1. AQA ‘POWER AND CONFLICT’ POETRY
EXTRACT FROM ‘THE PRELUDE’ BY WILLIAM WORDSWORTH

2. YOUR STARTER: MAKING INFERENCES
a above act all an and as behind boat boundary but by chain chosen circles cove craggy did dipped either elfin evening far fixed found from glittering grey heaving her his home horizon’s i idly in into it its lake leaving led light like line little lustily melted moon mountain-echoes move my nor nothing now oars of on one pinnace pleasure point proud pushed reach ridge rocky rose rows she shore side silent skill sky small sparkling stars stealth stepping still straight stroke summer summit swan the they through tied to track tree troubled unloosed unswerving until upon usual utmost view voice was water went who willow with within without
a after again and as back bark behind being between black blank bound brain but by call colours covert craggy darkness day days desertion dim do dreams familiar fields for forms from grave green grim growing had head her homeward horizon’s huge hung i if images in instinct it its left like live living many me meadows measured men mighty mind modes mood mooring-place motion moved my no not oars of or own o’er peak pleasant power purpose remained sea seemed seen sense serious shape shapes silent sky slowly so solitude spectacle stars stature steep still stole strode struck that the then there thing thoughts through till to towered tree trees trembling trouble turned undetermined unknown up upreared voluntary water way went were when willow with worked
Using the words you have in front of you, make inferences on what you think both poems will be about. What words make you think this? Be prepared to discuss.

3. Today’s key questions:
YOUR STARTER: MAKING INFERENCES
These are actually words from the same poem, an extract from the epic poem, ‘The Prelude’ by William Wordsworth. What do we think the poem will be about now?
a above act after again all an and as back bark behind being between black blank boat bound boundary brain but by call chain chosen circles colours cove covert craggy darkness day days desertion did dim dipped do dreams either elfin evening familiar far fields fixed for forms found from glittering grave green grey grim growing had head heaving her his home homeward horizon’s huge hung i idly if images in instinct into it its lake leaving led left light like line little live living lustily many me meadows measured melted men mighty mind modes mood moon mooring-place motion mountain-echoes move moved my no nor not nothing now oars of on one or own o’er peak pinnace pleasant pleasure point power proud purpose pushed reach remained ridge rocky rose rows sea seemed seen sense serious shape shapes she shore side silent skill sky slowly small so solitude sparkling spectacle stars stature stealth steep stepping still stole straight strode stroke struck summer summit swan that the then there they thing thoughts through tied till to towered track tree trees trembling trouble troubled turned undetermined unknown unloosed unswerving until up upon upreared usual utmost view voice voluntary was water way went were when who willow with within without worked
Today’s key questions:
Can I read, understand and respond to the text?
Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect?
Can I discuss the social and historical context of the poem?

4. Today’s key questions:
YOUR TASK: SUMMARISE INTO FOUR BULLET POINTS
William Wordsworth ( ) is one of the most famous poets in the history of English Literature. He was born in the Lake District, and his birthplace had a huge influence on his writing. Wordsworth was one of the first writer whose work was labeled as ‘Romantic’. Much of his poetry is about humanity’s relationship with nature.
Romantic poets helped changed the way people thought about the natural world. He believed mankind does not control nature but the other way around.
‘The Prelude’ discusses these ideas but also explores the way identity is shaped by experience.
Today’s key questions:
Can I read, understand and respond to the text?
Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect?
Can I discuss the social and historical context of the poem?

5. YOUR TASK: READ THE POEM
One summer evening (led by her) I found
A little boat tied to a willow tree
Within a rocky cove, its usual home.
Straight I unloosed her chain, and stepping in
Pushed from the shore. It was an act of stealth
And troubled pleasure, nor without the voice
Of mountain-echoes did my boat move on;
Leaving behind her still, on either side,
Small circles glittering idly in the moon,
Until they melted all into one track
Of sparkling light. But now, like one who rows,
Proud of his skill, to reach a chosen point
With an unswerving line, I fixed my view
Upon the summit of a craggy ridge,
The horizon's utmost boundary; far above
Was nothing but the stars and the grey sky.
She was an elfin pinnace; lustily
I dipped my oars into the silent lake,
And, as I rose upon the stroke, my boat
Went heaving through the water like a swan;
When, from behind that craggy steep till then
The horizon's bound, a huge peak, black and huge,
As if with voluntary power instinct,
Upreared its head. I struck and struck again,
And growing still in stature the grim shape
Towered up between me and the stars, and still,
For so it seemed, with purpose of its own
And measured motion like a living thing,
Strode after me. With trembling oars I turned,
And through the silent water stole my way
Back to the covert of the willow tree;
There in her mooring-place I left my bark, -
And through the meadows homeward went, in grave
And serious mood; but after I had seen
That spectacle, for many days, my brain
Worked with a dim and undetermined sense
Of unknown modes of being; o'er my thoughts
There hung a darkness, call it solitude
Or blank desertion. No familiar shapes
Remained, no pleasant images of trees,
Of sea or sky, no colours of green fields;
But huge and mighty forms, that do not live
Like living men, moved slowly through the mind
By day, and were a trouble to my dreams.

