{"yearLevels":[{"slug":"years-5-6","au":"Years 5–6","ages":"about 10–12","lines":8,"usGrades":"Grades 5–6","ukKeyStage":"Key Stage 2 (upper)","equivalenceStatus":"unverified age equivalence — not a curriculum mapping"},{"slug":"years-7-8","au":"Years 7–8","ages":"about 12–14","lines":12,"usGrades":"Grades 7–8","ukKeyStage":"Key Stage 3","equivalenceStatus":"unverified age equivalence — not a curriculum mapping"},{"slug":"years-9-10","au":"Years 9–10","ages":"about 14–16","lines":16,"usGrades":"Grades 9–10","ukKeyStage":"Key Stage 4","equivalenceStatus":"unverified age equivalence — not a curriculum mapping"}],"matrix":[{"formSlug":"acrostic","formTitle":"Acrostic","levelSlug":"years-5-6","levelTitle":"Years 5–6","band":"Accessible","writingLines":8,"taskCount":3,"ruledLinesPerTask":3,"scaffolding":"The spine word fixes every line's first letter, so no one faces a blank page.","differentiation":{"support":"Choose a short spine word (4–6 letters) together and draft one line as a class first.","extension":"Hide the spine word and swap pages, or require each line to carry an image."}},{"formSlug":"acrostic","formTitle":"Acrostic","levelSlug":"years-7-8","levelTitle":"Years 7–8","band":"Accessible","writingLines":12,"taskCount":3,"ruledLinesPerTask":4,"scaffolding":"The spine word fixes every line's first letter, so no one faces a blank page.","differentiation":{"support":"Choose a short spine word (4–6 letters) together and draft one line as a class first.","extension":"Hide the spine word and swap pages, or require each line to carry an image."}},{"formSlug":"acrostic","formTitle":"Acrostic","levelSlug":"years-9-10","levelTitle":"Years 9–10","band":"Accessible","writingLines":16,"taskCount":3,"ruledLinesPerTask":5,"scaffolding":"The spine word fixes every line's first letter, so no one faces a blank page.","differentiation":{"support":"Choose a short spine word (4–6 letters) together and draft one line as a class first.","extension":"Hide the spine word and swap pages, or require each line to carry an image."}},{"formSlug":"blackout","formTitle":"Blackout poem","levelSlug":"years-5-6","levelTitle":"Years 5–6","band":"Accessible","writingLines":8,"taskCount":3,"ruledLinesPerTask":3,"scaffolding":"Every word is already on the printed page; the work is choosing, not inventing.","differentiation":{"support":"Set the seven-word target and let students circle in pencil before any marker.","extension":"Make a second, different poem from the same page and compare the two."}},{"formSlug":"blackout","formTitle":"Blackout poem","levelSlug":"years-7-8","levelTitle":"Years 7–8","band":"Accessible","writingLines":12,"taskCount":3,"ruledLinesPerTask":4,"scaffolding":"Every word is already on the printed page; the work is choosing, not inventing.","differentiation":{"support":"Set the seven-word target and let students circle in pencil before any marker.","extension":"Make a second, different poem from the same page and compare the two."}},{"formSlug":"blackout","formTitle":"Blackout poem","levelSlug":"years-9-10","levelTitle":"Years 9–10","band":"Accessible","writingLines":16,"taskCount":3,"ruledLinesPerTask":5,"scaffolding":"Every word is already on the printed page; the work is choosing, not inventing.","differentiation":{"support":"Set the seven-word target and let students circle in pencil before any marker.","extension":"Make a second, different poem from the same page and compare the two."}},{"formSlug":"haiku-sequence","formTitle":"Haiku sequence","levelSlug":"years-5-6","levelTitle":"Years 5–6","band":"Building","writingLines":8,"taskCount":3,"ruledLinesPerTask":3,"scaffolding":"A 5–7–5 count and one clear image per poem; the sequence links moments without joining them.","differentiation":{"support":"Count syllables aloud together and ban explaining — image only.","extension":"Reorder the three haiku and defend which order is truest."}},{"formSlug":"haiku-sequence","formTitle":"Haiku sequence","levelSlug":"years-7-8","levelTitle":"Years 7–8","band":"Building","writingLines":12,"taskCount":3,"ruledLinesPerTask":4,"scaffolding":"A 5–7–5 count and one clear image per poem; the sequence links moments without joining them.","differentiation":{"support":"Count syllables aloud together and ban explaining — image only.","extension":"Reorder the three haiku and defend which order is truest."}},{"formSlug":"haiku-sequence","formTitle":"Haiku sequence","levelSlug":"years-9-10","levelTitle":"Years 9–10","band":"Building","writingLines":16,"taskCount":3,"ruledLinesPerTask":5,"scaffolding":"A 5–7–5 count and one clear image per poem; the sequence links moments without joining them.","differentiation":{"support":"Count syllables aloud together and ban explaining — image only.","extension":"Reorder the three haiku and defend which order is truest."}},{"formSlug":"found-poem","formTitle":"Found poem","levelSlug":"years-5-6","levelTitle":"Years 5–6","band":"Building","writingLines":8,"taskCount":3,"ruledLinesPerTask":3,"scaffolding":"Words and their order come from the printed page; line breaks are the student's own.","differentiation":{"support":"Set the six-line lift and model one line break on the board.","extension":"Title the poem with words from the page's heading that are not in the poem."}},{"formSlug":"found-poem","formTitle":"Found poem","levelSlug":"years-7-8","levelTitle":"Years 7–8","band":"Building","writingLines":12,"taskCount":3,"ruledLinesPerTask":4,"scaffolding":"Words and their order come from the printed page; line breaks are the student's own.","differentiation":{"support":"Set the six-line lift and model one line break on the board.","extension":"Title the poem with words from the page's heading that are not in the poem."}},{"formSlug":"found-poem","formTitle":"Found poem","levelSlug":"years-9-10","levelTitle":"Years 9–10","band":"Building","writingLines":16,"taskCount":3,"ruledLinesPerTask":5,"scaffolding":"Words and their order come from the printed page; line breaks are the student's own.","differentiation":{"support":"Set the six-line lift and model one line break on the board.","extension":"Title the poem with words from the page's heading that are not in the poem."