year 11 revision guide revision guide will need to compare the poems you will have 45 minutes for...

v1 Feb 14 1

Year 11 Revision Guide

Revision guide

English Literature

Unit 2

Poetry Across Time

All you need to do to work

towards top marks!

v1 Feb 14 2

UNIT 2 Poetry across Time

What have I studied?

15 poems from the anthology ‘Moon on the Tides’ based on a cluster of poems linked

under the heading ‘Relationships’

What skills are being assessed?

AO1: Respond to texts critically and imaginatively; select and evaluate relevant

textual detail to illustrate and support interpretations.

AO2: Explain how language, structure and form contribute to writers’ presentation

of ideas, themes and settings.

AO3: Make comparisons and explain links between texts, evaluating writers’

different ways of expressing meaning and achieving effects.

How will you be assessed?

Examination: 1 hour 15 minutes

Section A:

There will be 1 question on 2 poems you have studied from your cluster in the

Anthology

You will need to compare the poems

You will have 45 minutes for this question

Worth 36 marks

You will be expected to answer a question about one of the poems (named), and

then compare it with another poem from the cluster (unnamed).

Section B

There will be 1 or 2 questions on an unseen poem

You will have 30 minutes for this question

Worth 18 marks

You will be based on an unseen poem, on which candidates will be asked to answer

either one or two questions in this section

v1 Feb 14 3

To improve your grades:

1. Plan your revision, and stick to the plan.

2. Revise for twenty minutes at a time, somewhere quiet, where you

won’t be disturbed or distracted.

3. Revising doesn’t just mean reading; it means actively engage with,

make notes on, produce evidence to show that you have completed a

process.

4. Revise with a pen and notepaper and store and save your revision in

the same place so that you can look back at it and have a sense of

achievement.

5. Start revising now - don’t leave it until the last week.

Useful Revision Sites www.bbc.co.uk/bitesize/gcse/english/

www.englishbiz.co.uk

www.s-cool.co.uk

http://www.bbc.co.uk/bitesize/gcse/english/

http://www.englishbiz.co.uk/

http://www.s-cool.co.uk/

v1 Feb 14 4

Revision Timetable :Create a timetable like the one below to organise

your study.

Each week try to do 3 things to revise for English Literature unit 1. Choose activities from this

booklet.

Week

Commencing Revision Activities

1. ................................................. …………………………………………………

2. ................................................. …………………………………………………

3. ................................................. …………………………………………………

4. ................................................ …………………………………………………

5. ................................................. …………………………………………………

1. ................................................. …………………………………………………

2. ................................................. …………………………………………………

3. ................................................. …………………………………………………

4. ................................................ …………………………………………………

5. ................................................. …………………………………………………

1. ................................................. …………………………………………………

2. ................................................. …………………………………………………

3. ................................................. …………………………………………………

4. ................................................ …………………………………………………

5. ................................................. …………………………………………………

1. ................................................. …………………………………………………

2. ................................................. …………………………………………………

3. ................................................. …………………………………………………

4. ................................................ …………………………………………………

5. ................................................. …………………………………………………

v1 Feb 14 5

Unit 2 English Literature Poetry Across Tine

Section A

1) Re read and revise all the poems that we have studied in the cluster

‘Relationships’

You can do this by writing a summary of each poem and picking out examples of

language/poetic techniques/structure/form and imagery that help you

imagine/understand/ think about the main themes/ideas in the poem.

2) Then try grouping the poems into pairs that you could compare and contrast

similarities and differences between them-Use the connection that you have

from lessons to collect and collate examples of language/poetic

techniques/structure/form and imagery from the two poems in your linked

pair poems

Making Your Own Revision Cards

3) To help you practice planning for making connections between the poems for

your essay try making a chart like the one below

Similarities Differences Content

Themes

Voice

Setting

Structure and Form

Language

Imagery

Attitude

My personal response-

What I think the poem is

about/ like dislike/ what

I think is

effective/memorable etc

v1 Feb 14 6

4) CGP Study guide: GCSE AQA Anthology: poetry cluster – relationships

Read pages 54 to 7 thoroughly

.Read sample question 2 then practice planning and answering the

question yourself.

You could use the markscheme on page 58 to assess yourself.

v1 Feb 14 7

English Literature Unit 2 section A comparing poems

Planning

However you decide to plan- It is vital you organise your thinking and ideas before

you start your response.

Introduction This needs to relate to the key word in a question and contain an overview of

the main ideas and themes of the named poem and your choice of comparison poem.

Language: Find at least two examples of language and or poetic techniques from the poems

that the poets have used to convey their ideas and themes relating to the key words in the

question

Explain/explore how they are similar or different- eg what the words made you think feel

imagine understand about an idea feeling or theme.

Form/structure: Find at least one or two examples to directly compare in the poems about

either form (sonnet etc) stanza length/rhyme scheme etc . Relate your examples to the key

word in the question.

Explain/explore how they are similar or different- eg Why did you think the poet used this

form/ or rhyme scheme or enjambment or different length stanzas – How did the poet’s

decision to use this form or structure help you to understand /make think feel imagine

understand about an idea feeling or theme.

