• Quick retrieval from earlier learning (Poetry forms: sonnet, haiku, limerick, ballad, free verse…; Sound devices: alliteration, assonance, consonance, onomatopoeia). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which poetry term matches this description? A poem that tells a story, often in four-line stanzas, and was traditionally sung. (quatrain / ballad / haiku / ode) → balladPrompt: Think about the number of lines, the rhyme pattern, and the purpose (to praise, to mourn, to tell a story, to amuse).
2. Which sound device matches this description? The same consonant sound repeated in the MIDDLE or at the END of nearby words. (alliteration / consonance / onomatopoeia / assonance) → consonancePrompt: Where in the word is the repeated sound: the start, the vowel inside, or the middle/end?
3. Which poetic form is this? (/ shows a new line) A cyclist who lived in Dundee / Rode into the side of a tree. / She said with a frown, / "I was looking down!" / And went home for a nice cup of tea. (limerick / sonnet / ballad / free verse) → limerickPrompt: Count the lines and check whether they rhyme.

• Read the first lines of a short text aloud and ask what students predict will happen and why.
• Share the objective: Poetic structure: enjambment, caesura, volta, refrain…. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which poetic term matches this description? A strong pause in the middle of a line, usually marked by punctuation.
• Step 1: Poets shape meaning through line endings (enjambment, end-stopping), pauses (caesura), turns (volta) and repetition (refrain).
• Step 2: caesura: A strong pause in the middle of a line, usually marked by punctuation.
• Step 3: So the answer is: caesura
• Answer: caesura
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Which poetic term matches this description? A line that ends with punctuation, so the sense and the line finish together. (stanza / volta / caesura / end-stopped line) → end-stopped linePrompt: Think about where the pause or change happens: across lines, mid-line, at line ends, at a turning point, or repeated.
2. Which poetic technique is shown? (/ marks a line break) I waited for the bus that never came / around the corner where the streetlights hum (caesura / refrain / volta / enjambment) → enjambmentPrompt: Look at the punctuation and the / marks. Does the sentence run over the line break, or stop?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Which poetic technique is shown? (/ marks a line break) In the line 'I called her name. No answer. Only wind', the full stops break the line into pieces. (caesura / volta / enjambment / stanza) → caesuraPrompt: Look at the punctuation and the / marks. Does the sentence run over the line break, or stop?
2. Type the poetic term (in English) that matches this description. A line or phrase repeated at intervals, often at the end of each stanza. → refrainPrompt: Think about where the pause or change happens: across lines, mid-line, at line ends, at a turning point, or repeated.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.