}},{"formSlug":"renga","formTitle":"Renga links","levelSlug":"years-5-6","levelTitle":"Years 5–6","band":"Stretch","writingLines":8,"taskCount":3,"ruledLinesPerTask":3,"scaffolding":"A 5–7–5 opening, then two-line answers; each stanza answers only the one before it.","differentiation":{"support":"Write the opening stanza as a whole class, then pair students for the answers.","extension":"Run a longer chain and read it aloud: it should wander and still hold together."}},{"formSlug":"renga","formTitle":"Renga links","levelSlug":"years-7-8","levelTitle":"Years 7–8","band":"Stretch","writingLines":12,"taskCount":3,"ruledLinesPerTask":4,"scaffolding":"A 5–7–5 opening, then two-line answers; each stanza answers only the one before it.","differentiation":{"support":"Write the opening stanza as a whole class, then pair students for the answers.","extension":"Run a longer chain and read it aloud: it should wander and still hold together."}},{"formSlug":"renga","formTitle":"Renga links","levelSlug":"years-9-10","levelTitle":"Years 9–10","band":"Stretch","writingLines":16,"taskCount":3,"ruledLinesPerTask":5,"scaffolding":"A 5–7–5 opening, then two-line answers; each stanza answers only the one before it.","differentiation":{"support":"Write the opening stanza as a whole class, then pair students for the answers.","extension":"Run a longer chain and read it aloud: it should wander and still hold together."}}],"poems":[{"slug":"sonnet-18","title":"Sonnet 18","author":"William Shakespeare","kind":"sonnet","source":"Project Gutenberg eBook #1041","sourceUrl":"https://www.gutenberg.org/ebooks/1041","licence":"Public domain in Australia — author died 1616 (before 1955); checked 2026-10-12","authorDied":1616,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"sonnet-29","title":"Sonnet 29","author":"William Shakespeare","kind":"sonnet","source":"Project Gutenberg eBook #1041","sourceUrl":"https://www.gutenberg.org/ebooks/1041","licence":"Public domain in Australia — author died 1616 (before 1955); checked 2026-10-12","authorDied":1616,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"sonnet-116","title":"Sonnet 116","author":"William Shakespeare","kind":"sonnet","source":"Project Gutenberg eBook #1041","sourceUrl":"https://www.gutenberg.org/ebooks/1041","licence":"Public domain in Australia — author died 1616 (before 1955); checked 2026-10-12","authorDied":1616,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"sonnet-130","title":"Sonnet 130","author":"William Shakespeare","kind":"sonnet","source":"Project Gutenberg eBook #1041","sourceUrl":"https://www.gutenberg.org/ebooks/1041","licence":"Public domain in Australia — author died 1616 (before 1955); checked 2026-10-12","authorDied":1616,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"hope-is-the-thing-with-feathers","title":"Hope is the thing with feathers","author":"Emily Dickinson","kind":"poem","source":"Project Gutenberg eBook #12242","sourceUrl":"https://www.gutenberg.org/ebooks/12242","licence":"Public domain in Australia — author died 1886 (before 1955); checked 2026-10-12","authorDied":1886,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"im-nobody","title":"I’m Nobody! Who are you?","author":"Emily Dickinson","kind":"poem","source":"Project Gutenberg eBook #12242","sourceUrl":"https://www.gutenberg.org/ebooks/12242","licence":"Public domain in Australia — author died 1886 (before 1955); checked 2026-10-12","authorDied":1886,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"because-i-could-not-stop-for-death","title":"Because I could not stop for Death","author":"Emily Dickinson","kind":"poem","source":"Project Gutenberg eBook #12242","sourceUrl":"https://www.gutenberg.org/ebooks/12242","licence":"Public domain in Australia — author died 1886 (before 1955); checked 2026-10-12","authorDied":1886,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"o-captain-my-captain","title":"O Captain! My Captain!","author":"Walt Whitman","kind":"poem","source":"Project Gutenberg eBook #1322","sourceUrl":"https://www.gutenberg.org/ebooks/1322","licence":"Public domain in Australia — author died 1892 (before 1955); checked 2026-10-12","authorDied":1892,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"song-of-myself-1","title":"Song of Myself, 1","author":"Walt Whitman","kind":"poem section","source":"Project Gutenberg eBook #1322","sourceUrl":"https://www.gutenberg.org/ebooks/1322","licence":"Public domain in Australia — author died 1892 (before 1955); checked 2026-10-12","authorDied":1892,"suitableLevels":["years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Stretch"},{"slug":"daffodils","title":"I wandered lonely as a cloud","author":"William Wordsworth","kind":"poem","source":"Project Gutenberg eBook #12383","sourceUrl":"https://www.gutenberg.org/ebooks/12383","licence":"Public domain in Australia — author died 1850 (before 1955); checked 2026-10-12","authorDied":1850,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"ode-to-a-nightingale","title":"Ode to a Nightingale","author":"John Keats","kind":"ode","source":"Project Gutenberg eBook #23684","sourceUrl":"https://www.gutenberg.org/ebooks/23684","licence":"Public domain in Australia — author died 1821 (before 1955); checked 2026-10-12","authorDied":1821,"suitableLevels":["years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Stretch"},{"slug":"ode-on-a-grecian-urn","title":"Ode on a Grecian Urn","author":"John Keats","kind":"ode","source":"Project Gutenberg eBook #23684","sourceUrl":"https://www.gutenberg.org/ebooks/23684","licence":"Public domain in Australia — author died 1821 (before 1955); checked 2026-10-12","authorDied":1821,"suitableLevels":["years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Stretch"},{"slug":"the-tyger","title":"The Tyger","author":"William Blake","kind":"poem","source":"Project Gutenberg eBook #574","sourceUrl":"https://www.gutenberg.org/ebooks/574","licence":"Public domain in Australia — author died 1827 (before 1955); checked 2026-10-12","authorDied":1827,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"the-raven","title":"The Raven","author":"Edgar Allan Poe","kind":"poem","source":"Project Gutenberg eBook #1065","sourceUrl":"https://www.gutenberg.org/ebooks/1065","licence":"Public domain in Australia — author died 1849 (before 1955); checked 2026-10-12","authorDied":1849,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"ulysses","title":"Ulysses","author":"Alfred, Lord Tennyson","kind":"poem","source":"Project Gutenberg eBook #8601","sourceUrl":"https://www.gutenberg.org/ebooks/8601","licence":"Public domain in