Remote Learning Booklet - Poetry

English

Poetry

Love and Relationships

Year 7 remote booklet

Name:

Class:

Section 1

Key Term Image Definition Examples

Oxymoron

Made up of two or more words that seem to be opposite to each other, or actually are opposite

• Act naturally. • Amazingly awful • Deafening silence. • Bittersweet

Juxtaposition

the fact of two things being seen or placed close together with contrasting effect.

• ‘It was the best of times, it was the worst of times.’

• ‘You will soon be asked to do great violence in the cause of good’

Fiend

an evil spirit or demon.

Synonyms: devil, Satan, villain

• He is fiend-like • He is fiendish • You fiend!

Vile

extremely unpleasant or immoral/unacceptable Synonyms: foul, nasty, grotesque

• The stench was vile. • The vile creature reared it’s ugly head. • What a vile person.

Paradise

Refers to an ultimate, perfect heavenly place

Synonyms: heaven, nirvana, utopia

• The island was a perfect paradise. • It felt like paradise.

Exile

When someone is sent away from their home country and not allowed back. Synonyms: banishment, expulsion

• She was exiled by the government • She spent her life in exile.

Adjective

A word describing a noun. • Beautiful • Gentle

Section 2

Key Term Image Definition Example

Thesis Your argument summed up in a sentence or two.

Ultimately, teenagers are old enough to have a sense of right and wrong and they must be held to account for their actions.

Hook statement The first sentence that serve(s) as both an introduction to the reader and an attention grabber.

Anyone who has a child these days is irresponsible. (This is controversial – it’s the opening of an article about the environment but it grabs the reader’s attention by shocking/angering them)

Section 3a


Rhyme

Rhyme means words that sound the same or similar in their endings

The cat sat on the mat.

Once upon a midnight dreary,/while I pondered, weak and weary,

Imagery

Language and description that appeals to our five senses.

It was dark and dim in the forest. (visual)

He whiffed the aroma of brewed coffee. (smell)

Simile

The comparison of one thing with another thing, using ‘like’ or ‘as’. A simile is used to make a description more clear or vivid.

His mouth was as dry as the desert he was walking through. Her hair tumbled down her back like a waterfall

Personification Giving a non-human object a human feature or quality.

The chair groaned under the weight of Mr Plod.

The tower block loomed over them menacingly.

Metaphor

A metaphor is a statement/description which is not literally true.

You are a star!

He was a dragon.

It’s raining cats and dogs!

Section 3b


Form

Form in literature refers to the way text is organised and arranged.

This poem is in a Sonnet form.

This poem is in free-verse.

Prose

Written or spoken language in its ordinary form, without poetic structure.

Free verse

poetry that does not rhyme or have a regular rhythm.

Ode

a lyric poem, typically one in the form of an address to a particular subject, written in varied or irregular metre.

Epic poem

An epic poem is a lengthy, narrative work of poetry. These long poems typically detail extraordinary feats and adventures of characters from a distant past.

• Beowulf • The Odyssey • The Metamorphoses • Iliad

Sonnet

a one-stanza poem of fourteen lines with ten syllables per line (in iambic pentameter).

Section 4

Key term Image Definition Example

Extended Metaphor

An extended metaphor is when an author uses a metaphor throughout a long passage of text or even an entire poem.

For example, in his play Romeo and Juliet, Shakespeare writes: 'But Soft! What light through yonder window breaks? It is the East, and Juliet is the sun! Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief.' In these lines, Romeo is comparing Juliet to the sun, and he continues to do so through several lines. He even says the moon is jealous of her brightness

Enjambment

When a sentence continues (in verse) without a pause beyond the end of a line, couplet, or stanza.

Like a winged seed Loosened from its parent stem

Stanza

A stanza is a grouped set of lines within a poem, usually set off from other stanzas by a blank line.

Mundane

lacking interest or excitement; dull or boring. Synonyms: dull, boring, tedious

She lived a mundane existence. (adjective)

The house had a feeling of mundanity about it. (noun)

Sacred Connected with God or a god or dedicated to a religious purpose. Highly respected and very valuable.

The object was sacred to him.

The place was sacred.

Collective pronoun

Pronouns that refer to a group of people. We, us

Personal Pronoun

Pronouns that refer to a singular person. I, you, he, she

Section 5

Key words Image Definition Example

Oppression

Harsh, brutal treatment The Jewish people suffered brutal oppression at the hands of the Nazis.

Semantic field a set of words grouped by meaning that refers to a specific subject.

For example, if a writer is writing a poem or a novel about a ship, they will surely use words such as ocean, waves, sea, tide, blue, storm, wind, sails, etc... Again, it is a collection of words which relate to each other in a semantic (which means meaning) or abstract way.

Tone

The writer’s attitude or feelings about what they are writing about.

The poet conveys a very melancholy tone.

Perspective The point of view or viewpoint

Synonyms: outlook, view, position

The students all have different perspectives.

Hostile showing or feeling opposition or dislike; unfriendly

Synonyms: aggressive, antagonistic

The boy glared at Mrs Smith, he seemed very hostile.

She could sense the hostility the room.

Hyperbole exaggerated statements or claims not meant to be taken literally

Synonyms: exaggeration

Her reaction was very hyperbolic.

The writer’s use of hyperbole is effective.

Turmoil a state of great disturbance, confusion, or uncertainty

Synonyms: confusion, disorder, commotion

He felt a great sense of inner turmoil.

The country was in absolute turmoil!

Date: ___________ How can my plan improve Q1 of my Assessment?

Q1: How does Shakespeare present Juliet’s feelings towards

Romeo in this extract?

1.

Examiner’s Report

Overall this was a really well answered question. A really good understanding of the plot and characters in Romeo and Juliet was demonstrated by all students. Most students used evidence from the text to support their answer and many students explored the effect of their evidence. Students were using words such as ‘juxtaposition’, ‘oxymorons’ and ‘connotations’ in their analysis which was excellent to see.

Before writing an answer, it is very important that you highlight the key information given to you in the question. You should make sure you know where exactly the extract is from in the play. You should have a think about what has happened before and after this moment because this will help you to understand what is being said in the extract. Some students mistakenly thought Romeo and Juliet had not been married yet and this affected the quality of their answers.

Finally, in order to get top marks, you must try to analyse more than one quotation from the extract directly. You should aim to analyse three separate quotes in total. The analysis of that quote must then be linked back to the focus of the question.

1. What did students do well in this question?

2. Summarise what it is important that you do before writing an answer.

3. What do you need to do in order to get top marks in this question?

Extract Analysis Checklist

1. Read the information and the question you are given carefully and highlight the key words. Do not read the extract yet.

2. Ask yourself – what has happened before this moment? What happens after? This will help you to understand what is being said in the extract.

3. Now read through the extract for the first time.

4. Write down three ideas you get from the extract

linked to the question you have been asked.

5. Highlight key quotes that support each of these ideas. Make sure that they are quotes that you understand and can confidently zoom into.

Romeo and Juliet Read this extract from Act 3 Scene 2 of Romeo and Juliet and then answer the question that follows. At this point in the play the Nurse has just informed Juliet that Romeo has been banished for killing Tybalt.

Juliet O Serpent heart, hid with a flowering face! Did ever dragon keep so fair a cave? Beautiful tyrant, fiend angelical! Dove-feather’d raven! Wolvish-ravening lamb! Despised substance of divenest show! Just opposite to what thou justly seem’st, A damned saint, an hounourable villain! O nature what hadst thou to do in hell, When didst thou bower the spirit of a fiend In moral paradise of such sweet flesh? Was ever book containing such vile matter So fairly bound? O that deceit should dwell In such a gorgeous place!

