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GCSE English Literature: Past and Present, Poetry.
Transcript of GCSE English Literature: Past and Present, Poetry.
Year 10, GCSE
GCSE English Literature: Past and Present, Poetry.
1. If you could rename the poem, what would you call it? Think of 3 different names.
2. Identify the language choices (metaphor, simile etc.) and then explain what the purpose for each could be.
What type of ruler do you think Ozymandias is? What words come to mind when thinking about his rule?
Think and plan your response first.
Discuss it with your partner
Complete a response in 20 minutes (1 or 2 in-depth paragraphs).
Write down the plot of the poem/the story - you have 50-70 words to do so.
My Last Duchess
1. Read the poem and write down three things that the poet tells us about London?
2. Write down in bullet points what the poem is about.
3. Attempt your own annotation in the practice handout that I've given you.
Think about the following things: language devices, use of structure.
An Extract from "The Prelude"
(A section taken from the poem)
1. Read the poem together as a class and watch the clip below:
Storm on the Island
1. Read the poem together.
2. Watch this video on
Storm on an Island; annotate together.
Remains - Simon Armitage
Read through the poem: http://genius.com/Simon-armitage-remains-annotated
Bayonet Charge - Ted Hughes
Born in North Yorkshire and served in the RAF for two years.
Focusses on a nameless soldier in the First World War (1914-1918)
Bayonet: a knife that goes onto the end of a gun, used during a charge.
Heading in your workbooks: Poetry unit.
In the exam, you will be asked to comment on structure, form and language in each poem.
Research Activity - Homework.
You are invited to create a poster of Percy Shelley's Ozymandias. 3 posters will be chosen to place up in a room for all to see.
Your poster size is A4.
Any pictures that you find can be sent to me, and I'll print them for you.
You will have a computer for the lesson, to research the poem and what others have found.
You will be given two A4 pieces of paper - one as a draft, one as a final.
On the back of the poster, comment/explain the following:
1. The main language choices that are used in the poem and what they help show.
2. How power/conflict is shown in the poem.
3. The images of Ozymandias and what type of ruler he is.
I met a traveller from an antique land,
Who said—“Two vast and trunkless legs of stone
Stand in the desert. . . . Near them, on the sand,
Half sunk a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed;
And on the pedestal, these words appear:
My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!
Nothing beside remains. Round the decay
Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.”
Annotating - "Ozymandias"
This a poem by Robert Browning.
He was a massive fan of Shelley and asked for all his poems, for his 13th birthday.
This poem is an example of dramatic monologue: where the narrator is almost speaking to themselves, or to other people (like a teacher, presenting work to students). There is only one speaker.
Let's read through with the following video of "My Last Duchess".
I've given you a handout that is simplified. Let's read it together.
1. Using the simplified handout, go through the poem and write down on the side a bullet point on what it is about.
2. Also on the simplified sheet, write down how the idea of power is shown. You will need to find a quote (and write about it), to answer this question well.
Write down 5 word choices in the poem that show power and explain why they are effective to the reader.
The poem/annotating together.
In groups: you will be given a 6 line section of the poem. It's your job to discuss the following:
1. What the section you were given is about?
2. What techniques are being used?
3. What structural devices are being used?
You may look for - metaphor, simile, personification, alliteration, use of repetition, rhyme, word choices.
Also, use of dialogue, punctuation, breaks in ideas, and how the monologue helps to capture the Duke's power.
We will now work together to complete the rest. Be ready to annotate on the paper given. Then, neatly copy the annotation into your Literature Poetry book.
How is the Duke presented? Produce only one idea and write about it.
Browning uses the dramatic monologue form for "My Last Duchess".
From the very first line of the poem, the Duke unwittingly portrays himself as selfish and rather ignorant.
"That's my last Duchess painted on the wall"
He refers to the woman in the painting (who, we should remember, is dead) as if she were a possession - "my last Duchess" and this unfeeling attitude is intensified with the use of the word "last" as if the woman will be replaced by a newer model, as if replacing a car or suit.
How is the Duchess presented? Produce only one idea and write about it.
P: The duchess is presented as....
E: take a quote from the text/or a word choice.
E: By using this word choice/quote, we can see that.