Wider issues: Feelings attitudes and ideas Consider the reasons why you think the poets

wrote the poems (Feelings attitudes and ideas) – Are there messages that people can learn

from reading each of the two poems? Did it help you in any way to understand or think about

something in a more detailed way- if so explain what/ how/ why it made you think or feel this.

Summary ….Both these poems…

Compare an overall view of a similarity or difference between these poems relating to the key

word in the question. Does one poem have an overall positive or negative tone? Did comparing the

two poems help you to compare different ways of looking at an aspect of a relationship?

Remember to explain how or why.

v1 Feb 14 8

Question--------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

Circle the key word

Comparison in relation to key theme of question Idea 1…….. similarly/whereas …….

Idea 2…… similarly/whereas ……

Overall similarity difference

Your own personal response to each poem

relating to theme of the question (key word(s))

Idea 1…….. similarly/whereas ………….

Idea 2…… similarly/whereas …………

Idea 1…….. similarly/whereas ………….

Idea 2…… similarly/whereas …………

Poem 1(Named in question)

------------------------------------------------

Poem 2 (Your choice relating to question key word(S)/

theme)

Introduction

Language

Poem 1 Poem 2

Structure and

form

Poem 1

Poem 2

Wider issues- Feelings

attitudes and ideas

Poem 1

Poem 2

Summary

v1 Feb 14 9

Mock questions

Foundation Tier

(1) Compare how a relationship is presented in The Manhunt and one other poem from

‘Relationships’.

Remember to compare:

what the relationships in the poems are

how the relationships are presented

(2) Compare how poets present strong emotions in Quickdraw and one other poem from



what strong emotions are presented in the poems

how the emotions are presented

(3) Different people prefer different poems. Write about whether you enjoyed The

Farmer’s Bride and compare it to one other poem from ‘Relationships’ which you ether like

or dislike. Remember to comment on how the poems are written


what you enjoyed or didn’t enjoy about each of the poems

Aspect of how the poems are written that you enjoyed or disliked

(4) Compare the ways parents are presented in Praise Song for my Mother and one other

poem from ‘Relationships’


What the parental relationship is in each of the poems

the ways parents are presented in each of the poems

(5) Compare the ways relationships are presented in Quickdraw and one other poem from


Remember to compare

the aspects of the relationships in the poems

the ways the relationships are presented

(6) Compare how feelings towards another person are presented in In Paris with You and one other poem from Relationships.


what the feelings in the poems are

!how the feelings are presented

v1 Feb 14 10

(7) Compare how family relationships are shown in Nettles and one other poem from

Relationships.


what the relationships in the poems are

how the relationships are presented

June 2011

(8) Compare the ways the poets present relationships in ‘Brothers’ and one other poem

from Relationships.


what the relationships in the poems are like

the ways in which poets write about these relationships

(9) People can sometimes be hurt or damaged in relationships. Compare how poets show a

person being hurt or damaged in ‘The Farmer’s Bride’ and one other poem from

Relationships


the ways people have been hurt or damaged in the poems

how the poets show this hurt or damage by the way they write

v1 Feb 14 11

Mock Questions

Higher Tier

(1) Compare how a relationship is presented in The Manhunt and one other poem from


(2) Compare how poets present strong emotions in Quickdraw and one other poem from


(3) Different people prefer different poems. Write about whether you enjoyed The

Farmer’s Bride and compare it to one other poem from ‘Relationships’ which you ether like

or dislike. Remember to comment on how the poems are written

(4) Compare the ways parents are presented in Praise Song for my Mother and one other

poem from ‘Relationships’

(5) Compare the ways relationships are presented in Quickdraw and one other poem from


(6) Compare how feelings towards another person are presented in In Paris with You and one other poem from Relationships.

(7) Compare how family relationships are shown in Nettles and one other poem from

Relationships.

(8) Compare how feelings towards another person are presented in Hour and one other poem from .Relationships..

June 2012

(9) Compare how poets use language to present feelings in ‘The Manhunt’ and one

other poem from Relationships

(10) Compare the ways poets portray emotions in ‘Nettles’ and one other poem

from Relationships.

v1 Feb 14 12

Section A Template Poetry Across Time HIGHER TIER

Mark Band 6 31-36 marks

In response to the task, candidates demonstrate:

insightful exploratory response to text

close analysis of detail to support interpretation

evaluation of writers’ uses of language and/or structure and/or form and effects on readers

convincing/imaginative interpretation of ideas/themes

evaluative comparison of ideas and/or meanings and/or techniques

evaluative selection of a range of telling detail integrated into comparison Information is presented clearly and accurately. Writing is fluent and focused. Syntax and spelling are used with a high degree of accuracy.



exploratory response to texts

analytical use of detail to support interpretation

analysis of writers’ uses of language and/or structure and/or form and effects on readers

exploration of ideas/themes

analytical comparison of ideas and/or meanings and/or techniques

selection of a range of telling details as the basis for comparison

Structure and style are used effectively to render meaning clear. Syntax and spelling are used with a high degree of accuracy.



