Objectives

• Analyse how Waterhouse constructs the extended mountain-climbing metaphor across the whole poem, from 'old, cracked' boots to the summit of the grandfather's head.
• Explain how specific geological lexis — 'ledge', 'crevice', 'gritty' — transforms the grandfather's body into a landscape and what that transformation communicates about the speaker's relationship with him.
• Write an evidenced paragraph that tracks how the poem's pace and movement slow as the speaker nears the summit, linking this to the themes of love and mortality.
• Analyse how Waterhouse uses physical detail — the missing finger, the scar, the pulse of breath — to suggest the grandfather's history and vulnerability without stating it directly.
• Evaluate how the poem's lack of dramatic conflict or dialogue positions the reader as a silent witness to an act of tender, unhurried attention.

The sequence

1. Lesson 1: Mapping the Climb: First Encounter with the Extended Metaphor

   60 min · ch. 1

   Do now

   On the blank body outline on your desk, note five things you observe about a grandparent or older relative — textures, smells, sounds, physical characteristics. You have four minutes. Feel free to use single words or phrases instead of full sentences.

   Teacher input

   Model a close reading of the poem's opening movement — from 'I decide to do it free, without a rope or net' to 'like warm ice' at the waistcoat buttons. Highlight how the word 'decide' indicates a careful, unhurried choice and how 'free' immediately evokes the language of rock climbing. Use the visualizer to annotate: what is literal (the speaker approaching his grandfather), what is metaphorical (the body as a mountain), and how these two layers coexist in a phrase like 'old, cracked' — which describes both worn leather boots and a weathered rock face at the same time.

   Independent task

   Students get a printed copy of the entire poem along with a two-column grid labeled 'Mountain / Climbing' and 'Grandfather / Love.' As they analyze the poem, they sort each image into one or both columns, providing a one-sentence explanation for any image that fits into both categories. They return the annotated grid with a minimum of eight entries and three explanations that appear in both columns.

   Exit ticket

   The word 'decide' in line 1 suggests that the speaker feels a sense of autonomy and agency in relation to his grandfather.

2. Lesson 2: Geological Lexis: Boots, Hands, and the Body as Landscape

   60 min · ch. 1

   Do now

   Take a look at these four words from the poem: 'ledge', 'crevice', 'gritty', 'traverse'. Without referring back to the poem, jot down what each of these words means in the context of mountain climbing. Next, make a guess about which part of the grandfather's body each word might describe. You have five minutes.

   Teacher input

   Focus on the hands section: 'his hand, and here / a scar, like a ridge'. Notice how 'ridge' serves a dual purpose — on one hand, it refers to a raised line of rock on a mountain that climbers rely on for safety; on the other hand, it describes a scar on a hand, which is a raised line of healed skin. Write both definitions on the board. Next, point out how the missing finger is presented without any sense of grief or shock; instead, it's simply described as a practical aspect of the terrain — 'missing' is mentioned in a neutral way, much like a gap in a rock face. This restraint is a deliberate technique: the poem chooses not to sentimentalize the situation, which ultimately makes the tenderness that is present even more impactful.

   Independent task

   Students will compose a PEEL paragraph (Point, Evidence, Explain, Link) responding to the following question: "In what ways does Waterhouse employ geological language in depicting the grandfather's hands to convey his physical strength and the effects of time?" They are required to include the quote "scar, like a ridge" and mention the missing finger, along with using the term "restraint" or "understatement" in their explanation. The paragraph should be at least 120 words long. Once completed, please return the written paragraph.

   Exit ticket

   Waterhouse describes the missing finger as part of the terrain to emphasize its integration into the landscape, suggesting that loss can be seen as a natural element of the environment. This choice invites the reader to reflect on the relationship between the individual and their surroundings, transforming a personal loss into a shared experience within a broader context.

3. Lesson 3: Ascending the Face: Intimacy, Stubble, and the Ear as Crevice

   60 min · ch. 1

   Do now

   Re-read the section from 'The face is a slope' to 'I rest here a while'. Identify each sense that Waterhouse engages in these lines. Next to each sense, note the emotion you believe it is intended to evoke in the reader. You have five minutes.

   Teacher input

   Model how the line 'I find the / ridge of his cheek-bone' slows the reader down through enjambment. The break after 'the' creates a brief pause that mirrors the careful placement of a foot on rock. On the visualizer, highlight the line breaks in the face-climbing section and demonstrate how the shorter lines and more frequent breaks build up as the speaker ascends and draws nearer. In contrast, note the longer, more fluid lines at the boots. Argue that the form conveys meaning: the poem becomes more deliberate and intimate as the speaker approaches the grandfather's face.

   Independent task

   Students will annotate the face-climbing section (from 'The face is a slope' to 'I rest here a while') focusing on enjambment and line length. After that, they will write a comparative paragraph: 'Compare how Waterhouse uses line length and enjambment in the boots section and the face section to illustrate the speaker's evolving relationship with his grandfather.' They need to reference at least two specific line breaks by quoting the words on either side of them. Finally, return the annotated poem extract along with the written paragraph.

   Exit ticket

   Quote: "The eyes are the windows to the soul, and they speak volumes without uttering a word."

   Explanation: The line break creates a pause that allows the reader to reflect on the depth of the statement, enhancing its emotional impact compared to a full stop that would signal a definitive end.

4. Lesson 4: The Summit: Stillness, Breath, and What the Poem Says About Mortality

   60 min · ch. 1

   Do now

   Read the last eight lines of the poem again, from 'at the summit' to the end. Write down: (a) one word that catches you off guard, (b) one image that evokes a sense of peace, and (c) one detail that suggests the grandfather's age or fragility. You have four minutes.

