AITSL Standard 1 - Level 1 worksheet - differentiated for lower

order thinking skills Implementing key SSTs (Subject

Know Students and Activity 1: Deconstruction Table Specific Terminology) for Ss to use
how they learn Repetition Alliteration Atmosphere and providing them with a focus for
the task - more novice techniques

Stanza/Moment Identify/describe poetic Example/Evidence (quote) supporting Explain the example/effect

technique/s this technique
Stanza 1 The poet uses the “And the highwayman came riding – e.g. The of “riding” creates a steady
technique of Riding – riding- The highwayman pace
came riding…”




Stanza 2 Complete the line: Why do you think the poet chooses to repeat
Providing “Over the cobbles he clattered and the sound of the hard c?
visuals to clashed in the dark inn-yard.” Prompting questions
give clues

Getting Ss to fill in the blanks -
giving Ss clues
Stanza… On the night the poem opens the weather is…..
Blank spaces as Ss
progress providing
opportunities to gain
independence with
support of teacher.

Stanza … Table will support Ss

with structure Reflection:
Whilst this table
supports Ss, T
needs to ensure it
does not limit
students
 Level 2 worksheet -
Middle ability Ss still have support & structure with some added SSTs
AITSL Standard 1 - Differentiated for
middle-group of students and increasing vocabulary to consider
Know Students and Activity 1: Deconstruction Table
how they learn Repetition Alliteration Metaphor Mood Rhythm Onomatopoeia

Greater analysis
Stanza/Moment Identify/describe poetic Example/Evidence (quote) supporting Explain the example/effect
technique/s this technique required at this level
Stanza 1 e.g. Repetition of word “And the highwayman came riding – • The repetition of “riding” creates a steady
“riding” Riding – riding- The highwayman pace and rhythm.
came riding…” • This repetition also creates a sound of
pounding horse hooves, or perhaps a heart
beat foreshadowing the highwayman’s fate.


Stanza 2 “The moon was a ghostly galleon How did this make you feel? What mood does
tossed upon cloudy seas.” this line create?

Still providing Ss with clues from

the text
Stanza… Alliteration Why do you think the poet decided to use this
sound device? What effect does this have?
Highlighting key words
can help students to
focus on salient ideas -
especially those who
struggle with reading
difficulties
Stanza …
Ss have to gain more
independence filling
in the blanks
 Level 3 worksheet -
AITSL Standard 1 - Differentiated for higher- More difficult SSTs to advanced
order thinking vocabulary and techniques differentiated
Know Students and Activity 1: Deconstruction Table
how they learn Repetition Alliteration Atmosphere Setting Simile Metaphor
Onomatopoeia Pace Rhythm Mood Stanza

Stanza/Moment Identify/describe poetic Example/Evidence (quote) supporting Explain the example/effect

technique/s this technique
Stanza 1 1. “And the highwayman came What does this device add to the poem? Try to
riding – Riding – riding- The describe the pace and rhythm of the poem.


highwayman came riding What does it remind you of?

Linking back to prior experiences
2. Additional examples
needed at the higher
ability to challenge Ss

Stanza

Key verb “describe”
level expected

Stanza… How do these techniques establish the

Simile: atmosphere of the poem? Does the
Still providing the atmosphere change throughout the poem
structure of the table
Varying complexity -
Metaphor:
but with much less Asking for more analysis
support and looking deeper into
the text

Stanza …