1. Betsie Jess Callum Amy Jemma Owen James Chloe Will Stan Ned Tamzin Omar Joseph Zara Cerys Kali Ellie Zak Webb Ellena Gemma Sophie Tom Adam Shannon Minh

2. Poetry Turbo

4. The paper is divided into 2 halves Section A: This is divided into questions about DIFFERENT clusters from the Poetry Anthology. Look for the questions under the page title Conflict ( they should be Q5 and Q6). Answer ONE of the questions and compare the poem mentioned in the question with ONE other poem from the CONFLICT section of the Anthology.

5. Section B This is a single question about a poem you will not have studied before – it is known as the ‘Unseen poem’ section. You will need to read the poem and then answer the question (it could be about a theme or feeling. You will also need to write about techniques and how specific things are shown to the reader)

6. In Section A you will be marked on how well you 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

7. In Section B you will be marked on how well you: 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

10. Match the term to the definition TermDefinition 1.AlliterationA.Technique of presenting things which are not human as if they are. 2. AssonanceB. Repetition of similar or identical vowel sounds in words which follow each other. 3. EnjambmentC. When a line in a poem is broken by a full stop or comma 4. ImageryD. Repetition of connected words beginning with the same letter. 5. MetaphorE. When a line of poetry finishes with a full stop 6. OnomatopoeiaF. Use of words which echo their meaning in sound e.g. “Snap”, “bang” etc. 7. PersonificationG. The point of view from which a poem is written. 8. RhymeH. The rhyming of two lines that are next to each other 9. RhythmI. The pace or beat of the poem 10. SimileJ. A form of comparison based on a similarity between two things 11. StanzaK. When an idea is represented by a word or phrase 12. CaesuraL. Another, more sophisticated word for a verse in a poem. 13. SymbolismM. A comparative description based on similarity between two things, but one that directly connects them. 14. ThemeN. What the poem is about - its meaning, comment or point 15. End stop lineO. The form taken by a verb to show the time of an action. 16. TenseP. Use of word pictures, figures of speech and description to evoke ideas, feelings, objects, actions, states of mind, etc. 17.PerspectiveQ. A line ending in which the syntax, rhythm and thought are continued into the next line. 18. CoupletR. The use of words with matching sounds, usually at the end of each line.

11. Answers TermDefinition 1.AlliterationD. Repetition of connected words beginning with the same letter. 2. AssonanceB. Repetition of similar or identical vowel sounds in words which follow each other. 3. EnjambmentQ. A line ending in which the syntax, rhythm and thought are continued into the next line. 4. ImageryF. Use of word pictures, figures of speech and description to evoke ideas, feelings, objects, actions, states of mind, etc. 5. MetaphorM. A comparative description based on similarity between two things, but one that directly connects them. 6. OnomatopoeiaF. Use of words which echo their meaning in sound e.g. “Snap”, “bang” etc. 7. PersonificationA. Technique of presenting things which are not human as if they are. 8. RhymeR. The use of words with matching sounds, usually at the end of each line. 9. RhythmI. The pace or beat of the poem 10. SimileM. A form of comparison based on a similarity between two things 11. StanzaL. Another, more sophisticated word for a verse in a poem. 12. CaesuraC. When a line in a poem is broken by a full stop or comma 13. SymbolismK. When an idea is represented by a word or phrase 14. ThemeN. What the poem is about - its meaning, comment or point 15. End stop lineE. When a line of poetry finishes with a full stop 16. TenseO. The form taken by a verb to show the time of an action. 17.PerspectiveG. The point of view from which a poem is written. 18. CoupletH. The rhyming of two lines that are next to each other

12. What themes are in this poem? List them. What could a question be? Write at least one question. If the question was: How is the theme of patriotism presented in ‘Flag’ and one other poem? List two poems that you would link to this one. For both write one short sentence explaining how the theme is presented in the second poem.

13. What themes are in this poem? List them. What could a question be? Write at least one question. If the question was: How is the theme of family presented in ‘Poppies’ and one other poem? List two poems that you would link to this one. For both write one short sentence explaining how the theme is presented in the second poem.

14. What themes are in this poem? List them. What could a question be? Write at least one question. If the question was: How is the theme of nature presented in ‘Futility’ and one other poem? List two poems that you would link to this one. For both write one short sentence explaining how the theme is presented in the second poem.

15. What themes are in this poem? List them. What could a question be? Write at least one question. If the question was: How is the theme of memory presented in ‘Come on, Come Back’ and one other poem? List two poems that you would link to this one. For both write one short sentence explaining how the theme is presented in the second poem.