Plot of the story:
1. The Duke owns the Duchess
2. The Duchess is easily impressed and looks to other men quite often. She loves the attention.
3. The Duke doesn't know how to tell her to stop. She continues, despite taking gifts from the Duke.
4. The Duke becomes angry. He has her killed.
5. The Duke is planning on marrying another woman.
4. Choose 4 word choices that are in the poem. Explain how they illustrate/show London as a city.
Use the start of the lesson to write up your annotations from the lesson, into your English GCSE Lit booklets.
Write down three things that you have learn't in regards to the poem, as/after you watch this clip.
Use these ideas and add them to your annotation in your GCSE booklets.
(take down these points)
- 1790's: Blake also lived in London, so was prone to seeing it every day and what it really was like.
- He tells about London, from his own perspective.
- He mentions how corrupt the city is: based on particular word choices that have negative connotations.
- We see lower class in this, because perhaps Blake was lower class himself.
- Set in the time of the Industrial Revolution.
Some interesting analytical points:
1. Repetition: everyone is experiencing this corruption and dark side.
2. The church had power, in comparison to lower class and their jobs.
2. What is the poem about? Work through each 5 lines and write down in a bullet point what that section is about.
3. At the bottom, after having these bullet points, write down a summary of the poem.
4. William Wordsworth is trying to create imagery in this extract. Take 5 lines that help to achieve this, and explain how they do this. An example:
"Small circles glittering idly in the moon": night-time, in the water, as the moon lights up the ripples in the water.
1. Let's annotate the poem, together. Do this on your handout and then copy into your GCSE workbook.
Use your computer that you are given to research the following (below). Write the answers on your hand-out:
1. What was occuring at the time that Wordsworth wrote this poem?
2. What form of poetry is this: Epic, lyric or sonnet? Why is it labelled like this?
3. What are some of the themes that are shown in the extract?
On paper, write an analytical paragraph on the following:
Wordsworth tells us that humanity (you and I) cannot have control and power over nature. How does nature show power in this extract? Take a series of quotes and explore them when writing your response.
2. Plot point - on the side - what is happening in the story and finish this task by writing down what YOU think the main message of the poem is.
3. In pairs, use your annotation and plot points to create a PowerPoint presentation that goes through the poem - much like the video we watched - and uses images to tell the story; present the work to the class, next lesson.
Context of the Poem
Seamus Heaney was born in Northern Ireland. Much of his poetry is centered around country-life and farming, because that's what he grew up doing.
As a soldier, some of his work relates to war life. This is called an extended metaphor: he says that nature is like artillery/gun-fire. When the storm hits, it sounds the same.
The main purpose of the poem is for the reader to hear the storm, as well as see it. Many forms of sound devices: particular word choices, alliteration and verbs are used. In the end, we also feel the "blast" of the storm.
Main message: that nature is uncontrollable. We must only do what we can to stay safe from it.
Revision for the Mock
Remember there are three responses:
1. The comparison essay, worth 40 marks; spend the longest on this. It will be on the two poems you have studied from your literature booklet. Spend 45 minutes on this.
2. The Unseen; a poem you have never seen before. Worth 24 marks, spend 35 minutes on this (inc. planning time).
3. The Unseen comparison (worth 8 marks). Spend 15-20 minutes on this. It will probably be on the unseen poem, comparing it to another.
Task 1: (25 minutes)
- List out the language and structural devices and what effect they generally have. Eg: Alliteration - language device, usually emphasizes sound or places focus on one of the word choices.
Task 2 (25 minutes):
- In your workbook, split your page into 5 equal rectangles. Use your notes in your yellow book and your literature booklet to revise the poems: focus on plot, language and structural devices, as well as context. Fill out.
Task 3: (10 minutes): - Discussion on how you go about structuring each essay.
1. After reading it together, answer these questions in your Lit booklets:
a) In two sentences, could you please tell me what this poem is about.
b) What is the mood of the poem, and how have you made that assumption?
2. Use the website to go through and annotate the poem. Use this as a resource, as well as discovering your own annotations - add them to your Lit book, as your breakdown.
Ext: "It is a poem of guilt and suffering, and not by the victim" / Explain what is mean't by this statement (use your workbook to write a response that analyses the poem as best you can.
A week: 19th September.
The Role of the Soldier
O: Have students understand the perspective of the narrator, in this poem.
Think about the complexity of life as a soldier - what words connote to such a life? Why do they join up? What events will they experience? What impact will this have on them?
"Remains" is one of many poems that are testimonies of ex-soldiers in a program and book called "The Not Dead". Each poem is about an experience that has been hard to forget.
