The class should pool ideas on whiteboard about real animals that they find unpleasant. (You might want to start off with your own short list as an initial stimulus.) This should lead into a brief discussion about why they have nominated these animals. Ensure that the hyena is among those eventually listed. Keep a note of all the animals listed or save as flip chart page on an interactive whiteboard.
Pupils list words and phrases they associate with the hyena. You could ask volunteers to highlight or circle those that offer a negative view of the animal.
Listen to the recording of 'Hyena' at least twice.
Pupils share initial ideas about what the purpose(s) of the poem might be.
Display the text of the poem, read and listen closely and discuss further. Aim to focus on the following questions:
- How does Morgan make his listeners/readers feel about the creature?
- What does the animal look and sound like?
- What do we learn about its habitat?
- How does it move and behave?
- What does the hyena plan to do?
Stress the need for evidence to support ideas.
Look together at images of unpleasant creatures.
Pupils choose favourable and unfavourable words and phrases to describe the creatures. (Encourage them to think about sounds, movements, actions and interactions with humans as well as visual elements.) The images could be annotated.
Discuss word choices as a class. Decide together how one or two of the creatures might present themselves to listeners and persuade them about their qualities.
Pupils should then decide which creature they want to focus on either from the list compiled in the starter activity or from the images just discussed. (One of the worked examples could be used as a starting point for the homework activity for some less confident pupils.)
Pupils begin work on their own drafts of a poem from the point of view of an unpleasant creature of their choice.
Ask pupils to share single lines or descriptive phrases from work in progress.