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Narrative Poetry

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Timothy Yeaes

on 5 September 2018

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Transcript of Narrative Poetry

Narrative Poetry
The Ballad of Charlotte Dymond
His palms are sweaty, knees weak, arms are heavy
There's vomit on his sweater already, mom's spaghetti
He's nervous, but on the surface he looks calm and ready to drop bombs,
but he keeps on forgetting what he wrote down,
the whole crowd goes so loud
He opens his mouth, but the words won't come out
He's choking how, everybody's joking now
The clock's run out, time's up over, bloah!
Snap back to reality, Oh there goes gravity
Oh, there goes Rabbit, he choked
Identify Assonance & Internal Rhyme
What Rhythm is created?

What emotion is reflected by this Rhythm?
Lesson Objectives:

Identify assonance and internal rhyme within a poem.

Comment on the Rhythm of a poem.

Understand the subject matter of a poem.
What do these words mean?


On either side the river lie
Long fields of barley and of
That clothe the wold and meet the sky;
And thro' the field the road runs by
To many-tower'd
And up and down the people go,
Gazing where the lilies blow
Round an island there below,
The island of Shalott.

Willows whiten,
Little breezes dusk and shiver
Thro' the wave that runs for ever
By the island in the river
Flowing down to Camelot.
Four gray walls, and four gray towers,
Overlook a space of flowers,
And the silent isle
The Lady of Shalott.
What is a syllable?

How many are there in your name?

How many syllables are there in a Haiku?

Create a Haiku Poem out of the words?
Lesson Objectives:

Identify the themes of the narrative.

Explain how mood/atmosphere is created through Rhythm.

Explore the use of poetic techniques to present a character.
Pretend you are a reporter! Write a newspaper article about
Write about...
When and Where Charlotte was murdered.
How and Why Charlotte was murdered.
What Charlotte was wearing and where she was found.
What happened to Matthew.
Who do you feel sorry for and why.

'Alfred lay frozen
right near coal-black Camelot',
Lancelot Whispers.
By the margin, willow veil'd,
Slide the heavy barges trail'd
By slow horses; and unhail'd
flitteth silken-sail'd
Skimming down to Camelot:
But who hath seen her wave her hand?
Or at the casement seen her stand?
Or is she known in all the land,
The Lady of Shalott?

, reaping early
In among the bearded barley,
Hear a song that echoes cheerly
From the river winding clearly,
Down to tower'd Camelot:
And by the moon the reaper weary,
Piling sheaves in uplands airy,
Listening, whispers " 'Tis the fairy
Lady of Shalott."
Draw an image that comes to your mind when you hear Part 1
How is school a DICTATORSHIP, & a DEMOCRACY?
What are you told to do?
What do you have a say in?
Assessment Topic:

Write a formal letter to Mr Derbyshire persuading him to change the school policy on a current rule which is dictated to you, that you feel should be a democratic choice!
Part II

There she weaves by night and day
A magic web with colours gay.
She has heard a whisper say,
A curse is on her if she stay
To look down to Camelot.
She knows not what the curse may be,
And so she weaveth steadily,
And little other care hath she,
The Lady of Shalott.

And moving thro' a mirror clear
That hangs before her all the year,
Shadows of the world appear.
There she sees the highway near
Winding down to Camelot:
There the river
And there the
And the red cloaks of market girls,
Pass onward from Shalott.
Sometimes a troop of damsels glad,
An abbot on an ambling pad,
Sometimes a curly shepherd-lad,
Or long-hair'd
in crimson clad,
Goes by to tower'd Camelot;
And sometimes thro' the mirror blue
The knights come riding two and two:
She hath no loyal knight and true,
The Lady of Shalott.

But in her web she still delights
To weave the mirror's magic sights,
For often thro' the silent nights
A funeral, with plumes and lights
And music, went to Camelot:
Or when the moon was overhead,
Came two young lovers lately wed:
"I am half sick of shadows," said
The Lady of Shalott.
How many Syllables are there on each line?

Is there a Rhythm to the poem?

Why has the poet chosen this Rhythm?
What MOOD is created in this PART?
What type of person would be the modern day equivalent of the Lady of Shalott?
What poetic techniques are used to present Lancelot's Character?
What do you think this word means?

"She's heard a whisper say
A curse is on her if she stay
To look down to Camelot.
She knows not what the curse maybe
And so she weaveth steadily"
Who put the curse on the Lady?
How many people know about her situation?
What is the relationship between the weather and the way the characters are feeling in each clip?
Is there a link between the weather and the mood/ emotions of the characters?