How does Shakespeare present Juliet’s feelings towards Romeo in this extract.

Taking our ‘PEZZ’ further: Many of you are using PEZZ well, however we need you to use more than just one piece of evidence in your answers. This is why we are going to give you a helpful way of planning your paragraphs to include more than one piece of evidence.

The Perfect Paragraph

Topic Sentence (Point): This sentence states the main idea or argument of the paragraph.

Supporting details

1. Detail 1 (Evidence and zoom in) 2. Detail 2 (Evidence and zoom in) 3. Detail 3 (Evidence and zoom in)

Concluding sentences (Zoom out) These sentences sum up your ideas in paragraph and consider why a writer has made the choices they have made.

Topic sentence: In this extract, Shakespeare presents Juliet as conflicted between her loyalties to her family, the Capulets, and her husband, Romeo.

Supporting details [just in note-form]

• ‘Dove-feather’d raven!’ – oxymoron – conflicted • ‘Did ever dragon keep so fair a cave?’ – oxymoron –

connotations of dragon • ‘Fiend angellical’ – oxymoron – conflict of good v evil • • Concluding sentences Perhaps, through Juliet’s extreme

outbursts, Shakespeare is further emphasising the idea that passion and love can override all other emotions.

How does Shakespeare present Juliet in this extract?

Example 2 – Add in the supporting details Plan: Lesson 1 – Romeo and Juliet Q1 – tackling the question

1. Introducing the single paragraph outline Example 3 – Add in the topic sentence and supporting details. Use the concluding sentence to guide you.

Topic sentence: Shakespeare presents Juliet as feeling doubtful about Romeo as she questions whether she can trust him.


• ‘Just opposite to what thou justly seem’st’ – past tense – he has changed in her eyes.

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Concluding sentences Perhaps, through Juliet’s reaction Shakespeare is further highlighting….

Topic sentence: Shakespeare presents Juliet as….


Concluding sentences Arguably, through presenting Juliet’s conflicting emotions in this extract Shakespeare is emphasising…

Exit Ticket

1. Extract Analysis checklist gap fill!

1. Read the ____________ and the ___________ you are given

carefully and highlight the _____ words.

2. Ask yourself – what has happened ________ this moment?

What happens _______ ? This will help you to ___________ what is being said in the extract.

3. Now read through the extract for the first time. 4. Write down ______ ideas you have about the __________ you

have been asked

5. Highlight ________ quotes that _______these ideas. Make sure that they are quotes that you __________ and can confidently ________ into.

2. Paragraph Planning Quiz! 1. What is the opening sentence of you paragraph called?

2. How many supporting details should you use? 3. What is the final sentence of you paragraph meant to do?

Date: ___________ How can I write a better answer to Q1?

Q1: How does Shakespeare present Juliet’s feelings towards Romeo in this extract?

Read the example student response below:

Shakespeare presents Juliet’s feelings towards Romeo in different variations – one of his vital intentions are the language techniques used. In the essential and powerful quote of “Beautiful tyrant! Feind angelical!). We can infer that Juliet has a mixture of emotions towards Romeo, since the oxymoronic language is clear in the quote. Beautiful, and tyrant are a completely opposing words; however, Juliet has used them in one sentence which shows more than 1 emotions towards this truth. Furthermore, the use of an exclamation mark shows strong feeling in the quote of ‘o serpent heart hid with a flowering face!’ this shows that Juliet thinks that Romeo isn’t the same from the outside as the inside. Furthermore, the connotations of ‘hid with a ‘ are ‘not knowing that’ so we can infer that Juliet didn’t know a lot about Romeo beforehand. ‘Was ever book containing such vile matter so fairly bound?’ in this quote, we can infer that by comparing Romeo to a book, she is very perturbed as to why he did such tragedy. Also the use of a question suggests she wants an answer urgently.

1. What has this student done well?

2. How do we need to improve the opening sentence?

3. Can you identify any spelling, punctuation or grammar errors in the answer?

Let’s use a paragraph plan to help us improve the answer: Developing our supporting details: When developing your supporting detail into a sentence, you need to address as many of these questions as necessary: • Who? • When? • What? • How? • Why? Some golden rules: 1. Who is always the author of the text. In this case it is

Shakespeare (unless you are talking about a character). 2. If you are using ‘when’ you should start your sentence with

‘When’ and create a complex sentence eg. When Romeo sneaks into Juliet’s garden, he…

3. Use the word ‘by’ before explaining how an author did something.

Topic sentence: Shakespeare presents Juliet’s feelings towards Romeo as conflicted and varied. On the one hand, she loves her new husband but on the other she has just learnt that he has killed her cousin, Tybalt.

Supporting details:

- ‘Beautiful tyrant! Fiend angelical!’ – oxymoron – mixture of emotions

- ‘O serpent heart hid with a flowering face!’- exclamatory sentence – intensity of feeling

- ‘Was ever book containing such vile matter so fairly bound?’ – rhetorical question – juxtaposition – questioning her love and trust

Concluding sentence: Perhaps, through Juliet’s reaction Shakespeare is further highlighting how unsteady this relationship is already proving to be. It leaves audiences wondering whether such young characters responsibly make such significant life choices.

Expanding our ideas – we are going to work through this together 1. Juliet has conflicted feelings about Romeo What? ‘Beautiful tyrant! Fiend angelical!’ How? Oxymorons, juxtaposition of adjectives Why? Shakespeare wants to highlight the intensity of the inner conflict Juliet is experiencing. She both loves him and appreciates his ‘beauty’ whilst also recognising that he is a ‘tyrant’ and a ‘fiend’. Expanded idea: Juliet is presented as having conflicted feelings towards Romeo. Shakespeare uses a number of oxymorons in Juliet’s outburst as she describes Romeo as a ‘Beautiful tyrant! Fiend angelical!’ By using adjectives that juxtapose one another so strongly, perhaps Shakespeare wants to highlight the intensity of the inner conflict that Juliet is experiencing. She both loves him and appreciates that he is ‘beautiful’ whilst also recognising that he a ‘tyrant’ and a ‘fiend’ for killing Tybalt. 2. Her feelings are very intense Who? What? ‘O ‘serpent heart hid with a flowering face!’ How? Why? Expanded sentence:

3. Feels uncertain Who? What? How? Why? Expanded sentence: Now let’s put it all together! Shakespeare presents Juliet’s feelings towards Romeo as conflicted and varied. On the one hand, she loves her new husband but on the other she has just learnt that he has killed her cousin, Tybalt. Shakespeare uses a number of oxymorons in Juliet’s outburst as she describes Romeo as a ‘Beautiful tyrant! Fiend angelical!’ By using adjectives that juxtapose one another so strongly, perhaps Shakespeare wants to highlight the intensity of the inner conflict that Juliet is experiencing. She both loves him and appreciates that he is ‘beautiful’ whilst also recognising that he a ‘tyrant’ and a ‘fiend’ for killing Tybalt. Furthermore, Juliet’s feelings are very intense, conveyed by Shakespeare’s use of exclamatory sentences such as ‘O Serpent heart hid with flowering face!’ Again we see oxymorons used to convey her lack of trust in Romeo. Juliet’s feelings of uncertainty about trusting Romeo are also emphasised through the rhetorical question, ‘was ever a book containing such vile matter so fairly bound?’ Perhaps, through Juliet’s reaction Shakespeare is further highlighting how unsteady this relationship is already proving to be. It leaves audiences wondering whether such young characters are responsible enough to make such significant life choices.