16. What themes are in this poem? List them. What could a question be? Write at least one question. If the question was: How is the theme of power presented in ‘Hawk Roosting’ and one other poem? List two poems that you would link to this one. For both write one short sentence explaining how the theme is presented in the second poem.

17. Planning your answer The essay needs to be easy to follow and understand! You might ask: how can I present my work, so that it is easy to follow and understand? The answer to that question is simple: plan your essay before you begin to write it! Although, as with most things in life, there is always more than one way to create a plan. It is up to you to find out the best method for you.

18. Compare how conflict is presented in Hawk Roosting and one other poem.

19. Example plan

20. 1.Read &understand the question – what theme are you being asked to use to compare the poems? 2.Choose your 2 nd poem – which other poem from the cluster deals with that theme in a similar or different way? 3.Begin making notes on what you can talk about for each poem for… a)What happens/ basic situation b)Language features used to do with theme c)Structure features used to do with theme d)Poet’s message about theme Section A: How to Plan a Response

21. The steps to your plan… 1. Introduction – Rephrase the language in the question to begin your response (The poets presents the consequences of conflict using …)  F – World War 1 poet’s comrade mortally wounded  MW – unearthed long forgotten remains also from WW 1 (starting to compare) 2. Language comparison  F – imagery showing care and compassion – ‘kind’ (jot down useful qotes)  MW – imagery showing loss, futility, emptiness, fragility – ‘wasted’, ‘broken bird’s egg’ 3. Form and structure comparison  F – partial rhymes, similar to a sonnet, specific to general observations  MW – no regular rhyme scheme, short 3-line stanzas, clear statements 4. Wider issues: writer’s ideas, themes, attitudes and feelings  F - Explores futility of war through death of comrades  MW - Reconnects with past through rediscovery of lost war graves 5. Summary – comparing – start off with ‘ Both these poems…’

22. Section A: Comparing Poetry Plan: poem 1 = bayonet charge, poem 2 = 1)Introduction – the kind of effects in each poem Poem 1 – soldier killed in WW1 Poem 2 – dug up forgotten remains, also from WWI 2)Language comparison – how the effects are presented Poem 1 – imagery shows care and compassion – “kind” Poem 2 – imagery shows emptiness, fragility – “wasted”, “broken bird’s egg” 3)Form & Structure comparison – how the effects are presented Poem 1 – half-rhymes, seems natural Poem 2 – no regular rhyme scheme, short 3-line stanzas 4)Message – What is the poet saying about the theme/ idea in the Q? Poem 1 – shows futility of war through death of soldier Poem 2 – remembers past using lost war graves 5)Conclusion – Comparing – “Both these poems…” Use your plan to start making links between the poems Jot down any good quotes you want to use Don’t forget to write about language, structure and form Write about ideas and attitudes too

23. Plan a response to either of the questions below

24. Pick one of the sections of the essay that you have planned and write it up on lined paper

25. Approaching Unseen Poetry L.O: To develop strategies to help answer the question on unseen poetry in exam conditions

26. What should I do? In the AQA Literature exam, you will be given 30 minutes to read the poem and write a response. Before you begin, make sure you have read the title and any background information provided with the question. You should then read the poem at least twice. As you read through you may underline or highlight words that seem important. By the end of your second reading try to get a fixed idea in your mind of what the poem is about.

27. Unseen Poetry http://www.youtube.com/watch?v=Ebd- 0bjUjZk&context=C403ca55ADvjVQa1PpcFNuL qtJ4i4DinDphlLihGtPGKRkgZkR_sI http://www.youtube.com/watch?v=Ebd- 0bjUjZk&context=C403ca55ADvjVQa1PpcFNuL qtJ4i4DinDphlLihGtPGKRkgZkR_sI

28. Section B: Unseen Poetry Answer the question in this section. You are advised to spend about 30 minutes on this section. Read the poem below and answer the question that follows. The Song of the Old Mother I rise in the dawn, and I kneel and blow Till the seed of the fire flicker and glow; And then I must scrub and bake and sweep Till stars are beginning to blink and peep; And the young lie long and dream in their bed Of the matching of ribbons for bosom and head, And their days go over in idleness, And they sigh if the wind but lift a tress: While I must work because I am old, And the seed of the fire gets feeble and cold. W B YEATS Question 9 What do you think the poet is saying about the old woman in the poem? How does he present his ideas? (18 marks)

29. First reading…understanding! Note down by each stanza what it is about What idea/theme is being presented in the poem? How does it present the idea/theme/characters? What do you notice about important lines/language devices and structural devices?

