1. Heavens above Celia, I can’t for the life of me see the poem! Starter: What do you think you need to do when tackling an unseen poem? Unseen Poetry

2. To sum up this question (section B of the Lit Unit 2 - Poetry), you can expect: A fairly straight forward poem An extended metaphor or pattern of imagery to interpret A question which requires you to discuss – a) ideas, attitudes, feelings; and – b) the writer's methods (language and structure) To sum up this question (section B of the Lit Unit 2 - Poetry), you can expect: A fairly straight forward poem An extended metaphor or pattern of imagery to interpret A question which requires you to discuss – a) ideas, attitudes, feelings; and – b) the writer's methods (language and structure)

3. The Examiner’s report “It was felt by the majority of examiners that one of the main areas of concern here was lack of reading of the poem. Candidates should be encouraged, through exposure to unseen poems in class, to read the poem through several times before attempting a detailed written response. Reading aloud is essential to fully appreciate rhyme and rhythm, alliteration etc and it would be helpful if candidates were taught how to achieve this in exam conditions. Whilst individual unique responses are desirable and highly rewarded, when such responses bear no relation to the meaning of the poem, it is generally because they have been too hastily arrived at.” “It was felt by the majority of examiners that one of the main areas of concern here was lack of reading of the poem. Candidates should be encouraged, through exposure to unseen poems in class, to read the poem through several times before attempting a detailed written response. Reading aloud is essential to fully appreciate rhyme and rhythm, alliteration etc and it would be helpful if candidates were taught how to achieve this in exam conditions. Whilst individual unique responses are desirable and highly rewarded, when such responses bear no relation to the meaning of the poem, it is generally because they have been too hastily arrived at.”

4. Objectives: To explore the historical context surrounding an unseen poet- William Blake To demonstrate understanding of how to tackle an unseen poem To analyse an unseen poem using the suggested method Challenge: Use the grade boundaries to write an A* answer To explore the historical context surrounding an unseen poet- William Blake To demonstrate understanding of how to tackle an unseen poem To analyse an unseen poem using the suggested method Challenge: Use the grade boundaries to write an A* answer

5. The Unseen Poetry Exam Section B You will have 30 minutes to answer this question Question will be worth 18 marks

6. Unseen Poets- 2016 William Blake John Keats Thomas Hardy Christina Rossetti W. H. Auden Robert Frost Wilfred Owen Dorothy Parker Maya Angelou Wendy Cope Tony Harrison Jo Shapcott Sophie Hannah Owen Sheers Brian Patten

8. The Three Ticks Method So, how should you approach a new poem in exam conditions? By using the Three Tick Method! I stole this idea from a well known American edublogger and writer. Here's how it works: 1.Create three tick boxes in the top corner of the paper like this: 2.Read the poem. Make notes about the mood/tone. (Perhaps at the beginning and end?) Tick the first box. 3.Re-read the poem. Annotate the techniques (Go for the most obvious ones – e.g. metaphor, rhyme, structure). Tick the second box. 4.Re-read the poem. Make notes about the 'main idea' (perhaps the theme or meaning of the poem). Tick the final box. 5.Consider how the techniques help get the message across and achieve the tone. Challenge: Look for words that you can take for a walk So, how should you approach a new poem in exam conditions? By using the Three Tick Method! I stole this idea from a well known American edublogger and writer. Here's how it works: 1.Create three tick boxes in the top corner of the paper like this: 2.Read the poem. Make notes about the mood/tone. (Perhaps at the beginning and end?) Tick the first box. 3.Re-read the poem. Annotate the techniques (Go for the most obvious ones – e.g. metaphor, rhyme, structure). Tick the second box. 4.Re-read the poem. Make notes about the 'main idea' (perhaps the theme or meaning of the poem). Tick the final box. 5.Consider how the techniques help get the message across and achieve the tone. Challenge: Look for words that you can take for a walk

9. Why Should we take a word for a walk? In order to get the highest grades possible, you must aim to make the quotations you use as precise and focused as possible. A* A B Words Words & Phrases Phrases Whole Sentences C D/E Massive chunks of textF

10. Taking a Word for a Walk – Saying a lot about a little TASK: On your copy of the poem, choose two to three words that you could explain the connotations of that you think link to the writer’s message. E.g. ‘’impassable” suggests that the boy’s inability to read is unbreakable or blocked in. Challenge: Justify why these words help to show the deeper meanings of the poem TASK: On your copy of the poem, choose two to three words that you could explain the connotations of that you think link to the writer’s message. E.g. ‘’impassable” suggests that the boy’s inability to read is unbreakable or blocked in. Challenge: Justify why these words help to show the deeper meanings of the poem

11. William Blake William Blake was a poet and artist who specialised in illuminated texts, often of a religious nature. He rejected established religion for various reasons. One of the main ones was the failure of the established Church to help children in London who were forced to work. Blake lived and worked in the capital, so was arguably well placed to write clearly about the conditions people who lived there faced.