Australia — author died 1892 (before 1955); checked 2026-10-12","authorDied":1892,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"ozymandias","title":"Ozymandias","author":"Percy Bysshe Shelley","kind":"sonnet","source":"Project Gutenberg eBook #4800","sourceUrl":"https://www.gutenberg.org/ebooks/4800","licence":"Public domain in Australia — author died 1822 (before 1955); checked 2026-10-12","authorDied":1822,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"song-of-wandering-aengus","title":"The Song of Wandering Aengus","author":"W. B. Yeats","kind":"poem","source":"Project Gutenberg eBook #32233","sourceUrl":"https://www.gutenberg.org/ebooks/32233","licence":"Public domain in Australia — author died 1939 (before 1955); checked 2026-10-12","authorDied":1939,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"cloths-of-heaven","title":"Aedh Wishes for the Cloths of Heaven","author":"W. B. Yeats","kind":"poem","source":"Project Gutenberg eBook #32233","sourceUrl":"https://www.gutenberg.org/ebooks/32233","licence":"Public domain in Australia — author died 1939 (before 1955); checked 2026-10-12","authorDied":1939,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"if","title":"If—","author":"Rudyard Kipling","kind":"poem","source":"Project Gutenberg eBook #556","sourceUrl":"https://www.gutenberg.org/ebooks/556","licence":"Public domain in Australia — author died 1936 (before 1955); checked 2026-10-12","authorDied":1936,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"loveliest-of-trees","title":"Loveliest of trees","author":"A. E. Housman","kind":"poem","source":"Project Gutenberg eBook #5720","sourceUrl":"https://www.gutenberg.org/ebooks/5720","licence":"Public domain in Australia — author died 1936 (before 1955); checked 2026-10-12","authorDied":1936,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"remember","title":"Remember","author":"Christina Rossetti","kind":"sonnet","source":"Project Gutenberg eBook #16950","sourceUrl":"https://www.gutenberg.org/ebooks/16950","licence":"Public domain in Australia — author died 1894 (before 1955); checked 2026-10-12","authorDied":1894,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"stars","title":"Stars","author":"Emily Brontë","kind":"poem","source":"Project Gutenberg eBook #1019","sourceUrl":"https://www.gutenberg.org/ebooks/1019","licence":"Public domain in Australia — author died 1848 (before 1955); checked 2026-10-12","authorDied":1848,"suitableLevels":["years-5-6","years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"pride-and-prejudice","title":"Pride and Prejudice","author":"Jane Austen","kind":"novel opening","source":"Project Gutenberg eBook #1342","sourceUrl":"https://www.gutenberg.org/ebooks/1342","licence":"Public domain in Australia — author died 1817 (before 1955); checked 2026-10-12","authorDied":1817,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"moby-dick","title":"Moby-Dick","author":"Herman Melville","kind":"novel opening","source":"Project Gutenberg eBook #2701","sourceUrl":"https://www.gutenberg.org/ebooks/2701","licence":"Public domain in Australia — author died 1891 (before 1955); checked 2026-10-12","authorDied":1891,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"jane-eyre","title":"Jane Eyre","author":"Charlotte Brontë","kind":"novel opening","source":"Project Gutenberg eBook #1260","sourceUrl":"https://www.gutenberg.org/ebooks/1260","licence":"Public domain in Australia — author died 1855 (before 1955); checked 2026-10-12","authorDied":1855,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"alice-in-wonderland","title":"Alice’s Adventures in Wonderland","author":"Lewis Carroll","kind":"novel opening","source":"Project Gutenberg eBook #11","sourceUrl":"https://www.gutenberg.org/ebooks/11","licence":"Public domain in Australia — author died 1898 (before 1955); checked 2026-10-12","authorDied":1898,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"frankenstein","title":"Frankenstein","author":"Mary Shelley","kind":"novel opening","source":"Project Gutenberg eBook #84","sourceUrl":"https://www.gutenberg.org/ebooks/84","licence":"Public domain in Australia — author died 1851 (before 1955); checked 2026-10-12","authorDied":1851,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"a-tale-of-two-cities","title":"A Tale of Two Cities","author":"Charles Dickens","kind":"novel opening","source":"Project Gutenberg eBook #98","sourceUrl":"https://www.gutenberg.org/ebooks/98","licence":"Public domain in Australia — author died 1870 (before 1955); checked 2026-10-12","authorDied":1870,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"the-great-gatsby","title":"The Great Gatsby","author":"F. Scott Fitzgerald","kind":"novel opening","source":"Project Gutenberg eBook #64317","sourceUrl":"https://www.gutenberg.org/ebooks/64317","licence":"Public domain in Australia — author died 1940 (before 1955); checked 2026-10-12","authorDied":1940,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"bridge-swing","title":"The Swing","author":"Robert Louis Stevenson","kind":"poem (Bridge ladder, level 1)","source":"Bridge · Project Gutenberg eBook #25609","sourceUrl":"https://www.gutenberg.org/ebooks/25609","licence":"Public domain in Australia — author died 1894 (before 1955)","authorDied":1894,"suitableLevels":["years-5-6"],"suitableForms":["blackout","found-poem"],"difficulty":"Accessible"},{"slug":"bridge-owl","title":"The Owl and the Pussy-cat (stanza I)","author":"Edward Lear","kind":"poem (Bridge ladder, level 2)","source":"Bridge · Project Gutenberg eBook #13647","sourceUrl":"https://www.gutenberg.org/ebooks/13647","licence":"Public domain in Australia — author died 1888 (before 1955)","authorDied":1888,"suitableLevels":["years-5-6","years-7-8"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"bridge-rainbow","title":"My Heart Leaps Up (The Rainbow)","author":"William Wordsworth","kind":"poem (Bridge ladder, level 2)","source":"Bridge · Poems, in Two Volumes (1807)","sourceUrl":"https://www.gutenberg.org/ebooks/search/?query=Wordsworth+Poems+in+Two+Volumes","licence":"Public domain in Australia — author died 1850 (before 1955)","authorDied":1850,"suitableLevels":["years-5-6","years-7-8"],"suitableForms":["blackout","found-poem"],"difficulty":"Building"},{"slug":"bridge-bloke","title":"A Spring Song (opening)","author":"C. J. Dennis","kind":"poem (Bridge ladder, level 3)","source":"Bridge · Project Gutenberg eBook #4730","sourceUrl":"https://www.gutenberg.org/ebooks/4730","licence":"Public domain in Australia — author died 1938 (before 1955)","authorDied":1938,"suitableLevels":["years-7-8","years-9-10"],"suitableForms":["blackout","found-poem"],"difficulty":"Stretch"}],"slides":[{"formSlug":"acrostic","formTitle":"Acrostic","band":"Accessible","slides":[{"id":"acrostic-what","kind":"what","heading":"What is an acrostic?","body":"An acrostic hides a word down its left edge. Read the first letter of every line, top to bottom, and the hidden word appears. Every line is about that word — the word is both the subject and the scaffolding.","teacherNote":"Read this slide, then ask: who has seen one before? Take two answers only."