30. Second reading-locating info to answer the question Locate parts of the poem that you can discuss and explore in relation to the question What language features can you find? What structural features can you find?

31. A model response Song of the Old Mother ‘Song of the Old Mother’ by WB Yeats is about an old woman describing the chores that she does every day. In the first two lines the old woman gets out of bed then lights the fire. She cooks and cleans until nightfall. The woman thinks that young people are lazy and have a much easier and carefree life than she does. In the final two lines the woman says that she must work because she is old and at the end of the poem the fire, that took her a lot of effort to light, has gone out again. ‘Song of the Old Mother’ uses imagery very effectively. Words such as ‘kneel’, ‘scrub’ and ‘sweep’ convey the hard physical work that the old woman does every day while ‘the seed of the fire gets feeble and cold’ creates a mood of sadness as, despite all her efforts, the fire goes out. The image of the fire going out could symbolise her life coming to an end as, like the fire, she too is feeble and dying. Contrast is used to reveal the different lifestyles of the old woman and the young people. Images used to describe the young include ‘the young lie long and dream in their bed’ and ‘their day goes over in idleness’ which are very different to the images of drudgery used to describe the old woman’s life. Such imagery has an emotive effect as it is intended to make us feel sympathetic for the woman and angry towards the idle young people.

32. Yeats uses a number of poetic techniques in the poem. The metaphor ‘the seed of the fire flicker and glow’ creates a vivid image of the fire growing from a tiny spark to a full grown fire whilst the repetition of this image in the final line, ‘the seed of the fire gets feeble and cold’ emphasises how repetitive her life is. The metaphor of the fire getting weaker and dying also foreshadows the future for the old woman and creates sympathy for her. Alliteration is used to contrast the hard work of the old woman with life of the young people. In ‘the young lie long’ the repeated ‘l’ sound creates a lazy, languid feel to emphasise the carefree, idle lifestyle of the younger generation. I find the final line of the poem very effective. ‘And the seed of the fire gets feeble and cold’ makes me feel sad as it suggests that the old woman, who has had a life of drudgery and poverty, is nearing the end of her days. The poem uses rhyming couplets and rhythm very cleverly. The rhyming couplets such as ‘blow/glow’ and ‘old/cold’ give the poem a repetitive feel like the woman’s work and the use of a steady rhythm makes the poem read like a song which fits with the title of the poem. The poem has a sorrowful tone. The list of hard and menial jobs in the third line ‘scrub and bake and sweep’ makes the reader feel sorry for the old woman. The contrast between her day to day struggle and the idle life of the young adds to this gloomy mood and the line ‘I must work because I am old’, which suggests that the woman has no choice but to work until she dies, reinforces the melancholic feeling of the poem. ‘The Song of the Old Mother’ deals with a number of themes. Yeats explores old age and the attitudes of elderly people towards the young. The poem also covers issues such as poverty and life in rural Ireland at the turn of the century. Maybe Yeats was trying to show what life was like for old people who have to do lots of work and perhaps he hopes that the poem will change people’s attitudes towards poor elderly people.

33. Your turn… How to Leave the World that Worships Should Let faxes butter-curl on dusty shelves. Let junkmail build its castles in the hush of other people’s halls. Let deadlines burst and flash like glorious fireworks somewhere else. As hours go softly by, let others curse the roads where distant drivers queue like sheep. Let e-mails fly like panicked, tiny birds. Let phones, unanswered, ring themselves to sleep. Above, the sky unrolls its telegram, immense and wordless, simply understood: you’ve made your mark like birdtracks in the sand – now make the air in your lungs livelihood. See how each wave arrives at last to heave itself upon the beach and vanish. Breathe. Q: How the poet present ideas about the modern world? How to Leave the World that Worships Should Let faxes butter-curl on dusty shelves. Let junkmail build its castles in the hush of other people’s halls. Let deadlines burst and flash like glorious fireworks somewhere else. As hours go softly by, let others curse the roads where distant drivers queue like sheep. Let e-mails fly like panicked, tiny birds. Let phones, unanswered, ring themselves to sleep. Above, the sky unrolls its telegram, immense and wordless, simply understood: you’ve made your mark like birdtracks in the sand – now make the air in your lungs livelihood. See how each wave arrives at last to heave itself upon the beach and vanish. Breathe. Q: How the poet present ideas about the modern world? Q: How does the poet present ideas about the modern world?