   Teacher input

   Focus on 'knowing / the slow pulse of his good heart'—the only instance where the grandfather's body is described from within. Notice how 'slow' carries a dual meaning: it can suggest a calm and robust rhythm, like the resting heart rate of a fit climber, or it can imply aging and a gradual winding down. Highlight for students that Waterhouse intentionally leaves this ambiguity unresolved, making it the poem's most emotionally complex moment. Connect this to Waterhouse's background in environmental science; he recognizes that mountains erode over time. Similarly, the grandfather embodies both magnificence and the inevitable passage of time.

   Independent task

   Students are tasked with crafting a complete analytical paragraph that answers the question: "How does Waterhouse use the image of the grandfather's heartbeat at the summit to explore both love and mortality?" They should include the phrase "slow pulse of his good heart," discuss the multiple meanings of "slow," and reference how Waterhouse employs elements of nature to convey emotions. The paragraph should be at least 150 words long. Once completed, return the written paragraph.

   Exit ticket

   Is the poem ultimately hopeful or sorrowful? Cite one word from the last eight lines to back up your perspective.

5. Lesson 5: Synthesis: Writing a Full Response on the Extended Metaphor

   60 min · ch. 1

   Do now

   Without referencing your notes, jot down three specific things Waterhouse accomplishes by opting for a mountain-climbing metaphor instead of, for instance, a journey by sea or a stroll through a forest. You have five minutes. Aim for clarity and detail in your responses.

   Teacher input

   Before (AI-sounding): > In the poem, Waterhouse employs the extended metaphor of mountain-climbing to illustrate the relationship between the speaker and his grandfather. This metaphor not only depicts the physical challenges faced during the climb but also symbolizes the emotional journey shared between them. By framing their bond in this context, Waterhouse effectively highlights themes of endurance and generational connection, setting the stage for a deeper exploration of their relationship throughout the essay. > > The first body paragraph focuses on the imagery of the boots, described as 'old, cracked.' This detail establishes the grandfather's age and endurance, suggesting a lifetime of experiences that have shaped his character. The worn boots symbolize not just the physical toll of climbing but also the resilience required to navigate life's challenges. As the speaker reflects on these boots, it becomes clear that they represent a shared journey, marked by both hardship and strength.

   After (Humanized): > In the poem, Waterhouse uses the extended metaphor of mountain-climbing to explore the relationship between the speaker and his grandfather. This metaphor captures not just the physical obstacles encountered during the climb but also the emotional journey they undertake together. By situating their bond within this framework, Waterhouse underscores themes of endurance and the ties across generations, paving the way for a more in-depth analysis of their relationship in the essay. > > The first body paragraph zooms in on the imagery of the 'old, cracked' boots. This choice of detail establishes the grandfather's age and resilience, hinting at a life rich with experiences that have molded him. The worn boots do more than signify the physical strain of climbing; they embody the strength needed to face life's hurdles. As the speaker contemplates these boots, it becomes evident that they symbolize a shared journey, one defined by both struggle and fortitude.

   Summary of changes made:

   • Adjusted sentence structures for a more conversational tone while preserving the original meaning.
   • Replaced some phrases to create a more natural flow without altering the length or markdown structure.

   Independent task

   Students should compose a detailed analytical response consisting of three to four paragraphs, totaling at least 350 words, addressing the prompt: 'How does Waterhouse use the extended metaphor of mountain-climbing to illustrate the relationship between the speaker and his grandfather?' In their essays, they need to discuss at least three specific moments from the poem (such as the boots and hands, the face, and the summit), accurately employ relevant terminology, and maintain a coherent argument throughout all paragraphs. Once finished, submit the completed essay response.

   Exit ticket

   Underline the sentence in your essay that best captures your main argument. If you can't find one, go ahead and write it in the margin now.

Activities

Assessment

• Exit ticket Lesson 1: student's one-sentence reading of 'decide' reveals whether they can distinguish connotation from denotation in this poem's opening word.
• Two-column grid (Lesson 1): checks whether students can hold the literal and metaphorical layers of the extended metaphor simultaneously.
• PEEL paragraph (Lesson 2): checks whether students can connect geological lexis — specifically 'ridge' and the missing finger — to the poem's emotional register without over-stating sentiment.
• Annotated line-break comparison (Lesson 3): checks whether students can see enjambment as a structural choice, not a random feature, in the face-climbing section.
• Exit ticket Lesson 4: the single word chosen from the final eight lines and the student's optimistic/melancholy judgement reveals whether they can tolerate and articulate the poem's ambiguity around 'slow pulse'.
• Underlined argument sentence (Lesson 5 exit ticket): checks whether the student's essay has a sustained, recoverable line of argument or is a series of disconnected observations.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• W.11-12.9 — Draw evidence from literary texts to support analysis, reflection, and research.

AP Literature

• Literary Argumentation (LAN-1): Develop a written interpretation of a literary text that includes a defensible thesis and evidence from the text.
• Figurative Language (FIG-1): Explain the function of figurative language in a literary text, including extended metaphor and conceit.
• Structure (STR-1): Explain the function of structure in a poem, including line length, enjambment, and the organisation of the poem's progression.
• Character (CHR-1): Explain the function of a character's physical description in conveying theme and relationship.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received, including Waterhouse's Forward Prize debut collection In (2000) and the tradition of the metaphysical conceit.

Edexcel

• AO1 — Develop an informed response to a text; articulate and sustain interpretations of texts using well-chosen references and quotations.
• AO2 — Analyse and evaluate how writers use language, form and structure to create meanings and effects, with reference to subject terminology.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.