The KING’S Medium Term Plan – ENGLISH Y9 LC3 Programme 2014-2015

Module Poetry Anthology

This module will focus on preparing students for the English Literature paper two. Students will study a range of poems from

the AQA poetry anthology surrounding the theme of love and relationships. This module will refresh students’ knowledge of

poetic terminology and techniques and will equip them with the skills needed to analyse poetry in depth for the GCSE exam.

Building on

prior learning

Students have already studied aspects of poetry in previous years and will already have a basic knowledge of poetic

techniques. This module will refresh that knowledge and allow students to improve their skills with deeper consideration for

the impact of context on poetry and the effects on the reader.

Future learning By completing this module students will begin to prepare for the GCSE Literature paper two exam, studying poems which

may appear on the paper. Students will learn essential analytical skills which can then also be applied to unseen poetry

questions. The poems from the anthology will be revisited in year 10.

Overarching

subject

Challenge

question

How are love and relationships presented in poetry from the 18th to the 21st Century?

Exam board

links:

The mid-term assessment will be based on the skills needed to complete AQA English Literature paper two, section B and C.

The end of learning cycle assessment will be the AQA example question for English Literature paper two, section B.

Lines of Enquiry Week 1: Why might 19th Century love poetry be described as pessimistic? Week 2: How do poets utilise nature to help convey their emotions? Week 3: Does a piece of poetry accurately depict the writer’s life? Mid-term: How does Charles Causley present the relationship with his parents in ‘Eden Rock’? (Can be completed as a PEE table or as a mini essay response) Week 4: How are parent-child relationships presented in late 20th century poetry? Week 5: How are poets influenced by their culture and context? Week 6 - End of learning cycle assessment: Compare how poets present attitudes towards a parent in ‘Follower’ and in one other poem from ‘Love and relationships.’ (30 marks)

Week 1

4 1hr lessons

(including up to

one hour of

DIRT) plus 1

hour of

homework

Line of Enquiry: Why might 19th century love poetry be described as pessimistic?

Overview

This week students will be introduced to the Poetry Anthology module and the GCSE exam paper which it is based around. The first lesson will also help to refresh students’ knowledge of key poetry devices. During the week students will read three poems from the 19th century: When We Two Parted by Lord Byron, Love’s Philosophy by Percy Bysshe Shelley and Porphyria’s Lover by Robert Browning. Students will consider the darker elements of love including loss and obsession. Lesson Hypotheses Hypothesis 1: Love and relationships don’t always go hand in hand. (This lesson will provide an overview of the module and refresh students’ knowledge of key poetry devices; this may take the place of the usual DIRT for this week only). Hypothesis 2: The form of Byron’s poetry does not mirror its content. Hypothesis 3: The art of comparison is Shelley’s closest ally. Hypothesis 4: There is a fine line between love and obsession. Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly success criteria: Define key poetic terminology. Demonstrate an understanding of how form and content can both compliment and oppose one another.

Identify poetic techniques (demonstrate this ability through annotation) and their effects in the poems of Byron, Shelley and Browning. Develop an understanding of the different forms of love presented in poetry (considering the idea of insanity and obsession in Porphyria’s Lover). Learning outcomes: GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6: Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) GP7+ (REACH): Thoughtful, developed comparison with apt references integrated into interpretations (AO1); analysis of writer’s methods with subject terminology used effectively to support consideration of methods and an exploration of their effects (AO2) and an exploration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3). Homework: Complete a PEE response to Porphyria’s Lover: How does Robert Browning suggest that the speaker is obsessed with Porphyria?

Week 2

4 1hr lessons

(including up to

one hour of

DIRT) plus 1hr

homework

Line of enquiry: How do poets utilise nature and their surroundings to help convey their emotions?

Overview

This week students will continue to identify poetic techniques in 19th and early 20th century poetry. There will be a stronger emphasis on the effects of writers’ methods this week, pushing students towards higher level thinking. Students will read: Sonnet 29 – I think of thee by Elizabeth Barrett Browning, Neutral Tones by Thomas Hardy and The Farmer’s Bride by Charlotte Mew. Students will study the symbolic use of nature in poetry and develop a deeper understanding of figurative language. Lesson Hypotheses: Hypothesis 1: Love is presented in figurative terms in the poetry of Elizabeth Barrett Browning. Hypothesis 2: Winter signifies the death of love. Hypothesis 3: Mew understands love through natural images. Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria

Identify and explain the use of natural images in the poetry of Browning, Hardy and Mew. Understand what is meant by figurative language and begin to explain the effects of its use. Demonstrate knowledge of the sonnet form. Learning outcomes:

GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6: Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) GP7+ (REACH): Thoughtful, developed comparison with apt references integrated into interpretations (AO1); analysis of writer’s methods with subject terminology used effectively to support consideration of methods and an exploration of their effects (AO2) and an exploration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3). Homework: Research the poet allocated (Seamus Heaney, Simon Armitage or Carol Ann Duffy) and create a fact sheet summarising their key life events and works. This will prepare students for studying these poets in week 4.

Week 3

4 1hr lessons

(including up to

one hour of

DIRT) plus 1hr

homework

Line of enquiry: Does a piece of poetry accurately depict the writer’s life?

