideas did you discover from reading the poem? And finally, what is the summary that you're going to end with, a final reflection or insight? So pause the video now while you write your own personal response to the poem, "Hawk Roosting".

All right, it's great to be back with you.

How did he get on with writing your personal response? Did you introduce the poem and the poet? Include a personal reflection? Comment on a particular aspect of the poem you liked? Mention any themes or takeaway ideas? And end with a final reflection or insight? I hope so.

In our lesson reading and responding to "Hawk Roosting", by Ted Hughes, we have covered the following, "Hawk Roosting" can be described as a fixed verse poem.

It consists of six verses, each with four lines.

The poem is written in first person perspective.

The poem uses enjambment to affect the pacing of the poem.

A poem have multiple meanings and interpretations.

Each person's response can be different and unique to them.

We can respond to a poem by writing a personal response to it.

Personal responses are reflections that we make about a poem after reading or listening to it.

Well done for joining in with this lesson.

I really enjoyed hearing your personal responses and hearing about your perspective and your interpretations of this really powerful poem, "Hawk Roosting".

I look forward to seeing you at another lesson soon.

Bye for now.