This poem presents a dark and disturbing image of a soldier suffering post-traumatic stress disorder.
The reference to ‘desert sand’ in this poem suggests that it reflects the experiences of soldiers in the Gulf War.
Final Task - Choosing a Question
Explore how Armitage captures the power of war in his poem "Remains".
Write a response on how Armitage illustrates the pain and suffering of war.
Think, pair, share planning.
First question: think and plan individually, share and add to plan, share the the response openly with the class.
Second question, complete the same exercise.
Choose a question and write a response. The teacher will mark your response. Please use your feedback from past responses.
Suddenly he awoke and was running- raw
In raw-seamed hot khaki, his sweat heavy,
Stumbling across a field of clods towards a green hedge
That dazzled with rifle fire, hearing
Bullets smacking the belly out of the air -
He lugged a rifle numb as a smashed arm;
The patriotic tear that had brimmed in his eye
Sweating like molten iron from the centre of his chest, -
In bewilderment then he almost stopped -
In what cold clockwork of the stars and the nations
Was he the hand pointing that second? He was running
Like a man who has jumped up in the dark and runs
Listening between his footfalls for the reason
Of his still running, and his foot hung like
Statuary in mid-stride. Then the shot-slashed furrows
Threw up a yellow hare that rolled like a flame
And crawled in a threshing circle, its mouth wide
Open silent, its eyes standing out.
He plunged past with his bayonet toward the green hedge,
King, honour, human dignity, etcetera
Dropped like luxuries in a yelling alarm
To get out of that blue crackling air
His terror’s touchy dynamite.
Line 15-18: please analyse this part of the text and explore how it is metaphorical?
Use this website to further analyse your section of the poem.
Explain the thoughts and feelings of the soldier in this poem? Use your own word choices to explore this.
Please write a short summary (70 words) on what this poem is about? (bullet points, if you wish)
Essay response: How does this poem dramatise the thoughts and feelings of this soldier, in contrast to his actions OR;
How does Hughes create the imagery or war in this poem?
Define the following and how they can be explained in your essay:
(what is it's generic use)
Metaphor / Extended Metaphor
In media res
Use of Rhetorical Question
Contradictory terms: paradox, juxtaposition, pun, oxymoron
Poppies - Jane Weir
Context: many say that Weir's correlations to war are due to her understanding of "the troubles" in Northern Ireland during the 1980's: a conflict between English supporters (loyalists) and those that wanted an indepedent Ireland (Republicans)
When "Poppies" was written, British soldiers were still dying in wars in Iraq and Afghanistan. As a way of trying to understand the suffering that deaths caused, the poet laureate Carol Ann Duffy asked a number of writers to compose poems, including Jane Weir.
O: to start implementing a technique; deconstructing/understanding poetry independently.
Task 1: Before using your computer, use your own understanding of language/structural devices to annotate "Poppies" independently.
Task 2: Pair up and share your responses with those next to you. Help yourself by drawing on correlations between you and taking these down. No interpretation is wrong if supported well!
Task 3: Use your computer and use Genius to create a stronger understanding of the poem. Complete your annotations of the poem, in your Literature workbooks.
Task 4: Discuss your findings with the teacher.
An Excellent Resource:
A complete annotation (in-depth)
"Poppies" by Jane Weir is a poem that explores power of war. How is this achieved? Use another poem from the anthology studied to delve into your understanding of this.
Identify the symbolism used in "Poppies" and why it's important that this device is identified?
Make a comparison to two other poems studied in Literature and explain how they correlate/link effectively.
You are given a number (for the stanza you will annotate).
Annotate that particular stanza.
First stanza, stand and annotate (teacher to complete it on the board for all).
Charge of the Light Brigade, Tennyson
Write down the plot of the event that happens in CoftheLB
Label the main techniques - both structural and language - that you can see already in this poem. Write down next to each WHY you think they are used.
Annotate the poem together now, using the teacher.
Was a charge of British light cavalry led by Lord Cardigan against Russian forces during the Battle of Balaclava on 25 October 1854, in the Crimean War.
due to miscommunication in the chain of command, the Light Brigade was instead sent on a frontal assault against a different artillery battery, one well-prepared with excellent fields of defensive fire.
Although the Light Brigade reached the battery under withering direct fire and scattered some of the gunners, the badly mauled brigade was forced to retreat immediately. Thus, the assault ended with very high British casualties and no decisive gains.