A bow-shot from her bower-eaves,
He rode between the barley sheaves,
The sun came dazzling thro' the leaves,
And flamed upon the brazen greaves
Of bold Sir Lancelot.
A redcross knight for ever kneel'd
To a lady in his shield,
That sparkled on the yellow field,
Beside remote Shalott.

The gemmy bridle glitter'd free,
Like to some branch of stars we see
Hung in the golden Galaxy. [10]
The bridle bells rang merrily
As he rode down to [11] Camelot:
And from his blazon'd baldric slung
A mighty silver bugle hung,
And as he rode his armour rung,
Beside remote Shalott.

All in the blue unclouded weather
Thick-jewell'd shone the saddle-leather,
The helmet and the helmet-feather
Burn'd like one burning flame together,
As he rode down to Camelot. [12]
As often thro' the purple night,
Below the starry clusters bright,
Some bearded meteor, trailing light,
Moves over still Shalott. [13]

His broad clear brow in sunlight glow'd;
On burnish'd hooves his war-horse trode;
From underneath his helmet flow'd
His coal-black curls as on he rode,
As he rode down to Camelot. [14]
From the bank and from the river
He flashed into the crystal mirror,
"Tirra lirra," by the river [15]
Sang Sir Lancelot.

She left the web, she left the loom;
She made three paces thro' the room,
She saw the water-lily [16] bloom,
She saw the helmet and the plume,
She look'd down to Camelot.
Out flew the web and floated wide;
The mirror crack'd from side to side;
"The curse is come upon me," cried
The Lady of Shalott.


In the stormy east-wind straining,
The pale yellow woods were waning,
The broad stream in his banks complaining,
Heavily the low sky raining
Over tower'd Camelot;
Down she came and found a boat
Beneath a willow left afloat,
And round about the prow she wrote
'The Lady of Shalott.' [17]

And down the river's dim expanse--
Like some bold seër in a trance,
Seeing all his own mischance--
With a glassy countenance
Did she look to Camelot.
And at the closing of the day
She loosed the chain, and down she lay;
The broad stream bore her far away,
The Lady of Shalott.

Lying, robed in snowy white
That loosely flew to left and right--
The leaves upon her falling light--
Thro' the noises of the night
She floated down to Camelot;
And as the boat-head wound along
The willowy hills and fields among,
They heard her singing her last song,
The Lady of Shalott. [18]

Heard a carol, mournful, holy,
Chanted loudly, chanted lowly,
Till her blood was frozen slowly,
And her eyes were darken'd wholly, [19]
Turn'd to tower'd Camelot;
For ere she reach'd upon the tide
The first house by the water-side,
Singing in her song she died,
The Lady of Shalott.

Under tower and balcony,
By garden-wall and gallery,
A gleaming shape she floated by,
Dead-pale [20] between the houses high,
Silent into Camelot.
Out upon the wharfs they came,
Knight and burgher, lord and dame,
And round the prow they read her name,
'The Lady of Shalott' [21]

Who is this? and what is here?
And in the lighted palace near
Died the sound of royal cheer;
And they cross'd themselves for fear,
All the knights at Camelot:
But Lancelot [22] mused a little space;
He said, "She has a lovely face;
God in his mercy lend her grace,
The Lady of Shalott". [23]

[Footnote 1: 1833.

To many towered Camelot
The yellow leaved water lily,
The green sheathed daffodilly,
Tremble in the water chilly,
Round about Shalott.]

[Footnote 2: 1833.

The sunbeam-showers break and quiver
In the stream that runneth ever
By the island, etc.]

[Footnote 3: 1833.

Underneath the bearded barley,
The reaper, reaping late and early,
Hears her ever chanting cheerly,
Like an angel, singing clearly,
O'er the stream of Camelot.
Piling the sheaves in furrows airy,
Beneath the moon, the reaper weary
Listening whispers, "'tis the fairy
Lady of Shalott".]

[Footnote 4: 1833.

The little isle is all inrailed
With a rose-fence, and overtrailed
With roses: by the marge unhailed
The shallop flitteth silkensailed,
Skimming down to Camelot.
A pearl garland winds her head:
She leaneth on a velvet bed,
Full royally apparelled,
The Lady of Shalott.]

[Footnote 5: 1833.

No time hath she to sport and play:
A charmed web she weaves alway.
A curse is on her, if she stay
Her weaving, either night or day]

[Footnote 6: 1833.