considered/qualified response to text

details linked to interpretation

appreciation/consideration of writers’ uses of language and/or structure and/or form and effects on readers

thoughtful consideration of ideas/themes

developed comparison of ideas and/or meanings and/or techniques

thoughtful selection and consideration of material for comparison Information is presented in a way which assists with communication of meaning. Syntax and spelling are generally accurate.



sustained response to elements of text

effective use of details to support interpretation

explanation of effect(s) of writers’ uses of language and/or structure and/or form and effects on readers

appropriate comment on ideas/themes

sustained focus on similarities/differences in ideas and/or meanings and/or techniques

selection of material for a range of comparisons Information is usually presented in a way which assists with communication of meaning. Syntax and spelling are generally accurate.



explained response to element(s) of text

details used to support a range of comments

identification of effect(s) of writer’s choices of language and/or structure and/or form intended/achieved

awareness of feelings/attitudes/meanings

structured comments on similarities/differences in ideas and/or meanings and/or techniques

selection of material to support structured comparative comment Information is presented in a way which is generally clear. Syntax and spelling have some degree of accuracy.


Candidates demonstrate:

supported response to text

details used to support points/comments

awareness of writer making choice(s) of language and/or structure and/or form

generalisation(s) about ideas/themes

some comments comparing ideas and/or meanings and/or techniques

selection of some details for comparison Despite lapses, information is presented in a way which is usually clear. Syntax and spelling have some degree of accuracy, although there are likely to be frequent errors.

v1 Feb 14 13

FOUNDATION TIER Section A Template Poetry Across Time





appreciation/consideration of writers’ uses of language and/or structure and/or form and effects on readers

thoughtful consideration of ideas/themes

developed comparison in terms of ideas/themes, with detail

developed comparison in terms of writers’ uses of language and/or structure and/or form and effects on readers, with detail

Information is presented in a way which assists with communication of meaning. Syntax and spelling are generally accurate.





explanation of effect(s) of writer’s uses of language and/or structure and/or form and

effects on readers

appropriate comment on ideas/themes

sustained focus on similarities/differences in terms of ideas/themes, with detail

sustained focus on similarities/differences in terms of writers’ uses of language and/or structure and/or form, with detail

Information is usually presented in a way which assists with communication of meaning. Syntax and spelling are generally accurate.



explained response to element(s) of text

details used to support a range of comments


awareness of ideas/themes

structured comments on similarities/differences in terms of ideas/themes, with detail

structured comments on similarities/differences in terms of choices of language and/or structure and/or form intended/achieved, with detail

Information is presented in a way which is generally clear. Syntax and spelling have some degree of accuracy.






generalisation(s) about ideas/themes

some comments comparing ideas/themes, with detail

some comments comparing writers’ choices of language and/or structure and/or form, with detail

Despite lapses, information is presented in a way which is usually clear. Syntax and spelling have some degree of accuracy, although there are likely to be frequent errors.



some clear responses

range of details used

simple identification of method(s)

some range of explicit meanings given

simple linkage in terms of idea(s)/theme(s)

simple linkage in terms of writers’ methods Syntax and spelling are sufficiently clear to convey meaning.



simple response(s)

familiarity with text/reference to some details

reference to writer’s method(s)

simple comment on meaning(s)

linkage, perhaps implicit, re idea or theme

linkage, perhaps implicit, re method Despite frequent lapses in syntax and spelling, meaning can be derived.

v1 Feb 14 14

Section B

Use the CGP GCSE AQA English study and exam practice book ‘Unseen poem’.

1) Read carefully pages 1-5

2) Complete the tasks on page 6-7 and have a try at writing you response to

the exam style question at the foot of page 7

3) You could use the Five steps to analysing the unseen poem (page 2) and

pick a poem from another cluster in the anthology to investigate and write

about.

On the next page are some exemplar questions for you to practice.

You could also grade them using the mark scheme attached.

v1 Feb 14 15

v1 Feb 14 16

v1 Feb 14 17

Higher and Foundation

Mark Template Section B:





appreciation/consideration of writer’s uses of language and/or structure and/or form and effects on readers

thoughtful consideration of ideas/themes Information is presented in a way which assists with communication of meaning. Syntax and spelling are generally accurate.





explanation of effect(s) of writer’s uses of language and/or structure and/or form and effects on readers

appropriate comment on ideas/themes Information is usually presented in a way which assists with communication of meaning. Syntax and spelling are generally accurate.


In response to the task, candidates demonstrate

explained response to element(s) of text details used to support a range of comments


awareness of ideas/themes Information is presented in a way which is generally clear. Syntax and spelling have some degree of accuracy.






generalisation(s) about ideas/themes Despite lapses, information is presented in a way which is usually clear. Syntax and spelling have some degree of accuracy, although there are likely to be frequent errors.

v1 Feb 14 18



some clear responses

range of details used

simple identification of method(s)

some range of explicit meanings given Syntax and spelling are sufficiently clear to convey meaning



simple response(s)

familiarity with text/reference to some details

reference to writer’s method(s)

simple comment on meaning(s) Despite frequent lapses in syntax and spelling, meaning can be derived. 0 marks Nothing worthy of credit

year 11 revision guide revision guide will need to compare the poems you will have 45 minutes for...

Documents