Published just six weeks after the event, its lines emphasize the valour of the cavalry in bravely carrying out their orders, regardless of the obvious outcome. Blame for the miscommunication has remained controversial, as the original order itself was vague, and the officer who delivered the written orders, with some verbal interpretation, died in the first minute of the assault.
Question for the poem:
How does Tennyson show the bravery of the soldier's in this piece? Does it make them look powerful? (Refer to the poem by discussing different language/structural devices.
Create a linking chart to two other poems from what we have studied and write down some points on how they link.
One example: in Ozymandias, he controls the fate of others as he rules Egypt, just as the cavalry are taking orders from someone of higher power.
Find quotes to support.
Ext q: How is power actually shown in Tennyson's work....
Round Robin Activity - Revision for Poetry.
You will be allocated a piece of poetry from one of the following:
Ozymandias, My Last Duchess, London, Extract from The Prelude, Bayonet Charge, Storm on the Island, Remains, Poppies, Charge of the Light Brigade.
1. With the poem allocated to you, create a revision card. That card must show the following:
a) Context b) Language and Structural Devices c) Plot d) Quotes of Importance
(Also, links to other poems and how power is presented)
1A: Practice on a piece of paper given to you to start with.
Once complete, share your respone with the other student in the class completing this poem to helo strengthen your own revision card.
2. Present the card to the teacher.
Homework Task: Complete this activity for two other poems on the above list - due Monday.
Stuck? You have been given a modelled answer based on two other poems. This is how I expec structure your answers, to get the best mark you can. Use it to guide you.
Exposure / Wilfred Owen
Checking Out Me History
O: to start working towards annotating indepedently (without a teacher).
- A WW1 poem. Gives a first hand depiction of life in the trenches. While WW1 was supposed to be swift, it was a stalemate war with the "coldest winter in history".
- personal recount from Owen himself. We can safely assume he is narrating this piece, which makes it somewhat autobiographical in nature.
- Owen's war poetry was supposed informally Britain of the horrors of war. Most of his poems contradicted the propaganda and lies portrayed in the press at the time.
- Died in war at the age of 26....days before the war ended.
Task 1: There are 8 stanzas. Place yourself into pairs and await the stanza you will be looking at.
Task 2: Deconstruct the stanza given to the best of your ability by writing out an deconstructing the stanza on a piece of paper given to you.
Task 3: Share responses and annotate together.
Task 4: Neatly deconstruct your annotations into your Literature book.
Task 5: Listen as pairs and groups present their annotations to you. Make notes of these annotations in your Literature book.
At the end of the lesson, you should have a complete annotation of "Exposure".
Further analysis on 'Exposure'
O: to identify and write about the structural and language choices of this poem
Start by drawing a table on your piece of paper that has two columns - one for language and one for structure.
With this, identify where possible the language and structural features that are evident in the poem.
Be sure to write down the effects of each device.
Pair up with a peer next to you - discuss and add to examples that show these.
Watch the video on Exposure, as a reading.
Agard was born in the Carribean in 1949. He moved to the U.K in the 1970's. Non-standard phonetic spelling is used to show how it should be pronounced - his way of showing his own accent.
Known for poetry that is fun and lively.
Read through "Checking Out Me History".
Task 2: Individually annotate the poem as best you can.
Task 3: Focus on the structural techniques used in the poem, by choosing the rhyme scheme and use of phonetic spelling. Analyse why these techniques are used. Your explanations should be in-depth.
Task 4: Use the computer provided to look up some of the key events and people of the time and write down their significance.
Task 4: Overall, write down two sentences that clearly depict what Agard is trying to tell his readers. This should also be copied over to the anthology.
Final task: write a P.E.E paragraph that explores how the poem explores power and conflict.
When finished, pass to a peer. They will green pen, looking especially at structure of the paragraph and analysis.
Further Context to Agard's Work.
Watch through the clip on YouTube: called
'Checking Out Me History' by John Agard | English Literature - Poets in Person
Make notes based on this context on paper provided.
Use the computers to research (briefly) the following terms, for further understanding of their relevance in history.
2. Dick Whittington
3. Toussaint L'Ouverture
4. The story of the Cow and the Moon
6. Haitian Revolution
6. Lord Nelson and Waterloo
7. Shaka de great Zulu
8. Columbus and 1492
9. Caribs an de Arawaks
10. Florence Nightingale
11. Robin Hood
12. King Cole
13. Mary Seacole
Write one short sentence in your anthologies that annotates each of the above terms.