The Lady of Shalott.]

[Footnote 7: 1833.

She lives with little joy or fear
Over the water running near,
The sheep bell tinkles in her ear,
Before her hangs a mirror clear,
Reflecting towered Camelot.
And, as the mazy web she whirls,
She sees the surly village-churls.][Footnote 8: 1833. Came from Camelot.]

[Footnote 9: In these lines are to be found, says the present Lord Tennyson, the key to the mystic symbolism of the poem. But it is not easy to see how death could be an advantageous exchange for fancy-haunted solitude. The allegory is clearer in lines 114-115, for love will so break up mere phantasy.]

[Footnote 10: 1833. Hung in the golden galaxy.]

[Footnote 11: 1833. From.]

[Footnote 12: 1833. From Camelot.]

[Footnote 13: 1833. Green Shalott.]

[Footnote 14: 1833. From Camelot.]

[Footnote 15: 1833. "Tirra lirra, tirra lirra."]

[Footnote 16: 1833. Water flower.]

[Footnote 17: 1833.

Outside the isle a shallow boat
Beneath a willow lay afloat,
Below the carven stern she wrote,

[Footnote 18: 1833.

A cloud-white crown of pearl she dight,
All raimented in snowy white
That loosely flew (her zone in sight,
Clasped with one blinding diamond bright),
Her wide eyes fixed on Camelot,
Though the squally eastwind keenly
Blew, with folded arms serenely
By the water stood the queenly
Lady of Shalott.

With a steady, stony glance--
Like some bold seer in a trance,
Beholding all his own mischance,
Mute, with a glassy countenance--
She looked down to Camelot.
It was the closing of the day,
She loosed the chain, and down she lay,
The broad stream bore her far away,
The Lady of Shalott.

As when to sailors while they roam,
By creeks and outfalls far from home,
Rising and dropping with the foam,
From dying swans wild warblings come,
Blown shoreward; so to Camelot
Still as the boat-head wound along
The willowy hills and fields among,
They heard her chanting her death song,
The Lady of Shalott.]

[Footnote 19: 1833.

A long drawn carol, mournful, holy,
She chanted loudly, chanted lowly,
Till her eyes were darkened wholly,
And her smooth face sharpened slowly.][Footnote 20: "A corse" (1853) is a variant for the "Dead-pale" of 1857.]

[Footnote 21: 1833.

A pale, pale corpse she floated by,
Dead cold, between the houses high,
Dead into towered Camelot.
Knight and burgher, lord and dame,
To the plankèd wharfage came:
Below the stern they read her name,
"The Lady of Shalott".][Footnote 22: 1833. Spells it "Launcelot" all through.]

[Footnote 23: 1833.

They crossed themselves, their stars they blest,
Knight, minstrel, abbot, squire and guest,
There lay a parchment on her breast,
That puzzled more than all the rest,
The well-fed wits at Camelot.
"'The web was woven curiously,
The charm is broken utterly,
Draw near and fear not--this is I,
The Lady of Shalott.'"]

Literature Network » Lord Alfred Tennyson » The Lady of Shalott

Harold: A Drama
Queen Mary: A Drama
The Cup: A Tragedy
The Falcon
The Promise of May
Poetry Books
Idylls of the King
The Early Poems of Alfred Lord Tennyson
A Dedication
A Dream of Fair Women
A Farewell
A Welcome to Alexandra
All Things Will Die
Audley Court
Aylmer's Field
Break, Break, Break
Come Down, O Maid
Cradle Song
Crossing the Bar
Enoch Arden
Flower in the Crannied Wall
Hero To Leander
In Memoriam A.H.H.
In Quantity
In the Valley of the Cauteretz
Mariana in the South
Morte D'Arthur
New Year's Eve
Northern Farmer
Nothing Will Die
Now Sleeps the Crimson Petal
Recollections of the Arabian Nights
Sea Dreams
Sir Galahad
Sir Launcelot and Queen Guinevere
Specimen of a Translation of the Iliad in Blank Verse
St Simeon Stylites
Tears, Idle Tears
The Ballad of Oriana
The Charge of the Light Brigade
The Death Of The Old Year
The Deserted House
The Dying Swan
The Eagle
The Flower
The Gardener's Daughter
The Golden Year
The Goose
The Grandmother
The Islet
The Kraken
The Lady of Shalott
The Letters
The Lotos-Eaters
The Mermaid
The Merman
The Miller's Daughter
The Palace of Art
The Poet
The Poet's Mind
The Princess
The Revenge: A Ballad of the Fleet
The Ringlet
The Sailor Boy
The Sleeping Beauty
The Spiteful Letter
The Voyage
To the Rev. F.D.Maurice
To Virgil
Walking to the Mail
What type of person is this?
How many poetic techniques can you identify in part 1?
Lesson Objectives

Understand the context of the poem.