6. YOUR TASK: FIND IT – HIGHLIGHT IT – ANNOTATE IT
Line 1. Who or what is the speaker referring to when he says ‘led by her’.
Line 2. Highlight this line. What tone does the poet create here through the description of the setting? What image is the poet trying to convey?
Line 3. Which part of the line seems to suggest that the speaker is familiar with the setting?
Line 5. How does the narrator feel about taking the boat? Which word in particular tells us this? What are its connotations?
Line 6. Highlight the oxymoron in this sentence and explain what it suggests about the speaker’s feelings.
6. Line 8. Highlight the assonance in this sentence and explain the effect. Why has it been used?
7. Lines 8 and 9. Find the sibilance in these lines and explain the effect. Why has this device been used?
8. Lines How is nature presented here? Highlight specific words that help present nature in this way and explain why you have highlighted them.
9. Lines How does Wordsworth create a sense of arrogance in the speaker? What is he saying about humanity here?
10. Lines 15 and 16. Why do you think the speaker focuses on nature’s emptiness here? Consider what is going to happen later in the poem?

7. YOUR TASK: FIND IT – HIGHLIGHT IT – ANNOTATE IT
11. Line 17. How does the poet create a magical, ‘other-world’ type tone here? Why do you think Wordsworth does this?
12. Line 20. Highlight the language device used and explain its effect.
13. Line 21. Which word signifies the volta in the poem? Highlight and label it. What has the tone switched to now?
14. Line 21. Why include caesura in this line. What effect does the caesura, along with the volta, have on the poem?
15. Line 22. How does this line contrast with lines 15 and 16? What is the effect of the adjectives ‘black’ and ‘huge’? How is nature being presented here?
16. Lines 23 and 24. How is nature being presented here? What device has been used? Explain as annotations in your anthology.
17. Line 24. How do the speaker’s actions reveal his feelings? How has this mountain affected him?
18. Line 25 and 26. What is happening to the mountain as the speaker gets closer to it?
19. Lines 26 to 29. Identify the sibilance used in these lines. Explain the effect. Is the noise created by the repeated ‘s’ sounds peaceful anymore?
20. Lines 28 to 29. Identify the language device used in these lines and explain the effect.
21. Line 29. How is the speaker feeling now? How does this contrast with lines 11-13?

8. 27. Line 38. Highlight this line. What tone is created here? How?
YOUR TASK: FIND IT – HIGHLIGHT IT – ANNOTATE IT
28. Lines 39 to 43. How is nature presented in this part of the poem? Highlight specific language choices which help you back up your ideas.
29. The entire poem. What comments can you make about the structure of the poem? Why has it been structured in this way?
22. Lines 30 to 31. How does the poet make the speaker feel like an intruder of nature here?
23. Line 32. How does the speaker refer to the boat now? How does it contrast with ‘elfin pinnace’?
24. Line 33. The word ‘grave’ is ambiguous. It could mean the speaker is in a serious and solemn mood but what else could it mean?
25. Line 35. The narrator describes the event as a ‘spectacle’. What are the connotations of this word?
26. Lines 35 and 36. Highlight the parts of these lines that show the speaker is struggling to comprehend what he has seen. Why do you think this is?
27. Line 38. Highlight this line. What tone is created here? How?

9. Power of Nature Fear/Loneliness Confidence Reflection
YOUR TASK: THE THEMES OF ‘THE PRELUDE’
Find quotations that link to the following themes in ‘The Prelude’.
Power of Nature
Fear/Loneliness
Confidence
Reflection
Now explain the effect of these on the reader.
Today’s key questions:
Can I read, understand and respond to the text?
Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect?
Can I discuss the social and historical context of the poem?

10. TO FINISH: MAKING LINKS
Which poem do you think ‘fits best’ with ‘The Prelude’.
Choose one poem we have studied from the anthology, draw a Venn diagram in your books and consider the similarities and differences between each poem. Remember to consider the assessment objectives as you compare.
AO1: Read, understand and respond to texts using quotations.
AO2: Analyse language, form and structure using the correct terminology.
AO3: Comment on the social/historical context.
Today’s key questions:
Can I read, understand and respond to the text?
Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect?
Can I discuss the social and historical context of the poem?

12. RESOURCES

13. USEFUL LINKS

14. YOUR STARTER: MAKING INFERENCES
a after again and as back bark behind being between black blank bound brain but by call colours covert craggy darkness day days desertion dim do dreams familiar fields for forms from grave green grim growing had head her homeward horizon’s huge hung i if images in instinct it its left like live living many me meadows measured men mighty mind modes mood mooring-place motion moved my no not oars of or own o’er peak pleasant power purpose remained sea seemed seen sense serious shape shapes silent sky slowly so solitude spectacle stars stature steep still stole strode struck that the then there thing thoughts through till to towered tree trees trembling trouble turned undetermined unknown up upreared voluntary water way went were when willow with worked
a above act all an and as behind boat boundary but by chain chosen circles cove craggy did dipped either elfin evening far fixed found from glittering grey heaving her his home horizon’s i idly in into it its lake leaving led light like line little lustily melted moon mountain-echoes move my nor nothing now oars of on one pinnace pleasure point proud pushed reach ridge rocky rose rows she shore side silent skill sky small sparkling stars stealth stepping still straight stroke summer summit swan the they through tied to track tree troubled unloosed unswerving until upon usual utmost view voice was water went who willow with within without
YOUR STARTER: MAKING INFERENCES
Sheet for starter activity