Carol Ann Duffy
Watch the clip and take notes on some of the clear imagery and devices that are within the poem.
At the bottom of the poem in your anthology, create a brief statement (2 sentences) as to what the message is of this poem. What is its purpose?
Work through the annotation of "War Photographer".
Think: to yourself (5 minutes); Pair: with someone else (5 minutes); in groups of 4 (5 minutes). To end, discuss the poem openly with the rest of the class.
Task 4: Find connections between War Photographer and two other poems. Identify and state why you believe they can be connected.
Contining "War Photographer"
O: to complete annotations on "War Photograhper" and be able to write a short response, comparing to another poem of choice.
Task 1: Contextual notes
The poem comes from Carol Ann Duffy’s friendship with Don McCullin and Philip Jones Griffiths, two well-respected stills photographers who specialised in war photography.
Duffy is fascinated by what makes someone do such a job and how they feel about being in situations where a choice often has to be made between recording horrific events, and helping.
Task 2: Find 3 quotations that you think add to the mood or tone of the poem/explain this mood/tone.
Task 3: Writing task - 25 minutes
How does both Owen's "Exposure" and Duffy's "War Photographer" show negative feelings.
O: to understand the plot of the poem and understand the appropriate devices that show power and conflict.
Reading through the poem.
Carol Rumens was born in South London and grew up there. According to the critic Ben Wilkinson, Rumens has a ‘fascination with elsewhere’. This fascination is clear in
, which deals with a land and a city which for the speaker is permanently ‘elsewhere’.
- Emigrant: A person who has left their own country in order to settle in another, typically for political reasons.
- Emigree has a feminine touch, suggesting that the narrator and speaker of the poem is a female.
Listen to the poem - Carol Rumens on BBC Bitesize.
Task 4: Make notes on the following in your anthology -
Plot (sentence per area)
Main language technique you believe is used (two sentences)
How does it relate to power and conflict? (2 sentences)
O: to have a full annotation of the poem through collaboration with your peers.
You have been given a photocopy of the poem. Teacher to instruct how to label it.
Through a round robin activity, you will have 1 minute to write down one point of analysis and pass it on. This could be in regards to:
Language or structural device, explaining how it's used.
The way power and conflict is shown
A link to another poem (through comparison)
When you have your original back (the letter you started with), use this to copy down annotations in your own anthology's. This should take the remainder of the lesson.
Show a full annotation + your own to the teacher before leaving.
O: to understand the poem and its references to power and conflict.
1: Read the poem as a class.
a) Plot out each of the stanzas with what is happening - the story.
b) Make a note on how the poem shows power and/or conflict.
During the Second World War, the term 'kamikaze' was used for Japanese fighter pilots who were sent on suicide missions. They were expected to crash their warplanes into enemy warships. The word 'kamikaze' literally translates as 'divine wind'.
The structure Garland uses in Kamikaze - a story recounted in one voice, with an ending in someone else's direct words - is one she uses in other poems too, such as A Private Life and partly in A Kosovan Ghost Story.
Beatrice Garland's poem reflects the immense social pressure brought to bear on the pilots to carry out kamikaze missions as part of Japan's war effort during World War Two.
2: Annotate the poem as you watch the analysis video on Kamikaze.
Pg. 43 of your anthology’s: “Kamikaze” by Beatrice Garland
Task 1: Write a response (2-P.E.E.L) on how this poem shows power and conflict.
Task 2: write a response to Kamikaze, comparing it to another poem. Focus on a particular idea that this poem shows, that is comparable to another poem, from the anthology.
Task 3/Homework: researching Beatrice Garland and making some contextual links to the poet and poem, writing these in your anthology’s for next lesson.
You may also use Genius to work through further annotations.
Spend the rest of the lesson making comparisons to 3 other pieces of poetry in your anthologies.
Name the poem and write a series of points of comparison.
Unseen Comparison Work.
You have been given an unseen poem called “The Road Not Taken” by Robert Frost”
1. Annotate the poem.
2. Use SMILE and under each heading, write out what you find for each.
3. Go about answering the question on how Robert Frost shows the importance of a journey.
4 (Ext): When you have finished, use your green pen to mark their work, making clear notes on the following:
- Clear structure (P.E.E) with a clear point that shows direction, relevant evidence and explicit explanations to the evidence
- The link shows that the analysis draws back to the question given
- The use of punctuation is varied
- They refer to the poet’s intentions constantly
- They refer to the poem through quotes and references constantly.