Identify a range of poetic techniques.

Explain how poetic techniques create mood/atmosphere.
"Who, What, Why, When, How & Where" questions spring to mind when reading this poem?

Select quotes from part 1.

Explain how the language (simile, metaphor, adjective, onomatopoeia rhyme, meter) creates a certain mood.
Highlight all of the words that describe Bess or The Highwayman
Part iii & iv
Part ii
DRAW & LABEL a picture of one of these characters
What words best describe the opening of this poem?
The opening of this poem is ......................................
I get this feeling from the following quote ".................................................."
Lesson Objectives:

Understand the setting of the poem. 3c

Explain what happens in part 1. 3a

Describe the central characters. 4a
Your Address
Address of the person you are writing to.
Dear Mr/Mrs X,
Content of
your letter
Yours sincerely
Lesson Objectives:

Consider aspects of school life that are democratic and dictated.

Argue for an improvement to a school policy that is currently dictated to you.

Highlight the colours used to describe Lancelot.

What cosmological/astronomical language is used to describe him?

What sounds are presented in this part?

What adverbs/adjectives describe the way he moves?
How does the lady see?

What does she decide to do and what happens to her?

What sounds can you hear in these stanzas?

What references to colour is mentioned? e.g. dazzling

What references to astronomy are mentioned?

What two poetic techniques ae used to describe Lancelot's hair?

What sort of character is Lancelot?

Lady of Lancelot
How does Tennyson present the character of Lancelot in part 3 of The Lady of Shalott?
Comment on the following;

metaphors/ similes/ onomatopoeia/ alliteration
Lesson Objectives:

Explain how a poet uses language to present a character. 5/6

Explore how a poet uses poetic techniques to present a character. 6

Comment on how Rhyme & Rhythm are used to present a character. 7/8
Which word best describes a character?


"His eyes were hollows of madness"
"Dumb as a dog, he listened"

"His pistol butts a - twinkle"
"A coat of claret velevt and breeches of brown doe skin."

"red lipped daughter."
"Plaiting a love knot into her hair."
Which quote belongs to which character?
Understand events that occur in the poem.

Explain why events happen in the poem.

Identify the emotions of the central characters.
Lesson Objectives:
The Highwayman
Tim the Ostler
King George's Men (2)
How did King George's men find out about the Highwayman's relationship with Bess?

Why did Tim tell the King's Soldiers?

What happens to Bess?

Why did she fire the gun?

What happened to the Highwayman?
What emotion does each character feel?
'The Rime of Ancient Mariner'
Define what is in 1 sentence!
"Poetry is the right words in the right order."
Coleridge -
Understand the events and characters in the poem.

Explore the character of the narrator.

Explain how language is used to present a character.
Lesson Objectives:
How many speakers are there?

What's going on in this poem?

What sort of character is the Ancient Mariner?

Explore the Coleridge's use of language to present the Ancient Mariner.
Coleridge presents the Ancient Mariner as a ........................................... character through the following use of language.................................
Why did he shoot the Albatross?
Send a 500 character text as the Ancient Mariner
Success Criteria.
what has happened to you.

how you feel and why.
Use similes/ metaphors/personification etc
Lesson Objective:
Understand significant events which affect a character.

Empathise with the central character.
Plot the route of the Ancient Mariner's Voyage!
Where have you been?
What did you see/experience?
How did you feel & why?
Describe the different surroundings.
Use QUOTES from the text.
Lesson Objectives:

Summarize the events & character emotions in the narrative thus far.

Demonstrate understanding of events in Part 3

Use any SUBJECT, other than English, to summarize one of the NARRATIVE POEMS:
1 Ancient Mariner - 1 Albatross = guilt
Il s'agit d'un marin qui..............
Sprinkle 1 highwayman and a landlord's daughter with generous pinches of love....
The cumulus nimbus clouds were about the tributary river near the oxbow lake as an area of low pressure...

Select one of the three poems and create a revision resource for it....
Success Criteria:

Summarize the events of the narrative.
Explore the central characters.
Identify the poetic techniques.
Explain how language creates mood & atmosphere

Lesson Objectives:

Summarize the events of a narrative

Explore a central character.