},{"id":"acrostic-how","kind":"how","heading":"How it works","body":"1. Choose a spine word of 4–6 letters and write its letters down the left margin, one per line.\n2. Draft each line on its own: it must start with its letter and still make sense if you read it alone.\n3. Read the lines in order. If one line only exists to use up a letter, rewrite it around a real detail.","teacherNote":"Walk the steps slowly. Students will follow them on their worksheet."},{"id":"acrostic-example","kind":"example","heading":"Worked example — spine word RAIN (original)","body":"Check: first letters spell RAIN, and each line names something rain actually does. No line is filler.","lines":["R — Rivulets stitch the footpath silver,","A — all the gutters learn to sing,","I — in the drainpipe, a drumming begins,","N — now the garden drinks, and lifts its green."],"teacherNote":"Read the example aloud twice. Ask what the writer chose — and what they left out."},{"id":"acrostic-traps","kind":"traps","heading":"Common traps","body":"• Picking a long spine word (9+ letters) so the last lines become desperate filler.\n• Lines that only restate the letter ('R is for rain…') instead of showing the subject.\n• Forgetting the poem must still read top-to-bottom as a poem, not a list.","teacherNote":"Name the traps now so students can laugh when they spot one in their own draft."},{"id":"acrostic-try","kind":"try","heading":"Before you start","body":"As a class, choose the spine word RAIN and write the R line together before anyone works alone.\nScaffolding: The spine word fixes every line's first letter, so no one faces a blank page.","teacherNote":"Do the first move together, out loud, before handing out worksheets."}]},{"formSlug":"blackout","formTitle":"Blackout poem","band":"Accessible","slides":[{"id":"blackout-what","kind":"what","heading":"What is a blackout poem?","body":"A blackout poem is found inside a printed page. You circle the words you want, in the order they already appear, then black out everything else. You may not add, move or change a single word.","teacherNote":"Read this slide, then ask: who has seen one before? Take two answers only."},{"id":"blackout-how","kind":"how","heading":"How it works","body":"1. Read the whole page once without marking anything — notice which words pull at you.\n2. Circle candidate words lightly in pencil, reading them in page order to hear the poem hiding there.\n3. Aim for the set target (often seven words), keep at least one verb and one concrete image, then ink out the rest.","teacherNote":"Walk the steps slowly. Students will follow them on their worksheet."},{"id":"blackout-example","kind":"example","heading":"Worked example — from an original page about a lighthouse keeper","body":"Five surviving words, still in page order, and the keeper has vanished — only the action and the lights remain.","lines":["Page: “Every evening the keeper climbed the tower, wound the clockwork, and watched the harbour lights come on one by one.”","Surviving words, in order: evening / climbed / watched / lights / come on","Poem: “evening climbed, watched lights come on”"],"teacherNote":"Read the example aloud twice. Ask what the writer chose — and what they left out."},{"id":"blackout-traps","kind":"traps","heading":"Common traps","body":"• Marking in pen first, so there is no way to change your mind.\n• Keeping words that need the deleted words around them to make sense.\n• Choosing pretty words with no verb, so the poem sits still.","teacherNote":"Name the traps now so students can laugh when they spot one in their own draft."},{"id":"blackout-try","kind":"try","heading":"Before you start","body":"Project one paragraph, circle in pencil as a class, and read the survivors aloud before any marker comes out.\nScaffolding: Every word is already on the printed page; the work is choosing, not inventing.","teacherNote":"Do the first move together, out loud, before handing out worksheets."}]},{"formSlug":"haiku-sequence","formTitle":"Haiku sequence","band":"Building","slides":[{"id":"haiku-sequence-what","kind":"what","heading":"What is a haiku sequence?","body":"A haiku is a three-line poem of about five, seven and five syllables built from one clear image — no explaining, no moral. A sequence strings three such moments together without joining them up.","teacherNote":"Read this slide, then ask: who has seen one before? Take two answers only."},{"id":"haiku-sequence-how","kind":"how","heading":"How it works","body":"1. Pick one moment you can picture exactly: a place, a time of day, something happening.\n2. Count syllables on your fingers: roughly 5, then 7, then 5. Near enough beats forced.\n3. Write three haiku for three linked moments (morning, noon, night), then try reordering them.","teacherNote":"Walk the steps slowly. Students will follow them on their worksheet."},{"id":"haiku-sequence-example","kind":"example","heading":"Worked example — one haiku from a sequence (original)","body":"One image only (a cold morning, a gate). Nothing is explained; the reader feels the cold from the details.","lines":["frost on the bike shed —","five syllables, nearly; now seven:","breath smokes, the gate clicks shut."],"teacherNote":"Read the example aloud twice. Ask what the writer chose — and what they left out."},{"id":"haiku-sequence-traps","kind":"traps","heading":"Common traps","body":"• Writing a story in miniature instead of one image per haiku.\n• Padding with adjectives to reach the count ('very, very cold') instead of finding a sharper noun.