Now your turn! Turn this paragraph plan into a full paragraph! 1. Develop the supporting details Feels conflicted about Romeo and his actions. What? ‘Dove feather’d raven’ How? Why? Expanded detail: Confused about her feelings and how she sees him. What? How? Why? Expanded Detail:

Topic sentence: In this extract, Shakespeare presents Juliet as conflicted between her loyalties to her family, the Capulets, and her husband, Romeo.


• ‘Dove-feather’d raven!’ – oxymoron – conflicted • ‘Did ever dragon keep so fair a cave?’ – oxymoron –

confused about how she sees him • ‘Fiend angellical’ – oxymoron – conflict of good v evil in

Romeo • • Concluding sentences Perhaps, through Juliet’s extreme

outbursts, Shakespeare is further emphasising the idea that passion and love can override all other emotions.

Sees Romeo as having a ‘good’ and ‘evil’ side. What? How? Why? Expanded detail:

2. Add them together to create a paragraph. Remember to add the topic sentence and the concluding sentence.

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Exit Ticket

1. What questions should you consider when developing your supporting details? _________________________________________________________________________________________________________________________________________________________________________________

2. What needs to go at the beginning of the paragraph?

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3. What needs to go at the end of your paragraph?

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Date: _____________ How can my plan improve Q2 of my Assessment?

How does Shakespeare present Friar Laurence in this extract and the rest of the play?

Examiner’s Report

Overall students demonstrated a good understanding of the character of Friar Laurence and his paternal role as a father figure and advisor to Romeo. Some students used some evidence from the text to support their answer however this was usually limited. Very few students zoomed into the evidence and analysed the effect of the language used.

Before writing an answer, it is very important that you highlight the key information given to you in the question. You should make sure you know where exactly the extract is from in the play. You should have a think about what has happened before and after this moment because this will help you to understand what is being said in the extract. It is really important that you understand what is being said in the extract and this is something that many students struggled with for this question.

Finally, as mentioned before, in order to get top marks, you must try to analyse more than one quotation from the extract directly. You should aim to analyse three separate quotes in total. The analysis of that quote must then be linked back to the focus of the question. You should also try to make links to context throughout your answer.

1. What did students do well in this question?

2. What did many students struggle with?

3. What do you need to do in order to get top marks in this question?

As with the first question, this question still requires you to look closely at the extract and discuss how the character of Friar Laurence has been presented. Let’s recap! Extract Analysis checklist gap fill!

1. Read the ____________ and the ___________ you are given

carefully and highlight the _____ words.

2. Ask yourself – what has happened ________ this moment? What happens _______ ? This will help you to ___________ what is being said in the extract.

3. Now read through the extract for the first time. 4. Write down ______ ideas you have about the __________ you

have been asked

5. Highlight ________ quotes that _______these ideas. Make sure that they are quotes that you __________ and can confidently ________ into.

We will now use these steps to prepare our answer to the exam question: How does Shakespeare present Friar Laurence in this extract and in the rest of the play?

Exercise 1 – Paraphrasing

Once you have come up with your ideas and selected your supporting quotes you can use paraphrasing to help make sure you understand the quotes you have selected.

If you paraphrase someone, you express what they have said or written in a different way.

Example: Friar Laurence says, ‘A gentler judgement vanish’d from his lips/ Not body’s death, but body’s banishment.’

In other words, Friar Laurence is saying that the Prince has not sentenced Romeo to death but has sent him out of Verona instead. In other words, Friar Laurence is saying that a gentler judgement has gone from his lips so it is not his body’s death but his body’s banishment.’

Your turn: 1. Friar Laurence says, ‘Be patient, for the world is broad and

wise.’

In other words, Friar Laurence is saying… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Friar Laurence says, ‘O deadly sin! O rude unthankfulness !’

In other words, Friar Laurence is saying… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Friar Laurence says, ‘Thy fault our law calls death; but the kind

prince, taking thy part, hath rushe’d aside the law, and turn’d that black word death to banishment’

In other words, Friar Laurence is saying…. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Exercise 2 – Writing about the extract 1. Now have a go at creating an paragraph plan for the

question: How does Shakespeare present Friar Laurence in this extract? 2. Now turn the supporting details into expanded sentences:

1. ___________________________________________________________

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2. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Topic sentence: Shakespeare presents Friar Laurence as…


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Concluding sentences Perhaps, through Friar Laurence’s reaction to Romeo, Shakespeare is further highlighting….

3. Use your answers to task 1 and 2 to write up the finished paragraph: _____________________________________________________________

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Exercise 3 - Talking about the rest of the play:

How does Shakespeare present Friar Laurence in the rest of the play? Think about the character has been presented in the rest of the play: • Are they acting differently or the same? • Are there any specific moments you can think of that support

this? 1. Let’s fill this in together 2. Now turn the supporting details into expanded sentences:

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Topic sentence: In contrast/Similarly, in the rest of the play, Friar Laurence is presented as…


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Concluding sentences: Perhaps, through the character of Friar Laurence, Shakespeare is suggesting…

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3. Use this to write up the finished paragraph

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Exit Ticket 1. What questions should you consider when thinking about how a

character is presented in the rest of the play? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What needs to go at the beginning of the paragraph?

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3. What needs to go at the end of your paragraph?

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Date _________ How can I use what I have learnt to approach an unseen extract

and question?

Read Now: Look at the questions first before you read Read the following extract from Act 3 scene 5 of Romeo and Juliet and then answer the question that follows. During this scene Capulet is unhappy that Juliet is refusing to marry Paris

How does Shakespeare present Lord Capulet in this extract and the rest of the play?

1. What are the key words you need to highlight? 2. What can you remember has happened before this

moment? 3. Read through the extract for the first time

4. What are the three ideas you have come up with?

5. Which quotes have you highlighted to support these

ideas?

Exercise 1 – ‘in other words’

Now have a go at explaining what the quotes you have chosen mean by using the ‘In other words’ activity: •

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Exercise 2- Paragraph Plans Paragraph 1

Paragraph 2

Topic sentence: Shakespeare presents Lord Capulet as…


• • •

Concluding sentences Perhaps, in his presentation of Lord Capulet reaction to Juliet, Shakespeare is highlighting….

Topic sentence: In the rest of the play, Shakespeare presents Lord Capulet as..


• ‘My will to her consent is but a part’ –

• ‘Therefore be patient. Take no note of him. It is my will’ (to Tybalt about Romeo at the party)

• I say, he shall. Go to./ Am I the master here, or you? Go to! (To Tybalt at the party)

Concluding sentences Perhaps, through Lord Capulet’s reaction to Juliet, Shakespeare is highlighting….

Exercise 3 – Developing the supporting details Paragraph 1 Detail: ________________________ What? How? Why? Extended sentences: Detail: ________________________ What? How? Why? Extended sentences: Detail: ________________________ What? How? Why? Extended sentences:

Paragraph 2 Detail: ________________________ What? How? Why? Extended sentences: Detail: ________________________ What? How? Why? Extended sentences: Detail: ________________________ What? How? Why? Extended sentences:

How is Lord Capulet presented in this extract and the rest of the play?

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Date ________ How do I plan for an argument?

… PLAN, PLAN, PLAN!

Planning an argument:

1. Decide your position: Do you agree or disagree with the

statement? 2. Predict the counter argument: what might people

opposing you say? 3. Select three ideas that support your argument 4. Consider two ideas that might go against your

argument and think about how you can argue against them

5. Come up with a thesis statement summing up your

key argument in one, punchy sentence!

Read Now: Exam Feedback

There were some brilliant ideas shared in response to this question. Many students used the planning sheet to help with their paragraph structure and lots of students came up with an appropriate title for a broadsheet newspaper.

