Objectives

• Identify and explain how the extended metaphor of mountain-climbing structures the whole poem, tracing it from the boots in line 1 to the summit in the final lines.
• Analyse how Waterhouse's word choices — including 'old, cracked', 'weathered', 'scar' and 'warm' — simultaneously construct a physical landscape and convey emotional closeness.
• Explain how the speaker's slow, methodical ascent reflects the speaker's attitude of tenderness and awe towards the grandfather.
• Comment on how structural choices — the poem's single unbroken stanza and present-tense narration — contribute to a sense of unhurried intimacy.
• Write a fully evidenced analytical paragraph that embeds quotations from the poem and uses subject terminology accurately to support an argument about how the relationship is presented.

The sequence

1. Lesson 1: The Body as Landscape: Reading the Extended Metaphor in 'Climbing My Grandfather'

   55 min · ch. 1

   Do now

   Look at these two words on the board: MOUNTAIN and GRANDFATHER. Before you check your copy of the poem, jot down three similarities between a mountain and a grandfather. Consider their physical traits, the emotions they evoke, and what it's like to be close to them. You have four minutes — please write in complete sentences.

   Teacher input

   Model close reading on the poem's opening movement (lines 1–7, from 'I decide to do it free' to 'like warm ice'). Display the lines on the board. Think aloud: ask why Waterhouse writes 'I decide to do it free' instead of just saying 'I begin to climb' — the word 'free' suggests a sense of free-climbing (without ropes or safety nets), indicating that the speaker is opting for vulnerability and trust. Next, focus on 'old, cracked' in reference to the boots: point out how 'cracked' relates to geology (like a cracked rock face) while also indicating age and wear, serving two purposes at once. Show how to annotate for both the literal climbing aspect and the emotional implications simultaneously.

   Independent task

   Working through the rest of the poem from 'his trousers are loose' to the final word 'still', annotate every image that relates to mountain climbing (e.g., 'ledge', 'crevice', 'summit'). Next to each image, include a sentence that explains what that image reveals about the grandfather's character or reflects the speaker's emotions. You need to annotate at least six images.

   At the end, write two sentences summarizing the speaker's feelings upon reaching the top of the grandfather's head and how Waterhouse's language conveys that emotion.

   Exit ticket

   In one or two sentences, explain why Waterhouse chose to write the poem as a single unbroken stanza rather than dividing it into separate verses — what effect does that structural choice have on the reader's experience of the climb?

2. Lesson 2: Writing About Relationship: Crafting an Analytical Paragraph on 'Climbing My Grandfather'

   55 min · ch. 1

   Do now

   Read the following weak analytical sentence on the board: 'Waterhouse uses a metaphor to show the speaker loves his grandfather.' Rewrite it twice—once incorporating a specific quotation from the poem, and once providing insight on the impact of a specific word within that quotation. You have five minutes and should produce two improved sentences.

   Teacher input

   To craft a complete analytical paragraph focusing on the moment where the speaker reaches the grandfather's ear, noted as a 'crevice' that provides 'shelter', we will explore how Waterhouse conveys a sense of safety within their relationship.

   First, we can start with a strong opening statement that clearly establishes this idea: "In this poem, Waterhouse illustrates the theme of safety in the relationship between the speaker and their grandfather."

   Next, we can incorporate the quotations. We'll embed 'crevice' and 'shelter' in a single sentence to create a cohesive analysis: "The use of 'crevice' and 'shelter' highlights the protective nature of the grandfather’s ear, suggesting a safe haven for the speaker."

   After that, let's zoom in on 'shelter'. We can frame it this way: "The term 'shelter' implies that the grandfather actively shields the speaker from the harsh realities of the outside world, offering a sense of security."

   Finally, we need to connect back to the mountain imagery. We can conclude with: "This geological imagery reinforces the idea that the grandfather's protective qualities are not only ancient but also solid and enduring, much like the mountains themselves."