\n• Explaining the feeling in the last line ('I felt so sad') — cut it and trust the image.","teacherNote":"Name the traps now so students can laugh when they spot one in their own draft."},{"id":"haiku-sequence-try","kind":"try","heading":"Before you start","body":"Count one example aloud on fingers as a class, then ban explaining: image only, for the first draft.\nScaffolding: A 5–7–5 count and one clear image per poem; the sequence links moments without joining them.","teacherNote":"Do the first move together, out loud, before handing out worksheets."}]},{"formSlug":"found-poem","formTitle":"Found poem","band":"Building","slides":[{"id":"found-poem-what","kind":"what","heading":"What is a found poem?","body":"A found poem lifts its words from a printed page, keeping every word and its original order. Your authorship is in what you leave out and where you break the lines — line breaks change what the words mean.","teacherNote":"Read this slide, then ask: who has seen one before? Take two answers only."},{"id":"found-poem-how","kind":"how","heading":"How it works","body":"1. Read the page and underline phrases that sound different when lifted out of their paragraph.\n2. Copy out about six lines without changing a word or its order.\n3. Move the line breaks and read it aloud each time; keep the version where the breaks make you pause in the right places. Title it last, from the page's heading.","teacherNote":"Walk the steps slowly. Students will follow them on their worksheet."},{"id":"found-poem-example","kind":"example","heading":"Worked example — lifted from an original paragraph about a night train","body":"No word changed. The line breaks slow the reading down to the speed of the train, and the last two lines land separately.","lines":["Page: “The train slowed through country towns where one lamp burned in every station, and nobody got on, and nobody got off.”","Found poem:","The train slowed / through country towns — / one lamp burned / in every station, / and nobody got on, / and nobody got off."],"teacherNote":"Read the example aloud twice. Ask what the writer chose — and what they left out."},{"id":"found-poem-traps","kind":"traps","heading":"Common traps","body":"• Quietly fixing or improving a word — that breaks the rule and the game.\n• Lifting a whole paragraph unchanged, with no choices about breaks or cuts.\n• A title that explains the poem instead of adding something the lines do not say.","teacherNote":"Name the traps now so students can laugh when they spot one in their own draft."},{"id":"found-poem-try","kind":"try","heading":"Before you start","body":"Model one line break on the board: same words, two break points, read both aloud and vote on which is truer.\nScaffolding: Words and their order come from the printed page; line breaks are the student's own.","teacherNote":"Do the first move together, out loud, before handing out worksheets."}]},{"formSlug":"renga","formTitle":"Renga links","band":"Stretch","slides":[{"id":"renga-what","kind":"what","heading":"What is a renga links?","body":"A renga is a chain poem written by more than one poet. The opening stanza has three lines (about 5–7–5 syllables); each answering stanza has two lines of about seven. Each stanza answers only the one directly before it — then the chain moves on.","teacherNote":"Read this slide, then ask: who has seen one before? Take two answers only."},{"id":"renga-how","kind":"how","heading":"How it works","body":"1. Write or receive an opening three-line stanza about the weather right now.\n2. Answer your partner's stanza, not their subject: pick up one image or sound from it and turn it somewhere new.\n3. Read the whole chain aloud. It should wander — season, place and mood shift — and still hold together.","teacherNote":"Walk the steps slowly. Students will follow them on their worksheet."},{"id":"renga-example","kind":"example","heading":"Worked example — opening and first answer (original)","body":"The answer takes only the sound-world (ticking, frogs, wet dark) and moves it to a gate. It does not describe the rain again.","lines":["Opening (3 lines): rain on the hot roof — / the tank ticks, the garden steams, / frogs start up again.","Answer (2 lines): somewhere a gate swings, creaking, / letting the wet dark wander in."],"teacherNote":"Read the example aloud twice. Ask what the writer chose — and what they left out."},{"id":"renga-traps","kind":"traps","heading":"Common traps","body":"• Answering the first stanza forever instead of the one directly before you.\n• Repeating your partner's subject instead of turning one of its images.\n• Trying to force a story or a moral onto a chain that is meant to wander.","teacherNote":"Name the traps now so students can laugh when they spot one in their own draft."},{"id":"renga-try","kind":"try","heading":"Before you start","body":"Write the opening stanza as a whole class on the board, then pair up: each pair writes only the next answer.\nScaffolding: A 5–7–5 opening, then two-line answers; each stanza answers only the one before it.","teacherNote":"Do the first move together, out loud, before handing out worksheets."}]}],"techniques":[{"slug":"seven-word-ceiling","name":"Seven-word ceiling","category":"constraint","purpose":"Force selection over accumulation: with only seven words, every word must earn its place and verbs do the heavy lifting.","steps":["Draft freely for five minutes on the set theme — no counting yet.","Read the draft and underline the seven strongest words, keeping at least one verb and one concrete noun.","Write the poem using only those seven words, in an order that makes a small scene.","Read it aloud. If a word is not pulling weight, swap it for the eighth underlined word and re-read."],"example":{"title":"Original example — after the storm","lines":["morning: the fence down,","sparrows arguing over one wet crust"],"note":"Seven content words carry the whole scene; 'arguing' does the work three adjectives could not."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Teacher sets the seven-word target and underlines with the class first."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Students underline their own seven and defend the verb choice to a partner."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Seven words, but no word may repeat a sound from the title; or write two rival seven-word versions and compare."