Exploring Wordsworth’s The Prelude (3-part lesson) Learning Objective To explore Wordsworth’s extract from The Prelude (English Literature paper 2, 8701) Outcome based on Assessment Objective (AO) AO1: To understand the meanings in and Wordsworth’s message in The Prelude. AO2: To analyse how language and structure create effects on/reactions from different readers and why (stereotypes). AO3: To justify how his poem links to/represents social issues in Romantic era, attitudes to nature.

What is the argument protesting for/against? Ultimately, society must… Think-Pair-Share Institutionalisation and power distract us from appreciating the nature’s beauty. What is the argument protesting for/against? Ultimately, society must… Which phrase tells you this? “ ” ... because otherwise “ ” Ultimately, what is your opinion towards this? By and large, society should…

Independent Reading: Highlight and comment on words that answer your delegated question. Who is the woman? What does the poet/the man do? Between the woman and the man, who has more power? When do you notice conflict/tension? Lesson one Vocabulary: ‘Elfin Pinnace’ links to Elves; these were lustful and sexual beings. This may metaphorically represent the heated and lustful mood. O’er ---- Over The sublime is crucial to The Prelude as it emphasises a connection between power and nature rather than beauty and nature.

Themes (A01): understand the text What impression is created of nature/natural things? Which “words” create this impression for you? Consider: What does nature do to man? Which words link to loneliness? (consider the effect of nighttime) What is the effect of nature on man? How far does Wordsworth argue that natural power causes eternal conflict and loneliness? With the popularity of epic poems about the world and man’s place, this poem explores the spiritual and moral development of a man growing up. As a Romantic poet, Wordsworth explored nature and a man’s world within it. Similar to the Enlightenment, Romantics rejected traditional lines of authority and focused on the individual’s spiritual connection with nature.

What is a “meadow”? Why might this juxtapose to “grave and serious”? AO1: What is the tone and mood at the beginning? How does this contrast to the end? What is a “meadow”? Why might this juxtapose to “grave and serious”? When does Wordsworth imply that man only ever tries to imitate/copy nature? Which words link to nature? EXT: The poem changes from euphony(pleasant sounding words) to Cacophony (harsh and rough sounds). According to Wordsworth, who has greater power between man and nature? And why? Explore then assess/end of lesson one

MODEL: How does Shelley present ideas about power? What do you think the writer does? In the sonnet, “Ozymandias”, Shelley presents the individual power as being ephemeral yet destructive… Which “words” made you think this? Why? …as the “mighty […] “King of Kings”, who looked down on society as “lifeless things” was left with “nothing”. Practice: How does Wordsworth present power What is powerful (e.g. nature, individual power)? What do you think the poet does? presents the as Which words/issues in the poem helped you infer that Wordsworth presents power in this way? What influenced you? Why? …because MODEL

Independent Reading: Highlight and comment on words that answer your delegated question. What might “unloose[ning] her chain and stepping in pushed from the shore” reveal about man’s power over nature? However, who has power when the poet “trembl[es]”? What is enjambment? How might this poetic device effect the pace of the poem? What happens to the tone once the “Horizon” is mentioned? What might control the poet’s feelings? What might the “darkness h[a]ng[ing]” over him represent about his conflicted mind? What might have caused the “darkness” to hang above him? EXT: What is meant by the sublime? Lesson one

(A02): How Wordsworth uses language AO2: Analysing how the writer uses specific language and structural devices in order to present their views on the effects of conflict On a metaphorical level, what might the peak of the mountain represent? Between man and the mountains, who has more power? What is meant by personification? What might personifying the mountain as it “upreared its head” suggest about the man’s feelings? How far might this create a intimidating and powerful demeanour? (A02): How Wordsworth uses structure Contributing to a larger piece, this section embeds 44 lines in blank verse. Despite its lack of structure, the consistent iambic pentameter develops a regular pace. As the poem progresses, the poet’s journey become increasingly rough and tense as the repeated conjunction “and” creates a breathless feel. (A02): How Wordsworth uses language “A huge large peak, black and huge, as if with voluntary power instinct, upreared its head”. Portrayed as an angry entity, the mountains are personified as a vast entity that is intrigued in the human

What impression/mood (connotations) is created? Analyse: how the poet uses language and structure to present human power (AO2) What impression/mood (connotations) is created? Which word/structure/form more relevantly support your impression of the character/theme? With your impression from your selected word, what can you infer about the character/theme? How might other readers react to this “word” and why? MODEL With connotations of fluidity, Shelley uses enjambment when Ozymandias’s dialogue shifts from declaring him being “King of Kings […] mighty and ye despair” to “nothing beside remains”. In shifting from powerful connotations to emptiness, Shelley reveals the ephemeral nature of power, that nothing is everlasting. In challenging 18th century stereotypes of power as being everlasting, such readers may be horrified by this controversial message. Alternatively, contemporary readers may admire Shelley’s ambitions to expose the greater importance of solidarity than egotism in society. Lesson two: EXT Alternatively, a dangerous atmosphere is generated by violent imagery of being “bombarded by […] air” and the wind “pummel[ling] your house”. The military metaphor “bombarded” and violent language “pummel” may signify the demolition that is caused by the powers of nature, particularly wind. This may horrify readers about how the power of the weather dominates man. Alternatively, some readers may be disappointed in realising the futility of conflict as a cause to endless fear of nothing but the invisible wind.