The key areas for improvement were the effectiveness of the opening paragraph and writing in the create register. Students needed to be much more formal and avoid writing in first person (no ‘in my opinion’ or ‘I believe). Moreover, whilst it was great to see students using the planning sheet, this clearly took some a lot of time and meant they weren’t able to write much. The planning process should only take five minutes.

1. What was done well by students? 2. What were the key areas for improvement? 3. How long should the planning process take?

When planning you may also want to consider ideas linked to these categories: Political Economic or environmental reasons Religion or race Moral Social

Section B (45 minutes)

‘Teenagers who have committed terrible crimes should be given the same punishment as adults who have done the same.’

Write a broadsheet newspaper article arguing for or against this statement

Spend 5 minutes planning using this sheet

Paragraph 1: Hook sentence and introduction outlining your position

(whether you agree or disagree. What counts as ‘a terrible crime’?

Paragraph 2: Start with your strongest point, using evidence to support your

point

Paragraph 3: Back up your argument with further ideas (use anecdotes)

Paragraph 4: Knock down the counter argument – think about what people

would argue back to you and think about what you can say back!

Conclusion: Make it short and snappy – make it stick!

Exit Ticket: 1. How should you plan for an argument?

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2. How long should you spend planning?

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3. What are the three key parts of Aristotle’s rhetorical triangle?

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Date ________ How do I write an engaging opening?

RN example opening Ranking openings

Crafting an engaging introduction

It is true that the first impression—whether it’s a first meeting with a person or the first sentence of a paper—sets the stage for a lasting impression. The introductory paragraph of any paper, long or short, should start with a sentence that peaks the interest of readers. In a typical essay, that first sentence leads into two or three other statements that provide details about the writer's subject or process. All of these sentences build up to the essay's thesis statement.

The introduction paragraph typically has:

• Attention-Getter (Hook) • Set Up for the Thesis • Thesis/Essay Map

Read Now:

TEENAGERS & Auduts BEING TReted the same?

Yes They should be treated the same. Because if they have done the exact same terrible deed e.g killing people then they should have the same punishment just because of the age difference it shouldn’t change anything or any punishment.

1. What has the student tried to do well here? 2. What spelling, punctuation and grammar errors can you

spot? 3. Is this an effective opening? Explain your answer

Attention Getters & Hooks

To get writing off to a great start, writers should try to have a first sentence that engages their reader. This first sentence should be broadly related to the topic of the essay.

Ways writers can begin:

• Intriguing Statement • Shocking Statement or Statistic • Rhetorical Question • Anecdote • Statement of the Problem • Proverb, Maxim, or Strong Statement

Let’s practise:

Setting up a Thesis

After the attention getter or hook, writers need to gradually narrow the broad subject towards the thesis.

Gradually narrowing can:

• provide background information, • explain underlying information, • describe the complexity of the issue, • introduce various layers of the subject, and • help transition from these more broad ideas to the

narrow thesis.

Thesis Statements

A thesis statement manages to summarise an essay's main argument in a brief, one-sentence comment.

A Thesis Statement:

• has a clearly stated opinion, • but does not bluntly announce the opinion ("In my

opinion/I agree with/In this essay I will..."), • is narrow enough to write a focused essay, • but is also broad enough to write at least 3 body

paragraphs, • is clearly stated in specific terms, • is easily recognized as the main idea, • is forceful and direct, • is not softened with token phrases ("in my opinion" or "I

think"), and • can list the 3 main points that will be made.

Question: How is this a visual representation of an effective introduction?

‘Teenagers who have committed terrible crimes should be given the same punishment as adults who have done the same.’

Write a broadsheet newspaper article arguing for or against this statement

Let’s use our plan from last lesson to create an amazing opening paragraph: Exit Ticket 1. What is your attention grabber/hook statement?

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2. What is your thesis sentence?

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3. What are your three key ideas that support your argument?

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Challenge! Use all that you have learnt to plan and write the opening paragraph for this task:

‘The government should introduce Universal Basic Income’

Write a broadsheet newspaper article arguing for or against this

statement

What is Universal Basic Income?

Throughout history, lots of different thinkers have come up with ideas of what

society should or could look like. One of these ideas is about introducing a

Universal Basic Income. Universal Basic Income is pretty much what it sounds

like! It’s the idea that every citizen should be given a basic amount of money

by the government, regardless of what they do. Every person or household

would get the same amount, and their payments would be unconditional.

This means it doesn’t matter whether you have a job, or what you do with

your days, you would still get a basic amount of money from the government

no matter what.

Why are some people asking for it?

There have been calls for Universal Basic Income from many different people,

with lots of different kinds of political beliefs. The conversation around UBI has

come up again recently, as so many people are struggling financially as they

aren’t able to work during the current coronavirus crisis. Even though the

government have put measures in place to help businesses pay people, and

allow self-employed people to apply for government grants, there are so

many people who earn money in so many different ways (like zero-hours

contracts) or have lost their jobs because of coronavirus, that some critics are

saying it might be better and easier for the government to introduce a

Universal Basic Income for this period.

For Against

UBI would provide simple financial security to everyone in times of crisis. This means that in the event of global crises (like this one) or even personal crisis like losing your job, or your car or boiler breaking down, everyone would have a fixed amount of money that they could rely on to get them through that period. This would also probably increase wellbeing as it means people wouldn’t be worried about not having enough money to feed themselves or their families in times of crisis.

It could stop people from wanting to work. At the moment, money is linked to the idea of hard work. If you give people money when they haven’t worked for it, and tell them that they will get that money no matter what then people may want to stop working. This would devalue the idea of ‘hard work’ in society, and also mean that many important jobs may stop being done, because people can get money anyway.

It would be a more efficient form of eradicating poverty than benefits. Introducing UBI would get rid of a lot of the admin costs that currently come with government benefits. It is a long process for people to apply and go through checks for benefits, which in turn, costs the government a lot of money in extra wages for staff. Because UBI is provided to everyone it is fuss-free which reduces stress on individuals and takes pressure off already stretched government departments.

It’s a waste of money, because not everyone needs it. At the moment, people receive benefits if they aren’t able to work or they need them to support family members. If Universal Basic Income was introduced it would go to everyone, even people who have more than enough money and don’t need it at all. This could be seen as a waste of government money, because even multi-millionaires are getting given money that could be spent elsewhere.

UBI gives workers the security to wait for another job or ask for more pay and protection. At the moment, many employers are able to take advantage of workers because they don’t have any other options. Companies like Amazon treat some of their factory workers very badly, paying them below living wage even though they are often at risk of workplace injuries, and sometimes not making sure there is transport to and from the places they work! The problem is, many workers aren’t in a position to ask for more money or get a different job, because they are afraid of losing their current job and not being able to pay the rent. UBI gives people security, which means they can ask for better working standards without worrying about losing their job. This would make people happier and could lead to better rights for working people

It can be spent on anything. A lot of benefits are conditional, so the government will check that you need it, and will check that you are actively looking for work. If the government give people money unconditionally, it means that they can’t check that people are behaving responsibly or spending their money well. This means that people may choose not to work, and spend their money on fun activities. It could even be spent on unhealthy foods or alcohol, which isn’t what government money should be spent on. This could instead be spent on things like developing transport or the NHS instead of what individual people want!

