Pearson Edexcel International GCSE English Language A (9-1)

Lesson Plan

English Language A
Paper 2/3
Alignment with Pearson Edexcel Anthology: Pages 31 Poem ‘Still I Rise’ Maya Angelou

Resources: Anthology; Web links (various); MOPLIST handout

Learning Objectives:
To use research skills to examine historical and social context
To understand the influence of context on text
To explore the use of poetic devices (simile and metaphor
To examine structure and shape in a text
To consider a writer’s purpose and message

Success Criteria: We can –

Assessment Objectives:
AO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects
AO3 Explore links and connections between writers’ ideas and perspectives, as well as how these are
conveyed
AO6 Speaking and Listening skills

Framework/ Transferable skills: You may wish to talk your students through the skills that they will
acquire in this lesson, to enable them to draw on and demonstrate these skills in the future.
 Creativity (in constructing meaning or a narrative through images
 Intellectual interest and curiosity (research task)
 Teamwork
 Co-operation
 Teamwork (developing ideas within a group to ensure a coherent, content-rich presentation)

Possible Misconceptions and Barriers: The rich use of metaphor and simile in this poem can be
complex to understand, despite the energy and power conveyed by the writer; spending time to examine
the use of imagery in this poem is important, as is a detailed understanding of context and the writer’s own
story.

Starter activities: (5 minutes)

In pairs ask students to feedback what they think the connection between the pictures is, how they are
related and any other ideas about the images, their relevance etc. (Creativity) Explore prior contextual
knowledge. Explain about the slave trade and heritage of many black Americans. Introduce Maya Angelou
and explain that one of her poems is in the Anthology. It may be worth playing Michelle Obama’s eulogy at
Angelou’s memorial service (she died recently). https://www.youtube.com/watch?v=xVwWp5uSPAA
Main teaching:
Group research project: this can and perhaps should be built into longer than a 15 minute focus (i.e. this
plan is likely to cover 1-2 lessons). Divide students into groups of four (mixed ability). Give each group a
focus to examine:
1. Maya Angelou (Biography and writings)
2. Slavery in America
3. Black oppression/ segregation
4. Civil Rights

Students should create a handout, either handwritten or typed to present their findings – if they have
laptops they can use powerpoint, prezi etc. They should remember to acknowledge their sources.
Ask each group member to give themselves a number from 1-4.

Make a second series of groups with all number 1s together, number 2s etc. Each group should contain
one ‘expert’ in each of the four areas of research. Each should present to others in their new group with
their audience taking notes as they listen. A mini plenary/ AFL task at this point could include a quiz to see
how much they have learned from their peers. (Intellectual Interest and curiosity; teamwork; co-operation;
leadership)

Main teaching:
Read the poem with students and ask them to consider how this text should be read. In pairs ask
them to read a section of the poem in the following tones: angry, upset, determined, joyful. Which
do they think is most appropriate and why?

Play students the clip of Serena Williams (female tennis champion) reading extracts from the
poem). Ask whole class how she reads it. Why is it a powerful interpretation?
https://letterpile.com/poetry/Analysis-Of-Still-I-Rise-By-Maya-Angelou

Ask students to
1. Write their own summary interpretation of what they think Angelou is trying to express in this poem
(max 3 sentences).
2. Write out the title ‘Still I Rise’ in the middle of a line – in a different colour ask them to annotate the
meaning of this short but important line. How would they interpret it?
3. Respond to the question: Who is ‘you’?

In pairs students use highlighters to annotate their copy of the poem identifying positive and
negative lexis and commenting on the effect of it. E.g. bitter, twisted lies vs hopes springing high.
Students should make notes in response to the question ‘How does the negative language recall
the existence of slavery?’ Explain to students the fact that this is a poem rich in imagery. Read the
poem again (optional) and ask them to sketch an image to accompany two of the stanzas, e.g. the
huts of history’s shame.

Use a poetic glossary to support student’s understanding and focus on key terms; anaphora,
metaphor, simile, rhyme, rhythm etc. Again in pairs, with a focus on shared support, complete a
MOPLIST of the poem (see resource). This is a tool to help students deconstruct a poem but there
are other mnemonics/ strategies you can substitute for it. Possible prompts or responses can
focus on: the use of oppositional language/ contrast or juxtaposition; importance of keywords such
as ‘sassiness’; use of rhetorical questions; anaphora and parallel structures; rhetorical power/
repetition; metaphor and metaphorical language; a mixture of tones (playful, angry, defiant, bold,
ultimately triumphant); focus on the shape of the poem which is mimetic of the irrepressible spirit
of its speaker/ persona. Provide support and further annotation to support students in their work
(this can be further set for homework to complete in detail).

Ask students if another oppressed group is represented by this poem? Remind them to consider
Angelou’s past. Elicit women and Angelou’s own experience of abuse.
Differentiation:
The use of visuals to introduce the topic is engaging and draws out prior knowledge. References
to contemporary figures such as Serena Williams and Michelle Obama support students in
understanding the power and relevance of the text. Group work on context allows students to play
a range of roles and greatly supports their collaborative and leadership skills. Paired work on more
complex aspects of the poem provides peer support but also ensures all students are studying the
poem in sufficient detail. If this analytical work is being done early in the IGCSE course, annotation
and prompts by the teacher will also provide support.

Plenary:
Create a range of four statements about the poem, for example, ‘This poem shows the deep pain
and wrongs done to black people in America’; ‘This poem demonstrates the real power of a
woman who never gives up’ etc. Students place themselves in one of the four corners of the room
according to the view they agree with most closely. They explain their reasons for their decision.

Homework/ Development:
Possible further tasks could include:
Analytical essay task: How does Maya Angelou present both pain and hope in ‘Still I Rise’? Make
sure you reference language, imagery, and structure in your response.

Research first person accounts of slavery or of black people enduring the prejudice of pre-1960s
America. Write your own imaginative and descriptive account.
OR
Write a description of a time when you have triumphed over adversity.

Self-audit
Which of the framework skills did students use in these lessons?
Ask them to plot out on the chart which skills they used and when.