Overview:

This week students will study context in more depth, looking in particular at the biographical information of poets in order to

consider whether or not this has impacted on their poetry. Alongside this students will consider the use of memories in this

selection of 20th century poetry: Walking Away by C Day Lewis, Letters from Yorkshire by Maura Dooley and Eden Rock by

Charles Causley. The mid-term assessment will be completed this week and will check students’ ability to identify techniques

and explain their effects (question given below).

Lesson Hypotheses: Hypothesis 1: Regularity can signify attachment and devotion. Hypothesis 2: Dooley longs for rural life, not love. Hypothesis 3: The poet and the speaker are two separate entities. Mid-term: How does Charles Causley present the relationship with his parents in ‘Eden Rock’? (Can be completed as a PEE table or as a mini essay response) Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria

Develop an understanding of the context surrounding the poems of Lewis, Dooley and Causley.

Students will give more consideration to viewpoint, perspective and persona.

Consider Roland Barthes’ ‘Death of the Author’ theory in order to respond to the weekly challenge question.

Continue to identify poetic techniques and explain their effects.

Learning outcomes:

GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6: Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) GP7+ (REACH): Thoughtful, developed comparison with apt references integrated into interpretations (AO1); analysis of writer’s methods with subject terminology used effectively to support consideration of methods and an exploration of their effects (AO2) and an exploration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3). Homework: Write a poem inspired by events and relationships in your own life that could be added to a ‘love and relationships’ anthology.

Week 4

4 1hr lessons

(including up to

one hour of

DIRT) plus 1hr

homework

Line of enquiry: How are parent-child relationships presented in late 20th century poetry?

Overview:

Following on from the poems last week, students will consider parent-child relationships in more detail with reference to viewpoint and perspective. Students will read: Follower by Seamus Heaney, Mother, any distance by Simon Armitage and Before You Were Mine by Carol Ann Duffy. This week will form the foundation for the end of learning cycle assessment as students will be asked to compare attitudes towards parents in Follower and one other poem. Lesson Hypotheses: Hypothesis 1: Heaney promotes the father figure to the status of a god. Hypothesis 2: Structural features help develop a poem’s central ideas. Hypothesis 3: Possession is a recurring theme in parent-child poetry. Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria

Develop an understanding of how structural features (including aspects of form and punctuation) help emphasise central

ideas.

Identify key themes alongside poetic techniques in the poetry of Heaney, Armitage and Duffy.

Use the research completed for homework to consider any links between each author’s life and their poetry.

Learning outcomes:

GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6: Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) GP7+ (REACH): Thoughtful, developed comparison with apt references integrated into interpretations (AO1); analysis of writer’s methods with subject terminology used effectively to support consideration of methods and an exploration of their effects (AO2) and an exploration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3). Homework: Create a poetry revision poster including definitions and examples of poetic techniques.

Week 5

4 1hr lessons

(including up to

one hour of

DIRT) plus 1hr

homework

Line of enquiry: How are poets influenced by their culture and context?

Overview:

This week students will return to studying context in more depth, making links between writers’ backgrounds and their poetry/ ideas. Students will read: Winter Swans by Owen Sheers, Singh Song by Daljit Nagra and Climbing my Grandfather by Andrew Waterhouse. Students will think about how these poems contrast and the effects of cultural influences in poetry. There will be close consideration of language and performance through the study of Singh Song. Lesson hypotheses: Hypothesis 1: Sheers draws inspiration from landscapes. Hypothesis 2: Nagra challenges the stereotype of Indian culture. Hypothesis 3: Climbing My Grandfather is an observation free from contextual constraints. Learning Intentions: AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style, develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. Weekly Success Criteria

Attempt to identify cultural/ contextual factors in the poetry of Sheers, Nagra and Waterhouse.

Identify poetic techniques and their effects through annotation.

Begin to compare the form, language and content of the three poems.

Explain the use of accent in Singh Song and demonstrate an understanding of how the poem challenges stereotypes.

Learning outcomes: GP3: Some explained response to task and text. References used to support a range of relevant comments (AO1); explained, relevant comments on writer’s methods with some relevant use of subject terminology and identification of the effects of writer’s methods on the reader (AO2) and some understanding of implicit ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP4: Explained response to task and text. References used consistently to support explanations (AO1); explanation of writer’s methods with appropriate use of subject terminology and an understanding of the effects of writer’s methods on reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by links between context/ task/ text (AO3). GP5: Clear, explained response to task and text. Effective use of references to support detailed explanations (AO1); detailed explanation of writer’s methods with appropriate use of subject terminology and a clear understanding of the effects of writer’s methods on the reader (AO2) and a clear understanding of ideas/ perspectives/ contextual factors shown by examination of specific links between context/ task/ text (AO3). GP6: Developed response to task and text with apt references integrated into interpretations (AO1); examination of writer’s methods with subject terminology used effectively to support consideration of the methods and their effects (AO2) and thoughtful consideration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3) GP7+ (REACH): Thoughtful, developed comparison with apt references integrated into interpretations (AO1); analysis of writer’s methods with subject terminology used effectively to support consideration of methods and an exploration of their effects (AO2) and an exploration of ideas/ perspectives/ contextual factors shown by examination of detailed links between context/ task/ text (AO3). Homework: Revise for end of learning cycle assessment (details below).

Week 6 End of Learning Cycle Assessment week. Exam paper: English Literature Paper two Section B Question: Compare how poets present attitudes towards a parent in ‘Follower’ and in one other poem from ‘Love and relationships.’ (30 marks)