How might blank verse develop a sense of unpredictability and fear? AO2: How might blank verse develop a sense of unpredictability and fear? How might the repetition of the conjunction “and” intensify the dangers of nature”? What might the simile of “like a swan” imply about man’s attempt to imitate nature? With the emotive verb, “trembling” what might Wordsworth symbolise nature’s conflict with man? Why might repeating the negative adverb “no” with “green fields”, “sea or sky” and “trees” evoke empathy and disgust? What might Wordsworth suggest about how nature’s conflict with man? How might Blake juxtapose the peaceful side of nature with its harsh extremities of “big and mighty forms”? Explore and group discussion/analysis

How does Wordsworth present power? Build on yesterday’s topic sentence. Check your topic sentence: Does your sentence make sense? Does your ‘because’ clause really support your opinion? Wordsworth presents as , , because . ANALYSE how one “quotations” directly supports your impression about how power and conflict are presented... Complete the blanks, analyse how your quotation presents power as . With connotations of ... The [language/structural technique] “ ” Generates imagery of [the character/theme] as being From this, [the character] appears to be As stereotypically believed , such readers may . Alternatively, some readers may because Lesson two: Model

AO3: Making links between the poet’s message in the poem and wider social messages. Context (AO3): Social ideas about power and conflict. Wordsworth somewhat uses the ever-growing hostility of nature to warn society that men will remain inferior to nature. The poet used The Prelude in order to complicate the perception that man overpowered nature. What is Romanticism? How far might Wordsworth present Romantic views? In what ways does nature defy us in society? (Consider Storm Doris) What might Wordsworth warn society about the power of nature?

Ultimately, uses in order to how causes . AO3: What social issues was Shelley aiming to… warn/challenge/criticise/condemn? Ultimately, Shelley uses “Ozymandias’s” faltering to “nothing” in order to warn 18th Century society of the futility of power. PRACTICE (AO3): Based on your AO1 and AO2 sentence, what was Wordsworth’s most powerful social message about power.? Ultimately, uses in order to how causes . ENSURE YOU ANSWER: What was the writer’s intended social impact? To a large extent, by and large/warn, criticise, challenge, promote, ridicule… MODEL

What might Wordsworth reveal about man’s place in the world? AO3: What might Wordsworth reveal about man’s place in the world? What might have influenced Wordsworth’s opinions? EXT: Why might the sublime be important to this poem? AO3 WRITING FRAMES Ultimately, uses [the character in order to how causes people to . As the character , appears to how people prioritise . ENSURE YOU ANSWER: What was the writer’s intended social impact? Warn, criticise, challenge, promote, ridicule… Group analysis/discussion, end of lesson two

What do both poems present about power? Planning:5 Mins Compare (AO1) the ways (AO2) poets present power (AO3) in The Prelude and one other poem from ‘Power and Conflict’ As you write your response, embed Assessment Objective AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation Punctuation: Add detail Semi-colons (between two main clauses), colons (introduce a list), dashes (-), commas Variety of sentences At this point, Shakespeare’s exposes women as powerful as Lady Macbeth tactfully disguises her “dark” desires from “heaven”. The contrasting noun “heaven” and “dark” may symbolise her descent to evil. What do both poems present about power? Define conflict + alternative interpretations about how the concept is presented + underlying social message PEARL PARA 1 // Similarity: what are the effects of conflict in both poems? Evidence from The Prelude“ ” – what language/structural/form technique is used? Evidence from (Ozymandias)“ ” – what alternative technique is used? PEARL PARA 2 // Difference: Unlike Tennyson’s Charge of the Brigades, what other effects of conflict does Armitage explore in Remains? Quote from The Prelude“ ” – leads to Quote from (Ozymandias)“ ” - causes Ultimately, how do the poets differ? Which poet most strongly puts forward their ideas? What is their underlying social message? Lesson three: Assessment

ASSESMENT:45 Mins Compare the ways poets present ideas about power in ‘The Prelude’ and one other poem from ‘Power and Conflict’ Introduction – Thesis statement (similarity + contrast the poems + ultimate message) Typically, can be defined as . In both poems and , the poets present as , and because [in one poem what happens] and [in the other poem what happens] . Crucially however, [one poet] emphasises . Alternatively, [the other poet] uses in order to reinforce . Para 1 - (PEARL//Similarity and how the poets use different/similar techniques to achieve this) Both poets prominently emphasise that when “ ”. Evidence of this is shown in [poem 1] when “ ” – an idea that may reflect the [context] . With connotations of , the [language/form/structural devices] “ ” alludes to the atmosphere. The may be a symbol of , which resonates to the . Similarly, [poem 2] emphasises the role of as being however, by using [language technique] , which arguably is more implicit because and hence more impressionable on readers. With connotations of , the [language/form/structural devices] “ ” alludes to the atmosphere. The may be a symbol of , which resonates to the . The shared/contrasting portrayal of as being is likely to evoke from readers because . The [poets] somewhat uses in order to warn society about /criticise/prevent/challenge stereotypes of/ridicule - an idea that is shared/not shared by [poet 2]. Para 2 - (PEARL/Difference and how the poets use different techniques to achieve this) Whereas [poem 1] looks at atmosphere by using , the [poem 2] explores [when] . With connotations of , the [language/form/structural devices] “ ” alludes to the atmosphere. The may be a symbol of , which resonates to the . Contrastingly, [poem 2] emphasises the role of as being however, by using [language technique] , which arguably is more implicit because and hence more impressionable on readers. With connotations of , the [language/form/structural devices] “ ” alludes to the atmosphere. The may be a symbol of , which resonates to the . The contrasting portrayal of as being is likely to evoke from readers because . The [poets] somewhat uses in order to warn society about /criticise/prevent/challenge stereotypes of/ridicule - an idea that is shared/not shared by [poet 2]. Conclusion - (summarise the differences/which poem is most influential and their ultimate social message) Both poets predominantly emphasise as , which may mirror the of its time. Using , the [poet] appears to be most successful as [they] use subtle yet encapsulating devices that underlie their argument about . Lesson three: Assessment