The government should introduce Universal Basic Income’

Write a broadsheet newspaper article arguing for or against this

statement

Spend 5 minutes planning using this sheet

Paragraph 1: Hook sentence and introduction outlining your position (whether

you agree or disagree)

Paragraph 2: Start with your strongest point, using evidence to support your

point

Paragraph 3: Back up your argument with further ideas (use anecdotes)

Paragraph 4: Knock down the counter argument – think about what people

would argue back to you and think about what you can say back!

Conclusion: Sum up your main points, Make it short and snappy – make it

stick!

Opening paragraph:

An Introduction to Poetry Love and Relationships

Date: ___________

Lesson 1: Introduction to poetry

Key words: • Compressed – the act of making something smaller

Rhyme

Imagery

Simile

Personification

Metaphor

Poetic language is the language most often (but not exclusively) used in poetry. The key is that poetry is much more compressed than prose (short stories or novels for instance). Since the language is denser in a poem, the word order is so much more significant. For instance, a poem and a short story may both attempt to convey the beauty of nature, but the poem will do so in three stanzas while the short story will do it on three pages. To get the same point across, the poem has to rely on a number of techniques that will evoke emotions in a reader. These techniques are called poetic devices and may include rhyme, metaphors, similes, personification and imagery. Unlike fiction, poetry or poetic language does not have to follow grammatical rules, which allows readers to sort of unpack the poem to infer its meaning. As a result, the words used in poetry have been carefully selected. And redrafted to fulfil a specific purpose. It is up to us as readers to listen carefully by paying close attention to these devices.

1. What is the difference between poetry and prose? 2. What are examples of poetic devices?

Before approaching a poem, we can ask the following questions in order to help us to understand its meaning.

• Who? • When? • What? • How? • Why?

TASK: Read the poem once and make a note of your initial thoughts about what the poem means below. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Make a note of your initial emotional reaction to the poem (surprised, shocked, angered, saddened)

________________________________________________________________________________________________________________________________

Now, for our second reading we are going to annotate the poem below using our questions.

Introduction to Poetry by Billy Collins I ask them to take a poem Who is ‘them’?

and hold it up to the light

like a colour slide. Why?

or press an ear against its hive. What? Why a hive?

I say drop a mouse into a poem What? How?

and watch him probe his way out,

or walk inside the poem’s room

and feel the walls for a light switch. What? Why?

I want them to water-ski

across the surface of a poem

waving at the author’s name on the shore.

But all they want to do

is tie the poem to a chair with rope

and torture a confession out of it.

They begin beating it with a hose

to find out what it really means.

Expanding our ideas

1. Who can we infer is the ‘them’ that the poet addresses?

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2. What do you think the poet means when he says we should hold up a poem up ‘like a colour slide’ or to ‘water-ski’ across its surface?

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3. What do you think the poet mean when he says ‘they’ want to ‘torture a confession out of [the poem]?’

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4. Why do you think the poem is called an ‘Introduction to poetry?’ – What is Collins message in approaching a poem?

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Exit Ticket 1. What is poetic language, how is it different from prose?

__________________________________________________________________________________________________________________________________________________________________________________________

2. Name at least four examples of poetic devices. __________________________________________________________________________________________________________________________________________________________________________________________

3. What probing questions can we ask ourselves to help

understand meaning?

•

•

•

•

•

Date: _____________

Lesson 2: What is the significance of form on meaning?

Key words:

• Refugee • Form • Pronouns

After reading ‘We Refugees’ by Benjamin Zephaniah make a note of its number of stanzas and lines. Once you have this information, work out which one of the four forms outlined in the Read Now it might fit into.

Read Now: Form in literature refers to how a text is arranged and structured. More specifically, the form of a poem is how we describe the overarching structure or pattern of the poem. A poem’s form can be identified by analysing its structure. A poem’s structure is made up by its number of lines and stanzas. Rhyme and repetition also make up a poems structure as they help to form patterns. The most famous form of a poem is the sonnet. A sonnet can be identified by having 14 lines with 10 syllables per line. Another famous form is the epic, which is a narrative, book-length poem which tells the adventure of a hero. Another example, the Ode, is a short and lyrical poem form that is often dedicated to a friend or loved one as part of a ceremony. Therefore, poetic form is often carefully intertwined with traditional ideas and themes. However, not all poets adhere to strict rules about form and Free Verse is a form that is free from the limitations of syllables and stanza length. Poets can use Free Verse to express themselves freely or to refuse traditional ideas usually connected to rigid form. Poets can also re-invent form as to express newer ideas and to mirror our everyday speech.

1. Identify and explain three different poetic forms. 2. What is form? 3. What is structure?

Benjamin Zephaniah – We Refugees (2018) I come from a musical place Where they shoot me for my song And my brother has been tortured By my brother in my land. I come from a beautiful place Where they hate my shade of skin They don’t like the way I pray And they ban free poetry. I come from a beautiful place Where girls cannot go to school There you are told what to believe And even young boys must grow beards. I come from a great old forest I think it is now a field And the people I once knew Are not there now. We can all be refugees Nobody is safe, All it takes is a mad leader Or no rain to bring forth food, We can all be refugees We can all be told to go, We can be hated by someone For being someone.

In your own words, summarise what the meaning of ‘We Refugees’ is? You can use the: Who, when, what, how, why to help you.

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Number of stanzas:

Number of lines:

Regular rhyme scheme?

Form?

TASK: Watch the video on free verse poetry found below. Watch the video at least twice and make a note of all the information in the box below. https://www.youtube.com/watch?v=GnlwOn94uJs

Looking back to the meaning of the poem and the characteristics of a Free Verse poem try answering the question: Why do you think Zephaniah chose to write in Free Verse?

Free Verse • A free verse poem has….

• Free Verse allows the poet to…

The poet may still use • M

• M

• M

•

I DO: The Free Verse form allows Zephaniah to use line breaks in stanzas to reflect the natural flow of speech. This is important in drawing attention to the repetition of the collective pronouns ‘we’ in the final stanza which allows the reader to feel as if Zephaniah is speaking directly to us, reinforcing the idea that any of us could be refugees.

WE DO: Why do you think Zephaniah chose to write in Free Verse? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ YOU DO: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________ Exit ticket 1. What does Zephaniah suggest about belonging? ________________________________________________________________________________________________________________________________________________________________________________________________ 2. What does the collective pronoun ‘we’ in the title suggest? ________________________________________________________________________________________________________________________________________________________________________________________________ 3. Why might Zephaniah refuse to write in a strict poetic form like

the ode? ________________________________________________________________________________________________________________________________________________________________________________________________

Date: _________

Lesson 3: Writing about poetry

Read Now:

Let’s remind ourselves of the perfect paragraph!

Shakespeare in his poem Sonnet 18 explores the theme of belonging within a relationship. Shakespeare immediately creates a sense of belonging by asking his lover if he can ‘compare thee to a summer’s day?’ The connotations of ‘summer’ suggest lightness and a time of growth, clearly as a metaphor for their blossoming relationship. Shakespeare says that belonging is like an ‘eternal summer’ where the young lovers are connected both to each other and to the glorious world around them.

1. What is good about this paragraph? 2. What could we do to improve this paragraph?



Supporting details



WE DO: fill in the remaining two supporting details in note form.

YOU DO: Write up your paragraph plan, expanding on your ideas.

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Question: How does Zephaniah explore the theme of belonging?

Topic sentence: In ‘We Refugees’ Zephaniah explores the idea of belonging without borders as his poem evokes the feelings of isolation as he is forced to leave his home.

Supporting details [note form]

• ‘my brother has been hunted by my brother’ – play on the meaning of brother – conflicted

• ‘I come from a great old forest [now a field]’ – juxtaposition – shows change •

Concluding sentence: What do these choices show about Zephaniah’s feelings towards the place he came from? What is the effect on the reader?