12. William Blake Blake aimed to show the "Two Contrary States of the Human Soul“- ‘The Songs of Innocence and Experience’. The Songs of Innocence section contains poems which are positive in tone and celebrate love, childhood and nature. The Songs of Experience poems are obviously intended to provide a contrast, and illustrate the effects of modern life on people and nature. Dangerous industrial conditions, child labour, prostitution and poverty are just some of the topics Blake explores.

13. William Blake The French Revolution In 1789, the French people revolted against the monarchy and aristocracy, using violence and murder to overthrow those in power. Many saw the French Revolution as inspirational - a model for how ordinary, disadvantaged people could seize power. Blake alludes to the revolution in London, arguably suggesting that the experience of living there could encourage a revolution on the streets of the capital.

14. London By William Blake- 1757–1827 I wander thro' each charter'd street, Near where the charter'd Thames does flow. And mark in every face I meet Marks of weakness, marks of woe. In every cry of every Man, In every Infant’s cry of fear, In every voice, in every ban, The mind-forg'd manacles I hear: How the Chimney-sweeper’s cry Every black’ning Church appalls, And the hapless Soldier’s sigh Runs in blood down Palace walls; But most thro' midnight streets I hear How the youthful Harlot’s curse Blasts the new-born Infant’s tear, And blights with plagues the Marriage hearse.

15. Writing Your Response… Form (is the poem in free verse? Is it a sonnet (14 lines) ? Ballad? Elegy? Hymn? Is it a dramatic monologue? …) Language (can you identify any poetic techniques- alliteration, metaphors, similes, personification etc… what is the effect- why has the poet used this technique- how does it link with his/her message?) Imagery (what images are created in your heard- positive/negative- is this achieved through sensory language perhaps?) Rhyme, repetition (how does the rhyme scheme link to the message of the poem- why are certain words/phrases repeated?) Tone (what is the tone of the speaker’s voice- how does this contribute to the mood/message of the poem?) Structure (line lengths- how does this contribute to the theme/message of the poem. How is the poem laid out? For example, ‘The River God’ the structure mirrors waves- to symbolise the theme of the poem and the speaker’s change in mood.) Remember: FLIRTS Remember: FLIRTS

16. Writing Your Response… Form Language Imagery Rhyme, repetition Tone Structure Remember: FLIRTS Remember: FLIRTS Answer the following question using FLIRTS and making sure you achieve the success criteria on the right: How does Blake present the city of London in his poem? Answer the following question using FLIRTS and making sure you achieve the success criteria on the right: How does Blake present the city of London in his poem? Success Criteria: Have you done a mini introduction (this doesn’t need to be as detailed as the ‘Character and Voice’ introduction). Have you stated a clear point/idea to explore at the beginning of your paragraph. Have you located appropriate evidence to support your point/idea from the poem? Have you commented on the technique the poet has used and the effect on the reader? Have you used FLIRTS? Have you zoomed in on key words and explored connotations and how they link to the poet’s message? Have you explore multiple interpretations? Have you EVALUATED why the poet has used certain words/techniques? Mini conclusion to sum up your response? Success Criteria: Have you done a mini introduction (this doesn’t need to be as detailed as the ‘Character and Voice’ introduction). Have you stated a clear point/idea to explore at the beginning of your paragraph. Have you located appropriate evidence to support your point/idea from the poem? Have you commented on the technique the poet has used and the effect on the reader? Have you used FLIRTS? Have you zoomed in on key words and explored connotations and how they link to the poet’s message? Have you explore multiple interpretations? Have you EVALUATED why the poet has used certain words/techniques? Mini conclusion to sum up your response?

17. Unseen Poetry trial question You should spend no more than about 25 minutes on this part of the paper Look carefully at the exam question given to you. Answer the question fully. The mark scheme is below. You should spend no more than about 25 minutes on this part of the paper Look carefully at the exam question given to you. Answer the question fully. The mark scheme is below. Mark Band 6 - 16-18 marks 6.1 insightful exploratory response to ideas/themes 6.2 close analysis of detail to support interpretation 6.3 evaluation of writer’s uses of language and/or structure and/or form and effects on readers Information is presented clearly and accurately. Writing is fluent and focused. Syntax and spelling are used with a high degree of accuracy. Mark Band 5 – 13-15 marks 5.1 exploratory response to ideas/themes 5.2 analytical use of detail 5.3 analysis of writer’s uses of language and/or structure and/or form and effects on readers Structure and style are used effectively to render meaning clear. Syntax and spelling are used with a high degree of accuracy.