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Power and Conflict: Shelley, ‘Ozymandias’ Blake, ‘London’
Wordsworth, ‘The Prelude’ Browning, ‘My Last Duchess’ Tennyson, ‘The Charge of the Light Brigade’ Owen, ‘Exposure’ Heaney, ‘Storm on the Island’ Hughes, ‘Bayonet Charge’ Armitage, ‘Remains’ Weir, ‘Poppies’ Duffy, ‘War Photographer’ Dharker, ‘Tissue’ Rumens, ‘The Emigree’ Garland, ‘Kamikaze’ Agard, ‘Checking Out Me History’ Version to display – example completed, poems listed
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Construct and evaluate a clear and explained response, linking inference and comparison
Identify key ideas, summarise key details and establish useful links between the poems 2 minute overview – edit key terms and ‘Dirty 30’ as needed Theme Stanza Imagery Inference Symbol Decided Necessary
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RAG STARTER: RAG-ing the Poetry Power and Conflict:
5 mins Power and Conflict: Shelley, ‘Ozymandias’ Blake, ‘London’ Wordsworth, ‘The Prelude’ Browning, ‘My Last Duchess’ Tennyson, ‘The Charge of the Light Brigade’ Owen, ‘Exposure’ Heaney, ‘Storm on the Island’ Hughes, ‘Bayonet Charge’ Armitage, ‘Remains’ Weir, ‘Poppies’ Duffy, ‘War Photographer’ Dharker, ‘Tissue’ Rumens, ‘The Emigree’ Garland, ‘Kamikaze’ Agard, ‘Checking Out Me History’ Poem RAG Shelley, ‘Ozymandias’ G Blake, ‘London’ A RAG Red (R): I’ve never read this in my life / I don’t remember reading this Amber (A): I’ve read it… I think… I sort of remember it… Green (G): Know it? I own this poem. I’d marry it if I could.
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Summarising the Poetry
15 mins Poem RAG What Happens? Key Themes? Key images / Symbols? Links to? Shelley, ‘Ozymandias’ G Statue of arrogant pharaoh crumbling in the desert Power, nature, time Statue, sand Exposure, The Prelude Blake, ‘London’ A Wordsworth, ‘The Prelude’ Browning, ‘My Last Duchess’ Tennyson, ‘The Charge of the Light Brigade’ Owen, ‘Exposure’ Heaney, ‘Storm on the Island’ Hughes, ‘Bayonet Charge’ Armitage, ‘Remains’ Weir, ‘Poppies’ Duffy, ‘War Photographer’ Dharker, ‘Tissue’ Rumens, ‘The Emigree’ Garland, ‘Kamikaze’ Agard, ‘Checking Out Me History’
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The Charge of the Light Brigade Checking Out Me History
Conflict Poetry: Making the Links 5 minutes Ozymandias Street Ice Rhythm The Charge of the Light Brigade Sibilance Storm on the Island Sand Onomatopoeia Poppies Hell Tissue Time Checking Out Me History Fear Violence Nature Society Gender War Choice Consequence Freedom Control Poverty The Past Memory Childhood Arrogance The Group Individuals Statue River Mountain Painting Remains Snow Storm Stars Black and white Fabric / cloth Shadow Paper Light Fishing Identity Bayonet Charge London Faces Grief Water Boat Object Mistrust The Body Curtain Swords My Last Duchess Patriotism Nobility Home Warmth Personification Dark The Prelude Nothing Death Kamikaze Fields Growth Clockwork Fate Rifle Name The Emigree City Rhyme Exposure War Photographer Symbol Metaphor Context Alliteration Stanza Repetition Perspective Either
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Real Exam Time (RET) Task (Recapping)
5 mins 1. How many questions do you choose from… how many do you answer? 4. How long do you spend on this question in the exam… and what’re the timings? 2. What do we KNOW about the phrasing of the question? What’s always the same? 5. What’s the paragraph structure you should be using? 6. What’re the skills the examiner’s looking for you to demonstrate? …and which are most important? 3. What could the question ask about? What aspects of the text? Quick recap of question formats and exam processes
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Real Exam Time (RET) Task
10 mins POINT: Make a thoughtful point about the poem EVIDENCE: Provide good evidence from the poem EXPLANATION: Analyse the methods and zoom in on key words. LINK: To the wider themes, context, poet and other poem. Teacher models construction of a model paragraph. Watch Me Work: We’re going to jointly model an effective exam-style paragraph based on the work so far…
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Real Exam Time (RET) Task
10 mins In ‘Ozymandias’, Shelley presents time as more powerful than humanity. For example, the final line of the poem refers to ‘the lone and level sands’ that ‘stretch far away’. The ‘sands’ are both literal, with the wearing away of the statue symbolising nature outlasting people, and also act as a metaphor for time. What Shelley is suggesting, it seems, is that time outlasts and overpowers humans, that we are limited by our own mortality and our limited human perspective. This is an idea presented similarly by Owen in ‘Exposure’. Does it fit the PEEL structure? Does it link ideas, themes, images and comparisons? Does it fit the Level 3 criteria – clear and explained? Teacher models construction of a model paragraph.
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Plenary Traffic Lighting: Skill / Topic RAG Linking poems by theme
5 minutes Traffic Lighting: Just for your own benefit, RAG yourself on the skills and topics we’ve covered this lesson. Which areas do you feel least confident with? How could you address these? Skill / Topic RAG Linking poems by theme Evaluating our understanding of the poems Summarising events, themes and images Identifying links between the poems Understanding the exam question Constructing analytical paragraphs Students ‘RAG’ themselves against lesson content – how do they feel?
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Construct and evaluate a clear and explained response, linking inference and comparison
Identify key ideas, summarise key details and establish useful links between the poems 2 minute overview – edit key terms and ‘Dirty 30’ as needed Theme Stanza Imagery Inference Symbol Decided Necessary
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