}],"pairsWithForms":["blackout","haiku-sequence"],"pairsWithPoems":["bridge-swing","bridge-rainbow"],"minutes":15},{"slug":"banned-favourites","name":"Ban your favourite words","category":"constraint","purpose":"Break word habits. Banning a class's most-reached-for words (beautiful, amazing, suddenly, very) forces precise nouns and verbs instead.","steps":["Brainstorm the class banned list together: five overused words go on the board.","Draft the poem with none of them; when you reach for one, write the exact thing you actually mean.","Swap drafts. Partners circle any smuggled banned word or vague stand-in.","Restore one — only one — banned word if the poem truly needs it, and be ready to defend it."],"example":{"title":"Original example — instead of 'the sunset was beautiful'","lines":["the light went copper on the zinc roof,","and the magpies stopped mid-sentence"],"note":"No 'beautiful': the colour, the material and the interrupted birdsong show it instead."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Ban three words only, and provide a word bank of precise alternatives."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Ban five words; students keep a margin list of what they wrote instead."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Ban the five plus every abstract noun (joy, sadness, freedom) — feelings must arrive via objects."}],"pairsWithForms":["acrostic","haiku-sequence"],"pairsWithPoems":["bridge-rainbow","daffodils"],"minutes":20},{"slug":"last-word-first","name":"Last word, first","category":"constraint","purpose":"Generate surprising connections: each new line must begin with the last word of the line before it, chaining the poem forward.","steps":["Write one strong opening line ending on a concrete noun.","Begin the next line with that exact word — no synonyms allowed.","Continue for six lines; when stuck, end a line on a word that opens doors (door, river, morning).","In revision you may break the chain once, at the poem's turning point, and nowhere else."],"example":{"title":"Original example — chain (first four lines)","lines":["The kettle mutters to the cold window.","Window fogs; outside, the street goes silver.","Silver light on the letterbox, the gate,","gate still swinging from the postman's hurry."],"note":"Window → window, silver → silver, gate → gate: the chain pulls the eye across one morning scene."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Four lines only, and the class chains the first two together on the board."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Six lines; one deliberate break allowed at the turn."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Eight lines where the final line must begin with the first line's last word, closing the loop."}],"pairsWithForms":["renga","acrostic"],"pairsWithPoems":["bridge-owl"],"minutes":20},{"slug":"camera-eye","name":"Camera eye","category":"imagery","purpose":"Cure explaining. The poem may only record what a camera and microphone could capture — no thoughts, no feelings, no conclusions.","steps":["Choose a scene from this week, real or invented.","List six things a camera would catch: objects, movements, light, sounds.","Write the poem using only items from the list, in the order a viewer's eye would travel.","Read it to a partner: they must name the feeling. If they cannot, add one more exact detail — not an explanation."],"example":{"title":"Original example — waiting","lines":["Two cups. One steams, one doesn't.","Her phone lights up, face-down.","Outside, his bus sighs past without stopping."],"note":"Nobody is named sad. The untouched cup and the missed bus do it."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Provide the six-item list as a class from one projected scene."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Students build their own list and draft; partner names the feeling."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Two scenes intercut line-by-line, still camera-only, so the contrast creates the meaning."}],"pairsWithForms":["haiku-sequence","found-poem"],"pairsWithPoems":["bridge-swing","hope-is-the-thing-with-feathers"],"minutes":20},{"slug":"sense-swap","name":"Sense swap","category":"imagery","purpose":"Refresh tired description by deliberately crossing the senses: describe a sound as a colour, a taste as a texture, a smell as a movement.","steps":["Pick the poem's central thing (a bell, rain, a kitchen at 6am).","Write its obvious description first — then cross it out.","Redescribe it through the 'wrong' sense: What colour is that sound? How does that smell move?","Keep the crossed description only where it is more exact than the obvious one, not merely stranger."],"example":{"title":"Original example — the school bell","lines":["The bell pours its brass colour","over the yard, and we wade in."],"note":"Sound as colour and liquid: 'pours' and 'wade' make the familiar bell physical again."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"One sense swap per poem, modelled twice by the teacher first."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Two swaps, and students annotate which is more exact and why."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Build the poem's whole image system on one crossed sense and sustain it without breaking it."}],"pairsWithForms":["acrostic","haiku-sequence"],"pairsWithPoems":["the-tyger","bridge-bloke"],"minutes":15},{"slug":"zoom-in","name":"Zoom in","category":"imagery","purpose":"Move from the general to the particular in stages, so the poem lands on one small, exact, memorable detail.","steps":["Write the widest shot first: the whole place in one line.","Zoom once: one corner, one person, one object — one line.","Zoom again: one detail of that object — a crack, a stitch, a sound it makes.","End on the smallest detail. Cut any line that zooms back out."],"example":{"title":"Original example — three zooms","lines":["The oval, Saturday, smelling of cut grass.","Our bench, third row, paint worn to the wood.","One bootlace, double-knotted, trailing in the dust."],"note":"Stadium → bench → bootlace: the last tiny detail carries the whole afternoon."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Three zooms with sentence starters for the widest line."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Four zooms; each line shorter than the one before."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Zoom in, then reverse the poem and test which direction is stronger; defend the choice."