My son aged three fell in the nettle bed.
'Bed' seemed a curious name for those green spears,
That regiment of spite behind the shed:
It was no place for rest. With sobs and tears
The boy came seeking comfort and I saw
White blisters beaded on his tender skin.
We soothed him till his pain was not so raw.
At last he offered us a watery grin,
And then I took my hook and honed the blade
And went outside and slashed in fury with it
Till not a nettle in that fierce parade
Stood upright any more. Next task: I lit
A funeral pyre to burn the fallen dead.
But in two weeks the busy sun and rain
Had called up tall recruits behind the shed:
My son would often feel sharp wounds again.
Using the space to make clear notes about the poem as you watch.
How does Owen use Exposure to show the power of nature. Utilise your understanding of this poem AND another from the anthology to write either a:
Structure paragraph (P.E.E.L) or a Language paragraph.
Task 2a: Create three questions about language and structure for a pair to answer. The objective is for your partner to write the responses in the space you leave.
The Emigree continued.
O: to have a full annotation and be able to construct a detailed analytical paragraph on how it shows power/conflict.
Task 1: Work through, with the teacher, to create a complete annotation of the poem.
Task 2: Further, outline the areas in which the narrator feels helpless and why she would feel such powerlessness. Do this by:
a) outlining the quote
b) explaining why/how she is made to look weak/powerless and against what.
Task 3: Write a detailed analytical paragraph on how the poem shows power and/or conflict.
Hints: choose one reason and address it as your main point in your P.E.E (could be able structure, language, plot, character?
Use a cheeky quote and evidence.
Deconstruct that quote in 2 or more sentences. Is that quote enough to make clear the P you made.
O: to come to a stronger understanding of Dharker's poem through some study of language and structural features.
O: to understand how it relates to power and/or conflict.
Task 1: Watch the video and continue our annotations of "Tissue".
Task 2: Structure & Form
Constructed in un-rhymed, irregular quatrains.
Rhythm is unsteady, linking with the fluttering of paper
Enjambment is the main structural device:
Task 3: Language
Extended metaphor overall: life is just like paper: it ages, it is fragile.
The tissue paper then becomes human skin. We all lead fragile lives where anything can happen.
The biblical references of Light draw on God or Allah, and how we are guided by such light.
Task 4: How does this poem show power:
that the power of God, Allah, or a higher power than us, is the one that guides us and controls our life.
Dharker was born in Pakistan but moved to Scotland - she has been a part of many different beliefs based on different cultures and can see how such beliefs can sway people.
Her poetry often deals with human identity and searching for meaning in life.
Essay question for Lesson:
Rumens' Emigree explores the power of dominating forces: forces that almost strip her of her identity. Discuss with in The Emigree and either Tissue OR Checking out me History.
Lexical field: sets of words that relate to the same topic, listed or within the poem. Ex: all types of paper-based products; references to light are all lexical sets.
O: start deconstructing poetry yourself using the SMILE method.
Nettles - Vernon Scannell
1. Apply the SMILE acronym to breaking down the poem.
2. With each heading, write 2-3 bullet points.
3. Structure out your response.
4. Turn to the person next to you and share your thoughts on the poem.
5. Write the introduction and first paragraph together (on either language or structure).
A Dream within a Dream: Edgar Allan Poe
O: to use SMILE to deconstruct this poem themselves and be prepared to write a language or structural paragraph in P.E.E
1. Read through the text.
2. Do a quick 2-minute annotation.
3. Use the annotation to write notes, in no more than 10 minutes, that explore the SMILE acronym.
4. What is the plot or message of the poem? (3 sentences min)
5. Write out a structural and/or language paragraph that works through P.E.E
HINT: try and do the one you are weakest at, to practice.
SECOND HINT: it may help to write P > E >E - E >E > L
O: to complete one of the following tasks in class, and the other, for homework.
Task 1 a:
Complete the Grid Activity from last lesson, on 5 poems of your choice. Have the teacher sign and mark the grid to show you have finished with this Activity.
Complete three cue cards on the following three poems:
The Extract from "The Prelude"
Charge of the Light Brigade
Please submit these cue cards to the teacher.
With the poem that you found most challenging yesterday, use it to write an essay based on the following question - submit at the end of the lesson for the teacher to mark.
How does the poem (and other) show similairities and differences overall?