Exit ticket:

1. What is the difference between a noun and a pronoun? ________________________________________________________________________________________________________________________________________________________________________________________________

2. What is form? ________________________________________________________________________________________________________________________________________________________________________________________________

3. Why is it important to think about your own emotional reaction

to the poem before you begin analysing it? ________________________________________________________________________________________________________________________________________________________________________________________________

Date: _____________

Lesson 4: What is an extended metaphor?

A safe roof over our heads!

Metaphors are used in speech and writing when one thing is said to be another. For example "he has a heart of gold," or "her eyes were oceans, filled with watery light." An extended metaphor is a comparison between two unlike things throughout a series of sentences or stanzas. The effect of the metaphor is the creation of vivid imagery which allows the writer to transfer emotional and symbolic meaning to the reader. This explains why metaphors often use commonly understood objects such as the moon, stars and ocean. Say a poet compares a relationship to being at the top of a mountain. As a reader, we understand that climbing a mountain is a huge success; but one that takes time and training. Furthermore, there could be an element of danger if you had not prepared everything you need. When attached to a relationship, the metaphor takes on symbolic meaning. We understand the emotional challenge of the relationship but that the view at the top was worth it. Mountains often have symbolic meaning for overcoming hurdles or life challenges.

1. What is an extended metaphor? 2. What is the effect of the metaphor? 3. Why do metaphors use commonly understood objects?

What words and ideas do we associate with building?

Making sure the foundations are strong!

What words and ideas do we associate with building?

Scaffolding by Seamus Heaney (1996)

Masons, when they start upon a building,

Are careful to test out the scaffolding;

Make sure that planks won’t slip at busy points,

Secure all ladders, tighten bolted joints.

And yet all this comes when the job’s done

Showing off walls of sure and solid stone.

So if, my dear, there sometimes seem to be

Old bridges breaking between you and me

Never fear. We may let the scaffolds fall

Confident that we have built our wall.

How might the words and ideas you have put down link to relationships?

• Do/could they have symbolic meaning? • Do/could they have emotional meaning?

Number of stanzas:

Number of lines:


Form?

What is Heaney comparing his relationship to?

________________________________________________________________________________________________________________________________

What does this metaphor suggest about the process of building a relationship?

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How might these structural elements reflect the process of building a relationship? Rhyming couplets ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Iambic pentameter (a steady rhythm which is often found in a sonnet!)

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Exit Ticket: 1. What is an extended metaphor? ________________________________________________________________________________________________________________________________________________________________________________________________

2. What is Heaney’s message about relationships? ________________________________________________________________________________________________________________________________________________________________________________________________ 3. What other metaphors can we compare relationships to, based

on Heaney’s message? ________________________________________________________________________________________________________________________________________________________________________________________________

Date: __________

Lesson 5: How can we zoom into metaphors for deeper meaning?

In what ways do you think Valentine’s Day has both changed and stayed the same to what it is today?

• - Iii

• --- ----

• --

• -

Read Now:

Valentine’s Day is usually associated with Cupid because he has become a famous symbol for the occasion. However, it actually began with Saint Valentine in third-century Rome. Emperor Claudius II decided that soldiers performed better when they were not married and as a result marriage was banned for young men. Valentine was a priest who would secretly marry young lovers. When Valentine was discovered he was executed for going against Claudius. As his story spread, Valentine was made a Saint by the Catholic Church and became extremely popular in England and France.

However, it wasn’t until 1375 when English poet Geoffrey Chaucer recorded Valentine’s Day as February 14th. It coincided with the first day of the birds’ mating season in England. This is also why the lovebirds are a famous symbol and often featured on cards.

Henceforth, the day became connected to romance and as a celebration of love.

1. Who was Saint Valentine? 2. Why was he executed? 3. What day does Valentine’s Day historically coincide with?

Valentine by Carol Ann Duffy (1997)

Not a red rose or a satin heart.

I give you an onion. It is a moon wrapped in brown paper.

It promises light like the careful undressing of love.

Here. It will blind you with tears

like a lover. It will make your reflection a wobbling photo of grief.

I am trying to be truthful.

Not a cute card or a kissogram.

I give you an onion. Its fierce kiss will stay on your lips,

possessive and faithful as we are,

for as long as we are.

Take it. Its platinum loops shrink to a wedding ring,

if you like. Lethal.

Its scent will cling to your fingers, cling to your knife.

Number of stanzas:

Number of lines:


Form?

TASK: If you have an onion to spare then investigate and probe it using the questions below. If not, use your knowledge and experience to come up with ideas about what it might represent.

Using your grid, why do you think the speaker give her lover an onion?

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Why does the speaker refuse to give her lover a ‘satin heart?’

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How does it smell?

What characteristics does it have?

What can it be used for?

Does it have any interesting features?

CHALLENGE:

• Why doesn’t Duffy choose the traditional romantic form; the sonnet?

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Exit ticket

Why does Duffy giver her valentine an onion?

________________________________________________________________________________________________________________________________________________________________________________________________

What is the deeper meaning of the onion?

________________________________________________________________________________________________________________________________________________________________________________________________

What other objects could we compare relationships to, given her rationale?

________________________________________________________________________________________________________________________________________________________________________________________________

Date: __________

Lesson 6: How does Duffy explore relationships through the

mundane?

• Mundane - characterised by the practical and ordinary rather than the spiritual.

• Sacred – Connected or dedicated to religious purpose.

Fill in the definition to the words below!

Extended metaphor

Mundane

Collective pronoun

Beauty is traditionally reserved for the exceptional – the soaring snow-capped mountain range spanning the distant horizon or the warm orange sunset that sets overhead. Such things harness the power take our breath away. Although these things are beautiful, beauty is not just limited to the extraordinary and can be found in the most unexpected of places in the most unexpected forms. For example beauty is in the long-drawn-out purr of a cat laying in the sunshine, the warmth of a cup of tea between your hands on a cold winter’s morning or simply the crisp morning air. A fascination with beauty in the mundane became popular in the seventeenth century when Dutch artists began to focus on the everyday life of people. These artists painted everything from people plucking ducks, pouring milk and exchanging money. Such activities were generally considered dull and to be carried out as quickly as possible. But for Vermeer and others they wanted to challenge the idea that beauty cannot be found in such household chores and painted them as if they were a sacred act, providing a moment of solitude and presence.

1. Why might it be important to find beauty in the everyday? 2. Why did Veneer choose to present everyday chores like ‘pouring milk’ as sacred? 3. What is one thing you find beautiful in the everyday?

How does Duffy explore relationships through the mundane?

Use your planning paragraph to expand on your ideas.

How does Carol Ann Duffy explore relationships through the mundane?

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Topic sentence: Duffy explores the beauty in the mundane by gifting her lover an ‘onion’ as opposed to a traditional valentine’s gift.

• What ordinary aspects of life does Duffy draw upon? • Why might she think it is important to draw upon the ordinary?

Supporting details in note form • • •

Concluding sentence: What does the poem suggest about Duffy’s feelings towards her lover? What is the effect on the reader?

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Success checklist

Topic sentence

3 supporting details

Identified language technique/word class

Concluding sentences

Exit ticket

What is an extended metaphor?

________________________________________________________________________________________________________________________________________________________________________________________________

Why might poets seek the beauty in everyday?

________________________________________________________________________________________________________________________________________________________________________________________________

What do metaphors allow the poet to transfer?

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Read Now: William Blake was a 19th century writer and artist born in Soho, London. His writings have influenced countless writers and artists through the ages, and he has been deemed both a major poet and an original thinker.