}],"pairsWithForms":["haiku-sequence","acrostic"],"pairsWithPoems":["bridge-swing","loveliest-of-trees"],"minutes":15},{"slug":"vowel-echo","name":"Vowel echo","category":"sound","purpose":"Give a poem a quiet music by repeating one vowel sound across a stanza, the way rhyme does without end-rhyme's sing-song.","steps":["Choose one long vowel (the 'oo' of moon, or the 'a' of rain) that suits the mood.","Draft the stanza, then hunt for words carrying that vowel and nudge two or three more in.","Read aloud: the echo should be felt, not counted. If it sounds like a tongue-twister, thin it out.","Mark the echoed words in the margin of the final copy."],"example":{"title":"Original example — 'oo' echo","lines":["June dusk, and the room goes blue;","a spoon cools in the soup, the moon up too soon."],"note":"June, room, blue, spoon, soup, moon, too, soon: the vowel hums without a single end-rhyme."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Teacher supplies the vowel and a bank of echo words."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Students choose their own vowel and must justify the mood match."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Two stanzas, two different vowels, with the shift placed exactly at the poem's turn."}],"pairsWithForms":["haiku-sequence","renga"],"pairsWithPoems":["cloths-of-heaven","stars"],"minutes":20},{"slug":"consonant-drum","name":"Consonant drum","category":"sound","purpose":"Use repeated consonants (alliteration and hard/soft consonant families) to set a poem's pace — drumming, hissing, or hushed.","steps":["Decide the poem's pace first: march, creep, or drift.","Pick the consonant family that fits (hard t/k/d for marching, s/sh for creeping, m/l for drifting).","Draft, then strengthen two or three beats per line with that family — never every word.","Read aloud at the intended pace; if you stumble, the drum is too loud."],"example":{"title":"Original example — hard consonants, marching","lines":["Boot, bucket, gate: the yard at six,","cold tap coughing, kettle ticking."],"note":"The t/k beats keep time like boots; 'coughing' and 'ticking' keep it human, not a jingle."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"One consonant family, teacher-chosen, with a word bank."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Students choose family and pace, and annotate the three strongest beats."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Shift consonant family mid-poem to mark a change of pace or mood, and defend the shift aloud."}],"pairsWithForms":["acrostic","renga"],"pairsWithPoems":["the-tyger","bridge-bloke"],"minutes":20},{"slug":"breath-marks","name":"Breath marks","category":"sound","purpose":"Punctuate for the ear, not the grammar book: line breaks and punctuation are placed where a reader should breathe, hurry, or stop dead.","steps":["Read the draft aloud and mark every place you naturally breathe with a slash.","Compare those breaths with the current line breaks; move breaks to the breaths that matter.","Use one full stop mid-line somewhere for a dead stop — save it for the most important moment.","Partner reads it cold, aloud. Wherever they breathe 'wrong', the mark — not the reader — changes."],"example":{"title":"Original example — one dead stop","lines":["We ran the whole way home laughing,","past the shop, past the darkening oval. Then","the gate was locked. And the light was out."],"note":"The mid-line full stop after 'locked' makes the reader stop exactly where the runners did."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Teacher reads; class raises hands at breaths and marks them together."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Students mark their own breaths and re-break their lines."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Deliberately place one misleading break, then revise it after a cold reading proves it misleads."}],"pairsWithForms":["found-poem","haiku-sequence"],"pairsWithPoems":["im-nobody","remember"],"minutes":15},{"slug":"ladder-of-moments","name":"Ladder of moments","category":"structure","purpose":"Order separate moments so the sequence itself tells the story — no linking explanations, just the right order and the right gaps.","steps":["Write three to five separate moments on slips of paper, one moment each.","Order them chronologically first and read the sequence aloud.","Try two other orders (end first; middle last). Read each aloud without explaining.","Choose the order where the last moment changes how the first one feels. Glue that order down."],"example":{"title":"Original example — three moments, strongest order last-line-first tried and kept chronological","lines":["Morning: his boots by the door, still muddy.","Noon: the letter, read twice, left by the kettle.","Night: one boot moved to the mat. Just one."],"note":"No feelings named. The single moved boot does the whole emotional work because it comes last."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Three moments, teacher supplies the slips for one shared scene."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Four moments; students must test and reject two orders in writing."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Five moments with one deliberate time jump; annotate what the gap makes the reader do."}],"pairsWithForms":["haiku-sequence","renga"],"pairsWithPoems":["bridge-owl","song-of-wandering-aengus"],"minutes":25},{"slug":"turn-in-the-middle","name":"Turn in the middle","category":"structure","purpose":"Give a short poem a hinge: halfway through, something turns — the scene, the speaker's mind, or the meaning of an earlier image.","steps":["Draft the poem straight through, then find its exact middle line.","Ask: what could turn here? (But — yet — until — then I saw…)","Rewrite the second half so it answers, reverses or darkens the first half instead of just continuing it.","Check the first half reads differently after the turn. If not, the turn is decoration — sharpen it."],"example":{"title":"Original example — the turn is 'until'","lines":["All morning the sea rehearsed its grey,","throwing the same wave at the same wall —","until the wave came back carrying","a red bucket, still warm from someone's hand."],"note":"Grey monotony turns on 'until': the returned bucket suddenly gives the sea a plot and a mystery."