Explain how language creates mood.

Lesson Objectives:

Assess and identify your spelling age.

Assess you listening skills.

Complete your narrative projects.

1. audible
2. straight
3. Wednesday
4. development
5. design
6. necessary
7. fulfil
8. beautiful
9. Unfortunately
10. separate
11. allowed
12. course
13. frieze
14. exhibition
15. hygiene
16. recipe
17. theatre
18. applause
19. dialogue
20. atmosphere
21. country
22. region
23. disease
24. parliament
25. cursor
26. module
27. dictionary
28. catalogue
29. parallel
30. circumference
31. orchestra
32. rhythm
33. mobility
34. league
35. generosity
36. approval
37. commitment
38. religious
39. laboratory
40. amphibian

Correct spellings Spelling Age (yrs:months)
1-14 -11
15 11
16 11:2
17 11:7
18 12
19 12:6
20 12:10
21 13:3
22 13:8
23 14:1
24 14:5
25 14:11
26 15:3
27 15:8
28 16
32 17
34 18

How does Tennyson create meaning through Language, Structure & Form.
38 = 7a

35= 7b

32= 7c

30 = 6a

27= 6b

25 = 6c

24 = 5a

22 = 5b

20 = 5c
h/w - plot a progression graph of your yr 9 assessment levels.
Assessments 1 2 3 4 5
level 4-7
Lesson Objectives:

Explain the narrative of a poem.

Comment on how a poet creates mood through language.
Analysing your part -
What is going on in your part of the narrative?

2. What is the mood in your part of the poem?

3. What words or poetic techniques has the poet used to create the mood?
Explore the relationship between language and power in your extract.
Who a
re the central characters, when and where did this occur?

What happens?

Why was the crime committed?

What punishment does he get?

Who do you feel more sorry for?

What poetic techniques can you identify?
Who is trying to gain power over who, & why?

How is power achieved linguistically?
Lesson Objectives:
Understand the narrative of a poem.

Identify a range of poetic techniques within a poem.

Explain how mood is created through language.

Explore how language is used to create a character.
What quotes describe Lancelot
What sort of character is he?
Rewrite the Hillsborough Disaster as a ballad.
Explain when & where it occured.
What was the event
What happened throughout the afternoon
Why it happened
Who was blamed at first
Who was ultimately to blame

Use the same rhyme
Use a range of poetic techniques
Lesson Objective: Demonstrate ability to use a range of poetic techniques in your writing
Who is this man? What did he write?
Why was his work significant to the English language?
What important skills do you learn through studying his work?
When did he write his narratives?
Who is this?
What century did they live?
What did he write?
Why is he so important to the English Language?
1. What time of year is it set?
2. Who is speaking?
3. Where is he speaking from?
4. What does this time of year inspire people to do?
5. Where are they planning to travel to?
6. Who are they hoping to visit?
7. Where are they traveling from?
8. How many people are planning to go on this journey?
9. What is the rhyme scheme?
10. Why is this rhyme scheme used?
Lesson Objectives: Understand Middle English.
Explore the characters in the narrative.
Analyse your Pilgrim's Character.
1.What is your character's job/profession?
2. What are they wearing?
3. What words are used to describe their personality?
4. Is their name given?
5. Is their age given?
6. Do you think Chaucer likes or dislikes them?
7. Are they linked to any of the other pilgrims at all?
Leader/Timekeeper - Scribe - Presenter - Questioner
Lesson Objective:
Explain the setting,
characters and events of a poem.

Where is the story set?

What characters are mentioned?

Who is the main character?

Where does she live?

What does she do in her room?

What can she see out of her window?

Why can't she leave?

What does she eventually decide to do?

Planning Your Narrative Poem:

What is the weather in part for?

Where does she float to?

What happens to her

Who finds her and why is it a tragic story?

Lesson Objective: Explore how a character is created and begin to structure your own poem.
Where is this story set?

What characters are there?

What happens in this story?

explain where she lives;
describe her physical appearance;

explain how she feels;

explain who put the curse on her, and why.


1. Summarize each part in one sentence.
2. What themes are explored across this poem?
3. How does Tennyson use language to create mood and atmosphere in the opening stanzas to Part 4?
4. Why has Tennyson chosen a particular type of narrator and rhyme scheme?
5. How can the themes and ideas of this poem be applied to a modern day setting?
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