Earth's Answer is a poem by William Blake within his larger collection called Songs of Innocence and of Experience which was published in 1794. In the Introduction, the bard asks the Earth to wake up and claim ownership.

What do the critics say? Arguably as suggested by critic Susan Fox, Earth’s Answer by William Blake is an extended metaphor for female oppression in the 18th century as it appears the poem outlines the unjust and cruel way women were treated. The poem is narrated in first person by ‘Earth’ who Blake personifies as a woman. Men are conveyed in this poem as ‘selfish, jealous and cruel’ consequently imprisoning the Earth which could metaphorically represent the constraints women faced in this society.

1) What effect did the Bible have on Blake’s life?

2) What influence have Blake’s writings had over time?

Key words:

Deemed: to regard or consider

Bard: a poet

Extended metaphor: comparison of two things over a few lines

Oppression: inflicting harsh and authoritarian treatment

Date: ____________

Lesson 7: How does Blake explore the power of nature?

Semantic Field definition: In linguistics, a semantic field is a set of words grouped by meaning that refers to a specific subject.

Three words that show a semantic field of war:

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Three words that show a semantic field of fear:

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Three words that show a semantic field of love:

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What can you infer the poem we are going to read today is about

from the wordle above? Be sure to justify your response by

referring to semantic fields.

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Read the extract from the poem below written by William

Blake in 1794. Underline/highlight any language or

structural techniques

EARTH’S ANSWER

Earth raised up her head

From the darkness dread and drear,

Her light fled,

Stony, dread,

And her locks covered with grey despair.

‘Prisoned on watery shore,

Starry jealousy does keep my den

Cold and hoar;

Weeping o’er,

I hear the father of the ancient men.

‘Selfish father of men!

Cruel, jealous, selfish fear!

Can delight,

Chained in night,

The virgins of youth and morning bear.

Fill in the grid below using William Blake’s, Earth’s Answer poem

QUOTE

TECHNIQUE

EFFECT ON THE READER (What it makes you think/feel/imagine)

Personification

Giving an inanimate object a human feature

or quality

Rule of three

Three adjectives in a row

Metaphor

Saying something is something else

Rhyme

When words have

or end with a sound that

corresponds to another

The tone of a poem is the attitude you feel in it — the writer’s attitude

toward the subject or audience. The tone in a poem of praise is

approval. In a satire, you feel irony. In an anti-war poem, you may

feel protest or moral indignation. Tone can be playful, humorous,

regretful, anything — and it can change as the poem goes along.

Indignation: anger or annoyance after unfair treatment

What tone does Blake convey in this poem? Use evidence to support your answer.

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Exit Ticket 1) What is personification? ________________________________________________________________

2) How has Blake structured his poem, Earth’s Answer? ________________________________________________________________

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3) What message is Blake trying to convey in his poem? ________________________________________________________________________________________________________________________________________________________________________________________________

Read now:

Perspective focuses on how the narrator personally sees and understands what’s happening within the story. In your everyday life, everyone’s perspective should be different. You may have four people at one event, but each person comes away with a unique set of experiences or observations. The story changes depending on who tells it. That’s perspective.

Indeed, this is one reason many people find poetry difficult. Poetry is the most personal and indirect form of fictional expression. The poet can speak directly to an audience, much as a narrator in stories and your perspective is what you make of the poem and the message the poet is trying to convey.

1) Define perspective in your own words.

2) Draw a picture that represents perspective

Key words:

Fictional: based on an author’s imagination

Date_____________

Lesson 8 : Understanding perspective in poetry

Imtiaz Dharker is a British poet, artist and documentary filmmaker. She won the Queen's Gold Medal for her English poetry in 2014. Dharker argues that words can create a barrier between people, hiding our similarities and emphasising – or imagining – fundamental differences. But the right words, like a door, can open up new spaces for friendship and understanding. Dharker wrote ‘The Right Words’ in 2001.

Read Imtiaz Dharker’s ‘The Right Words.’ What language/structural techniques can you identify?

Is that the wrong description? Outside that door,

taking shelter in the shadows, is a freedom-fighter.

I haven't got this right. Outside, waiting in the shadows

is a hostile militant.

Are words no more than waving, wavering flags?

Outside your door, watchful in the shadows,

is a guerrilla warrior.

God help me. Outside, defying every shadow,

stands a martyr. I saw his face.

No words can help me now. Just outside the door,

lost in shadows, is a child who looks like mine.

Exposition (beginning): What does Dharker focus our attention on at the beginning?

What language/structural techniques does she use?

Rising Action: Can you identify any structural or language features used here?

What is the purpose of using the imagery of flags?

What are the connotations of shadows?

Denouement (ending): What is significant about this ending?

How does it make you feel?

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Outside the door, lurking in the shadows,

is a terrorist.

Unseen Poetry Analysis Checklist!

1. Read the information and the question you are given carefully and highlight the key words.

2. How has the poet structured the poem? How many

stanzas are there? What form has the poet used? What is the title? What could that suggest?

3. Read through the poem for the first time. Write down

your first thoughts and feelings? Try to summarise the message of the poem in one sentence.

4. Write down three ideas you get from the poem linked

to the question you have been asked.

5. Highlight key quotes for language that support each of these ideas. Make sure that they are quotes you understand and can confidently zoom into.

How does Dharker convey her perspective of conflict within, ‘The Right Words?’

TASK 1: Developing our annotations

1. What semantic fields link with conflict? 2. What does this show about the poet’s view of conflict? 3. Why has the writer used the repetition of ‘outside’ in each

stanza? 4. What is the significance of the ending and how does it

juxtapose ideas surrounding conflict?

Exit Ticket 1) Why does Imtiaz Dharker reference a child in the final stanza? ________________________________________________________________

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2) What is a perspective?

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Task 2 : The Perfect Paragraph

Topic Sentence (Point): Within the poem, Dharker conveys her perspective of humankind’s judgemental nature.

Supporting details



Lesson 9 : Poetry Assessment Read the poem below written by RS Thomas which explore ideas of childhood,

imagination and nature:

Find the techniques below in the poem ‘Children’s Song’, one has been done for you:

Language technique

Quote: Structural technique

Quote:

Metaphor

‘We live in our own world’

Repetition

Imagery

Enjambment

Alliteration

Rhyme

1) In your own words, what can you infer is the meaning of this poem?

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Using the questions and annotations on the poem below to guide you, answer

question 3.

2) How does the poet use language to present the way the children see their

world? (12 marks)

Remember to include:

• Poetic techniques and language features

• Key quotations

• Semantic fields

• Perfect paragraph structure (topic sentence, supporting details,

concluding sentences)

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3) What structural features has the poet used to convey the message of this

poem? (12 marks)

Remember to include:

• What has the writer focused on in the beginning, middle and end? Use

the annotations below to guide you

• Any other structural features you find

• Perfect paragraph structure (topic sentence, supporting details,

concluding sentences)

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Total out of /24

Date: ____________ Lesson 10:How does Ecopoetry explore the effects of man vs

nature? Read Now

Ecopoetry is a genre of poetry with a strong ecological (environmental)

emphasis or message. The prefix ‘Eco’ stems from the term, ecology which

relates to the environment. Ecopoetry seeks to dislodge control from

humans. Within the poetry, nature is usually personified. Nature can speak

in ecopoetry and often does as humankind's teacher; it is in control but

suffering as a result of human hands, in our pollution. Ecopoetry too can

celebrate conservation, probably the genre’s only optimistic message.

Commonly explored by ecopoetry is the idea of nature vs. man.

1) What is Ecopoetry?