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Provide three turn words on the board; students insert one at the middle."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Students locate their own middle and choose the turn type (scene, thought, or image)."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Two turns in one poem, or a turn in the final line only — and a paragraph defending the placement."}],"pairsWithForms":["haiku-sequence","acrostic"],"pairsWithPoems":["ozymandias","bridge-rainbow"],"minutes":20},{"slug":"refrain-with-a-difference","name":"Refrain with a difference","category":"structure","purpose":"Repeat one line through a poem but change a single word each time, so repetition itself shows change.","steps":["Write a refrain line worth repeating — concrete, not a slogan.","Draft three stanzas; the refrain closes each one.","Each time it returns, change exactly one word to match what has shifted in the stanza.","Read only the refrains in sequence: they should tell the poem's story in miniature."],"example":{"title":"Original example — three refrains","lines":["…and the river took the light.","…and the river kept the light.","…and the river gave back the light."],"note":"Took → kept → gave back: one verb changes and the whole relationship between speaker and river turns."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Teacher supplies the refrain; class changes the word together first."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Students write their own refrain and plan the three word-changes before drafting."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Four returns where the final change breaks the pattern (different word class) for emphasis."}],"pairsWithForms":["renga","acrostic"],"pairsWithPoems":["the-raven","if"],"minutes":25},{"slug":"cut-ten-words","name":"Cut ten words","category":"revision","purpose":"The classic tightening pass: remove ten words without losing meaning, which exposes every lazy adjective, throat-clearing opener and repeated idea.","steps":["Count the draft's words and write the target (total minus ten) at the top.","First pass: cut intensifiers and fillers (very, really, just, suddenly, 'in the morning light' when the light is already shown).","Second pass: merge lines that say the same thing twice; keep the sharper version.","Read both versions aloud. Restore any cut whose absence you can actually hear."],"example":{"title":"Original example — before (18 words) → after (11 words)","lines":["Before: “Very early in the morning, the small brown dog was really happily running around in circles in the wet green grass.”","After: “Early, the small dog ran circles in the wet grass.”"],"note":"Seven words cut here; 'happily' was already inside 'ran circles', and 'brown/green' added nothing the scene needed."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Cut five words, with the filler list visible on the board."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Cut ten words and annotate the three hardest cuts."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Cut 20% of the poem's words, then write two sentences on what the cutting revealed about the draft."}],"pairsWithForms":["haiku-sequence","blackout","found-poem"],"pairsWithPoems":["bridge-rainbow","im-nobody"],"minutes":15},{"slug":"verb-upgrade","name":"Verb upgrade","category":"revision","purpose":"Replace weak verb-plus-adverb pairs (walked slowly, said quietly) with single exact verbs (trudged, whispered) to sharpen action and cut clutter.","steps":["Underline every verb in the draft; circle any verb carrying an adverb crutch.","For each circled pair, brainstorm three single verbs that do both jobs.","Choose the verb that also adds attitude (trudged is tired; strode is not).","Read aloud: upgrade only where the new verb is truer, not just fancier — 'went' sometimes wins."],"example":{"title":"Original example — three upgrades","lines":["walked slowly → trudged","looked quickly → glanced","said angrily → snapped"],"note":"Each upgrade also tells us how the person feels, so an explanation can be cut elsewhere."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Class upgrades three shared sentences before touching their own drafts."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Students upgrade every circled pair and keep a margin note for the best one."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Upgrade, then deliberately downgrade one verb back — and defend why flat was better there."}],"pairsWithForms":["acrostic","blackout"],"pairsWithPoems":["bridge-bloke","ulysses"],"minutes":15},{"slug":"title-last","name":"Title last","category":"revision","purpose":"Write the title after the poem, so it adds a door into the poem instead of a label on it — drawn from the poem's world but saying something the lines do not.","steps":["Finish and revise the poem with the title space left blank.","List three candidate titles: one object from the poem, one moment just before it starts, one line that was cut.","Test each: does it make a reader read the first line differently? Keep the one that does.","Ban the obvious label (the spine word, 'My Haiku', the theme word) unless it passes the test."],"example":{"title":"Original example — title candidates for a poem about a grandfather's shed","lines":["Label (rejected): “Grandpa's Shed”","Object: “The Tin of Bent Nails”","Before it starts (kept): “What He Never Threw Away”"],"note":"The kept title makes every object in the poem read as kept-on-purpose — it changes the first line without repeating it."},"levels":[{"levelSlug":"years-5-6","tier":"Scaffold","guidance":"Choose from three teacher-supplied titles and justify the pick."},{"levelSlug":"years-7-8","tier":"Core","guidance":"Generate the three candidate types and test them on a partner."},{"levelSlug":"years-9-10","tier":"Extension","guidance":"Title a partner's poem blind; compare with the author's choice and defend the difference."}],"pairsWithForms":["found-poem","acrostic","haiku-sequence"],"pairsWithPoems":["remember","bridge-swing"],"minutes":10}],"packs":[{"slug":"five-forms","title":"Five forms in one afternoon","audience":"Teachers of Years 7 to 10","summary":"Five short poetry forms, each with a short guide and a prompt. Print the pages and set them out for one lesson.","licence":"CC BY-NC 4.0"}]}