Approaching Unseen Poetry

Learning Objectives: To Understand what is required on Literature Paper 2: Sections B & C To find ways to explore unseen poems.

Literature Paper 2: Sections B & C Section A: An Inspector Calls 1 Essay (choice of 2 questions Section B: Anthology Conflict Poetry 1 essay (1 set poem & 2nd of your choice) Section C: Unseen poetry 2 poems 2 questions

Section C: Unseen Poetry /32 = 45 minutes Question 1: Analyse 1 unseen poem /24 Question 2: Compare the poem from question 1 with a 2nd unseen poem / 8

Question 1: 30 minutes – (1-1 &1/2 sides) Analysis of an unseen poem

Mark Scheme /24 AO1: Read, understand & respond; use quotations Mark Scheme /24 AO1: Read, understand & respond; use quotations. AO2: Analyse the language, form & structure & their effects Level 6 Convincing, critical exploration Level 5 Thoughtful, developed Level 4 Clear understanding Level 3 Explained, structured Level 2 Supported, relevant Level 1 Simple, explicit

Question: In ‘Stealing’, Carol Ann Duffy presents a narrator who challenges the reader. How does she convey her ideas?

5 Steps to greatness… Step 1: Work out what the poem is about. Use the question to guide you to the focus you need to take. Who is the speaker in the poem? What is the narrative voice?

5 Steps to greatness… Step 2: Identify the purpose / theme or message. Why might the poet have written this poem? Is there more than 1 purpose / theme or message? What might the poet wish the reader to think about? Is there an emotional focus?

5 Steps to greatness… Step 3: Explore the emotions / moods or feelings. Identify the poem’s mood or atmosphere. What emotion or emotions run through the poem? How has the poet conveyed these?

5 Steps to greatness… Step 4: Explore the form / structure / lang / techniques. Is it a set form like a sonnet? Does it have a rhyme pattern or rhythm? How is it organised on the page? In stanzas? Line lengths? Syntactic parallelism? Use of enjambment? Are there any striking verbs? Images? Assonance? Use of demotic argot? Personification? Etc.

5 Steps to greatness… Step 5: Explore the impact on the potential readers. What do you think of the poem? How did it make you feel? Offer alternative interpretations

Your turn… In ‘Stealing’, Carol Ann Duffy presents a narrator who challenges the reader. How does she convey her ideas? You have 20 minutes to write approximately a side, using the annotations you have made to address the question

Self marking Using the level indicators, decide what level your response would best fit. Use the more detailed mark scheme to refine your thinking and give a mark out of 24. Comment on WWW and EBI

Red Pen Using the EBI comments, red pen one paragraph of your answer to improve it.

Question 2: 15 minutes – (1/2 – 1 side) Comparison of 2 unseen poems

Question: Carol Ann Duffy and Simon Armitage both present events or individuals who are disturbed in their poems, ‘Stealing’ and ‘Hitcher’. Compare the ways in which the poets have presented their ideas and explore how the poets make you feel disturbed by the ways they write.

Mark Scheme /8 AO2: Analyse the language, form & structure & their effects Level 4 Exploratory, convincing comparison Level 3 Thoughtful comparison Level 2 Relevant comparison Level 1 Some links

Task: Read the 2nd poem through 2 times. Make sure you have grasped the meanings.

Comparing 2 poems Identify the similarities & differences of content and perspectives. 2. Identify 2 or 3 similarities and / or differences of method: form, voice, structure, tense, language, techniques 3. Identify the similarities and / or differences in impact on the readers.

Complete the planning grid in 10 minutes Use the grid… Complete the planning grid in 10 minutes

Your turn… Carol Ann Duffy and Simon Armitage both present events or individuals who are disturbed in their poems, ‘Stealing’ and ‘Hitcher’. Compare the ways in which the poets have presented their ideas and explore how the poets make you feel disturbed by the ways they write. You have 10 minutes to write approximately half a side, using the planning you have done to address the question.

Peer / self marking Using the level indicators, decide what level your / your partner’s response would best fit. Use the more detailed mark scheme to refine your thinking and give a mark out of 24. Comment on WWW and EBI

Red Pen Using the EBI comments, red pen one paragraph of your answer to improve it.