   Throughout this process, it's essential to show students the distinction between simply identifying features, like stating, "this is a metaphor," and deeper analysis that explains, "the word shelter implies that the grandfather provides active protection."

   This approach effectively combines textual evidence with interpretation to create a nuanced understanding of the poem's themes.

   Independent task

   Waterhouse portrays the relationship between the speaker and his grandfather as one of deep admiration and emotional connection, marked by a sense of intimacy and reverence. This bond is vividly illustrated in the lines, "I fear more than treading on the toes of the sky," where the phrase "toes of the sky" evokes a sense of wonder and vulnerability as the speaker navigates the complexities of his grandfather's life. The imagery suggests that reaching his grandfather's summit is both a physical and emotional journey, symbolizing the speaker's respect for his grandfather's legacy. As he arrives at the peak, he feels "the slow pulse of his good heart," which conveys a profound realization of his grandfather's enduring presence and vitality. The word "slow" here implies a steady, reassuring rhythm, highlighting the grandfather's wisdom and strength. This use of personification deepens the emotional resonance, allowing the reader to feel the connection between generations. Ultimately, the poem encapsulates the bittersweet nature of this relationship, blending nostalgia with the joy of discovery, leaving a lasting emotional impact on the reader.

   Exit ticket

   Write one sentence identifying the single most important word in the final five lines of the poem and explaining precisely what it contributes to the reader's understanding of the speaker's feelings at the summit — do not choose 'warm' or 'still' without explaining why no other word would achieve the same effect.

Activities

Assessment

• Lesson 1 do-now: teacher scans Mountain/Grandfather comparison lists to check whether students can intuitively grasp the logic of the extended metaphor before reading.
• Lesson 1 annotation task: teacher circulates checking that students are writing full analytical sentences beside each image, not just labelling techniques — looking for the connection between the climbing register and emotional meaning.
• Lesson 1 exit ticket: teacher reads responses to assess whether students can articulate the effect of the single-stanza structure, specifically that it mirrors the continuous, uninterrupted nature of the climb and the relationship.
• Lesson 2 do-now: teacher reads the two rewritten sentences to check whether students can embed a quotation grammatically and zoom in on a specific word — the two micro-skills the modelled paragraph will depend on.
• Lesson 2 teacher circulation during independent paragraph: teacher checks that students are drawing quotations from across the whole poem, not only the opening lines, and that at least one quotation comes from the final five lines.

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 a poem contribute to its meaning and aesthetic impact
• W.11-12.9 — draw evidence from literary texts to support analysis, reflection and research

AP Literature

• Literary Argumentation (LAN-1) — write a thesis-driven analytical paragraph that makes a defensible claim about how Waterhouse uses the extended metaphor to convey meaning
• Figurative Language (FIG-1) — identify and analyse the function of the extended metaphor and conceit as they operate across the whole poem
• Structure (STR-1) — explain how the single-stanza, present-tense structure contributes to the poem's meaning and emotional effect
• Character and Narrator (NAR-1) — analyse how the speaker's perspective and tone shape the reader's understanding of the relationship

AQA

• AO1 — read, understand and respond to texts, maintaining a critical style and developing an informed personal response with references to the text
• AO2 — analyse the language, form and structure used by Waterhouse to create meanings and effects, using relevant subject terminology
• AO3 — show understanding of the relationship between the poem and its contexts, including Waterhouse's background in environmental science and the tradition of the metaphysical conceit

Edexcel

• AO1 — respond to texts critically and imaginatively, selecting and evaluating relevant textual detail to illustrate and support interpretations
• AO2 — explain how language, structure and form contribute to writers' presentation of ideas, themes and settings in 'Climbing My Grandfather'

Eduqas

• AO1 — read, understand and respond to texts, using textual references including quotations to support and illustrate interpretations of the poem
• AO2 — explain and analyse how writers use language and structure to create effects and influence readers, with particular reference to Waterhouse's use of the extended metaphor and geological register