Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

English lesson plan · 12th grade (Year 13 in England) · 30 minutes

Metre: iambs, trochees, anapests, dactyls and pentameter

Reading Comprehension

CCSS RL.11-12.5CCSS RL.11-12.4England: A-level English Literature (poetry)England: AP LiteratureEngland: GCSE English Literature (poetry)

Objective and success criteria

Students will: Metre: iambs, trochees, anapests, dactyls and pentameter.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Poetic structure: enjambment, caesura, volta, refrain…; Working out a rhyme scheme (ABAB, AABB, ABCB…)

Leads to: the next skill in this area.

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Poetic structure: enjambment, caesura, volta, refrain…; Working out a rhyme scheme (ABAB, AABB, ABCB…)). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which poetic term matches this description? A sentence or phrase that runs on from one line of poetry to the next without a pause. (volta / enjambment / stanza / end-stopped line) → enjambmentPrompt: Think about where the pause or change happens: across lines, mid-line, at line ends, at a turning point, or repeated.
  2. What is the rhyme scheme of this stanza? Some days the sky is wide and clear And everything is near Some days the clouds are low and grey And all I want is to get away (ABCB / AABB / ABAB / ABAC) → AABBPrompt: Label the first line's end sound A. Give a new letter to each new end sound.
  3. Which poetic technique is shown? (/ marks a line break) I waited for the bus that never came / around the corner where the streetlights hum (enjambment / caesura / stanza / end-stopped line) → enjambmentPrompt: Look at the punctuation and the / marks. Does the sentence run over the line break, or stop?

Hook · 3 min

  • Read the first lines of a short text aloud and ask what students predict will happen and why.
  • Share the objective: Metre: iambs, trochees, anapests, dactyls and pentameter. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which metrical term matches this description? A foot with one stressed then two unstressed syllables: DUM-da-da.
  • Step 1: Metre is the pattern of stressed and unstressed syllables; a foot is one unit of that pattern.
  • Step 2: dactyl: A foot with one stressed then two unstressed syllables: DUM-da-da.
  • Step 3: So the answer is: dactyl
  • Answer: dactyl
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • 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 metrical term matches this description? A foot with two unstressed syllables then one stressed: da-da-DUM. (anapest / spondee / dactyl / trochee) → anapestPrompt: Say 'da' for unstressed and 'DUM' for stressed syllables.
  2. Which metrical term matches this stress pattern? (Capitals show stressed syllables.) MO-ther, RIV-er, SIL-ver (trochee / iamb / dactyl / anapest) → trocheePrompt: Clap each word: which syllables are louder?

You do: independent practice · 7 min

  • 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.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which metrical term matches this stress pattern? (Capitals show stressed syllables.) HAP-pi-ly, WON-der-ful, EL-e-phant (anapest / dactyl / iambic pentameter / trochee) → dactylPrompt: Clap each word: which syllables are louder?
  2. Type the metrical term (in English) that matches this description. A line of five iambs: ten syllables, da-DUM × 5 (e.g. 'the WIND was COLD a-CROSS the EMP-ty BAY'). → iambic pentameterPrompt: Say 'da' for unstressed and 'DUM' for stressed syllables.

Watch out for

  • Answering from memory or opinion instead of evidence in the text.
  • Copying a long quote without explaining what it shows.

Support and stretch

Support

  • Review first: Poetic structure: enjambment, caesura, volta, refrain….
  • Use concrete materials: a short text or extract (one copy each).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-12.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Metre: iambs, trochees, anapests, dactyls and pentameter

Name

Date

Score/ 6

  1. Question 1

    Which metrical term matches this description? A foot with two unstressed syllables then one stressed: da-da-DUM.

    • A. dactyl
    • B. iambic pentameter
    • C. anapest
    • D. spondee

  2. Question 2

    Which metrical term matches this stress pattern? (Capitals show stressed syllables.) GAR-den, TI-ger, HAP-py

    • A. anapest
    • B. trochee
    • C. iambic pentameter
    • D. spondee

  3. Question 3

    Type the metrical term (in English) that matches this description. A foot with two unstressed syllables then one stressed: da-da-DUM.

    Answer

  4. Question 4

    Which metrical term matches this description? A line of five iambs: ten syllables, da-DUM × 5 (e.g. 'the WIND was COLD a-CROSS the EMP-ty BAY').

    • A. dactyl
    • B. spondee
    • C. iambic pentameter
    • D. anapest

  5. Question 5

    Which metrical term matches this stress pattern? (Capitals show stressed syllables.) re-TURN, de-LIGHT, ex-PLAIN

    • A. dactyl
    • B. trochee
    • C. iamb
    • D. spondee

  6. Question 6

    Which metrical term matches this description? A foot with one stressed then two unstressed syllables: DUM-da-da.

    • A. dactyl
    • B. trochee
    • C. iambic pentameter
    • D. iamb

Free from eurekami.com

for the adult only

Answer key: Metre: iambs, trochees, anapests, dactyls and pentameter

  1. 1. C. anapest

  2. 2. B. trochee

  3. 3. anapest

  4. 4. C. iambic pentameter

  5. 5. C. iamb

  6. 6. A. dactyl