2) Why do poets write Ecopoetry? What is its purpose?

Key words: Ecological: relating to the environments of living things or to the relationships between living things and their environments

Prefix: a word placed before another

Dislodge: remove from a position of power or authority.

Conservation: prevention of wasteful use of a resource

Optimistic: hopeful and confident about the future

Jamaal May is a poet, editor, and educator from America. He has taught poetry in schools and worked as a freelance audio engineer and touring performer. His first collection of poems, ‘Hum’ (Alice James Books, 2013), won the Beatrice Hawley Award.

What can you infer the poem we are going to read today is about

from the wordle above? Be sure to justify your response by

referring to semantic fields.

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Read the extract from the poem below, were your inferences

based on semantic fields correct?

‘Water Devil’ by Jamaal May (2016)

Spout of a leaf,

listen out for the screams

of your relentless audience:

the applause of a waterfall

in the distance,

a hurricane looting

a Miami shopping mall.

How careful you are

with the rain-cradling

curve of your back.

Can you identify, from the list below, the features in the Jamaal May’s poem?

o Personification: Giving an inanimate object a human feature/quality

o Metaphor: Saying something is something else

o Enjambment: the continuation of a sentence without a pause beyond the end of a line, couplet, or stanza

o Personal pronoun

You may also annotate any other features you see

How does Jamaal May convey the power of man vs nature within his poem?

Consider:

• Use of language features and techniques • Semantic fields • Structural features (enjambment) • Eco-poetry



Supporting details



MODEL:

Topic Sentence (Point):

Supporting details

Concluding sentences (Zoom out)

Exit Ticket

1. What is Ecopoetry? ________________________________________________________________

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2) What is meant by a semantic field?

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Date: ____________

Lesson 11:Writing our own poetry

Read Now: Even if you aren’t looking to become a full-time poet, or even attempt to publish a single poem, writing poetry can be beneficial in several ways.

1. It strengthens your skills in writing solid imagery. Poetry is a very image-based form of writing, so practicing poetry will improve your imagery in other forms as well.

2. Poetry is concise and impactful—it uses strong language and no more words than are necessary. If you have an understanding of how to write a poem, your prose when writing a story will become crisper and stronger.

3. Poetry helps you to connect with emotions in a tangible way. Other forms of writing have the plot to hide behind—with poetry, all you’ve got are emotions. (Unless it’s a narrative poem, of course.)

4. You can become a professional poet and earn a living writing. Even if you just want to enjoy poetry for the above reasons, you can also make a full-time income this way.

Here are the different types of poetry:

1. Narrative – this kind of poem relies on a story. It tells an event and there are often a few extra elements, such as characters, a plot, and a strong narration.

2. Lyrical – a lyric poem is similar to a song, and it tends to describe a specific feeling, scene, or state of mind.

1) What two ways can writing poetry benefit your life?

2) Can you think of any famous poets you know? Why is their poetry powerful and famous?

3) What is free verse in poetry?

Key words:

Tangible: something that can be touched

Reflect back over your lessons on poetry, which poem has been your favourite and why? Be sure to explain your answer fully. Try

to use evidence within your answer. (10 minutes) ___________________________________________________________________________

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What poetic features and themes did the poet use that appealed to you? Fill out the mind-map, focusing on the key

areas below: (15 minutes)

How many stanzas does the poet use and

why?

What language features does the poet

use? Can you find examples?

What is the key message within this

poem?

How did this poem make you feel? List

some adjectives and expand on those ideas

What structural features does the poet

use?

Seven steps to becoming a successful poet

1. Remember: every word is important

2. Uses figurative language (metaphor, simile, personification, etc.)

3. May be rhyming or non-rhyming

4. Use language of sounds (alliteration, onomatopoeia, etc.)

5. Units of organization in line arrangements or stanzas

6. Uses imagery (words that appeal to the senses)

7. Write about something you are passionate about

1) Write down three things below that are important to you:

1) Friends

2)

3)

2) Now write how those three important things make you feel:

1) Loved and appreciated

2)

3)

3) Write down colours you associate with each of those feelings:

1) Pink and yellow

2)

3)

4) Write down three language techniques you can remember

1) Alliteration

2)

3)

5) Now try to turn each of your important things into a sentence

using your language technique and adjectives to help you:

1) Appreciative applause and the sun-kissed smiles of my friends fill

my front doorway.

2)

3)

Exit Ticket

1) What are two steps to becoming a successful poet? ________________________________________________________________

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2) Why do you think poetry is an important and valued form of literature that has been around for centuries?

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Date: ____________

Lesson 12:Writing our own poetry lesson 2

In lesson 11, you planned three sentences about three important

things in your life. Write those out again below:

1)

2)

3)

Ever felt out of place? Have you ever wondered why you are thinking or feeling a certain way? Ever been frustrated because your friends or family couldn’t ever possibly understand you because you don’t even understand what is going through your head? One of the best ways to grasp internal turmoil is to write poetry. It slows the world down around you. It streamlines your thoughts to short, direct sentences, while soothing the anxiety out of your body with the lyrical style. It makes you think. It puts a spotlight on what the issues might be and forces you to answer to it. Poetry can give you insights into yourself that you never knew existed but always wanted to understand. There is no greater sadness than not knowing one’s self-worth, but there is no greater power than complete understanding of one’s identity. Poetry can give you that power.

Internal turmoil: a state of great confusion or agitation inside you

1) Why does writing poetry help you understand yourself better?

2) How does poetry help you if you’re feeling anxious?

Using your knowledge and memory from last lesson, fill in the

gaps below:

Seven steps to becoming a successful poet

1. Remember: every w_________ is important

2. Uses f___________ language (metaphor, simile,

personification, etc.)

3. May be r_____________ or non-rhyming

4. Use language of s_________(alliteration, onomatopoeia, etc.)

5. Units of organization in line arrangements or s___________

6. Uses i___________ (words that appeal to the senses)

7. Write about something you are p____________ about

Today we are going to write our own poems on all of the three things you find the most important in your life:

• Your poem will be three stanzas long • Each stanza will focus on one of the important areas in

your life. • Use the grid below to build on and add to the ideas

you already have:

Poetic techniques checklist and recap:

Technique Definition Used?

Alliteration Alliteration is the repetition of the initial consonant sounds in a line or series of lines of poetry. This creates a pleasing sound effect which adds humour or power to your poetry.

Personification

Personification is giving human abilities and qualities to non-human objects.

Metaphor

A metaphor is a comparison of two objects saying one is (was, am, are, were) the other.

Simile

A simile is a comparison of two objects using the words ‘like’, ‘as’ or ‘than’.

Onomatopoeia

Onomatopoeia is when the sound of a word is similar to its meaning. These words imitate the natural sounds of objects, people and actions.

Five Senses Sight, sound, taste, touch, hear

Hyperbole

Hyperbole is an exaggeration. It is used to emphasise an idea. It says that something is bigger, smaller, faster, slower, better or worse than something else.

What is important ? How does it make me feel and why is it important?

EXAMPLES: Friends -Understood, loved, appreciated, important, respected, valued. -The friends we choose impact the choices we make and the way we grow as humans. Having good, kind friends is so important.

Only pick three to use in your poem – you don’t want to overuse techniques! You want to focus on using three well.

Time to get writing! Remember to use your plans and the technique checklist. Write out your three stanzas in the

space below:

Title: __________________________________

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*TIP: Save writing your title until the end!

Exit Ticket

1) How did writing your poem make you feel and why? ________________________________________________________________

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2) What is personification?

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3) What is a metaphor?

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Documents

Remote Learning Booklet - Poetry