1. Learning: powerpoint for lesson available on www
Learning: powerpoint for lesson available on
Know: Power and Conflict poetry comparative analysis
Understand: Structuring a sustained conceptualised comparative response.
Be able to:
Level 6 Exploratory. (8-9)
Level 5 Thoughtful, developed (6-7)
Level 4 Clear Understanding (5)

2. Previous lesson
How is the power of nature and the power of place and community explored in Storm on the Island and one other poem?

3. Look at the model example for structuring a sustained conceptualised response using IFSLAC

4. Storm on the Island and Emigree – the power of nature and the power of place and community
Ideas and intention: An islander describes the community’s preparations against the violent storms that ravage the island. Written in 1966 the storms might also symbolise the brooding troubles that brought about a divided society in Northern Island during that time. Stormont in Belfast is the seat of the Northern Island Assembly. Perhaps the title is a play on words and the storm’s ‘huge nothing’ is a metaphor for the ineffective words of politicians. So the poem explores the ideas of nature’s power but also the fear of a community.
Structure and form : Blank verse to capture the solidity of a community’s collective, determined, voice. The use of alliteration and half rhyme (squat/slate; cliffs/hits; air/fear) also provide a cohesive strength. The use of 3rd person present tense suggests the community of islanders are used to these storms – used to weathering the storms.
Social and historical context: The poem’s imagery of a gathering storm and use of military lexis resonates with social divisions that were arising in Northern Ireland during the mid- 1960s. The ‘huge nothing that we fear’ may refer to the speaker’s belief that strength in a community should be used to overcome any fears that might divide them.
Language effects: Extended metaphor of military imagery ‘Company’, ‘Blast’, ‘pummels’, ‘company’, ‘Exploding’, ‘strafes’, ‘salvo’, ‘bombarded’ gives a sense of a community under attack. Alliteration ‘rock, ‘roof’, ‘stacks’, ‘stooks’ suggest solidity of a community against the power of nature’s ‘blows’ and ‘blasts’. The assonance intensifies as the storm gathers brutal force (‘it’, ‘hits’, ‘spits’, ‘sit’, ‘wind’, dives’).
Attitude/tone/mood: The speaker’s words are calm, reassuring, uplifting: ‘We are prepared’, the storm is ‘empty air’, there is ‘nothing that we fear’.
Conclusion:. (4Cs) Choose one to explore. Connect: The idea of finding power by being part of a community. Challenge: The challenging experience of being exposed to the brutality of a storm. Change: How standing together as a community can heal social divisions. Concept: The idea that a storm can also be used as a metaphor for standing together in times of difficulty.
Ideas and Intention: The powerful memory of a place and the power of displacement and loss. Carol Rumens’ speaker remembers the city of her childhood and how her memory of it continues to sustain her. Written in 1993 it has contemporary resonance as emigration is experienced in much of our modern world. However, being an emigree can effect a person’s sense of their own identity.
Form and Structure: Soliloquy creates a lyrical sense of fondness for the place she left behind. This can be found in the longer lines. The shorter lines at the end of the poem suggest confinement and the difficulty of adjusting to the cultural expectations of a new country. The repetition of ‘They accuse’ suggests an experience of discrimination against the speaker. Repetition of ‘sunlight’ shows that light is very important to the speaker as a symbol of freedom. The repetition of ‘city’ shows the importance of place in her childhood memory, especially now that she is an emigree. The metaphor for the city she had to leave behind as a ‘bright filled paperweight’ suggests just how substantial her memory is of the city she left behind.
Social and historical context: The experiences of displacement caused by wars or the oppression of minorities by authoritarian regimes is a common experience in the late twentieth and early twenty first century. This is captured in the personification of her place of memory being ‘sick with tyrants’.
Language effects: Metaphors are used to explore different types of isolation linked to the meaning of being an emigree (‘frontiers rise between us’; ‘time rolls its tanks’; ‘My city takes me dancing through the city/of walls’)
Attitude/tone/mood: language of lyrical reflection heightened by the use of repetition. The speaker’s memories are infused with fondness as if her city- memory is like a childhood toy. This is suggested in the personification of ‘I comb its hair and love its shining eyes’.
Conclusion: (4Cs). Choose one to explore. Connect: Emigration brought about by war is current topic. Challenge: The challenge of adjusting to a new life in a new country. Change: Changed my thinking about the circumstances that affect emigrees. Concept: How the power of memory can be ‘branded by an impression of sunlight’.

5. Do Now-Try Nows (10 mins)
In some cases, 3 Whys for quotation given.
For others: individual questions
For those of you with issues concerning loss of a book! Do Now below:
In ‘Storm on the Island’ select two phrases where the speaker directly addresses the listener/reader. What is the effect of this conversational tone?
In Emigree, how would you describe the speaker’s attitude and tone? Can you find evidence?

6. Level 6 AO1 Critical, exploratory comparison
Judicious use of precise references to support interpretation(s)
AO2
Analysis of writer’s methods. Exploration of effects of writer’s methods on reader
AO3
Exploration of ideas/perspectives/contextual factors shown by specific, detailed links between context/text/task.

7. Poetry comparison - conceptualised two argument approach
You should be spending 45 mins writing your comparison. You need to drill yourself with appropriate timings for achieving the stages of your method of response.
Comparing through themes is the best way to get the highest marks which is why you have a thesis statement.
The highest band demands a conceptualised response
You need a coherent line of argument to explore
Therefore you need a coherent plan
You need to present a two part argument about both poems – the different things they say about power or conflict.
This proves to the examiner that you are taking a conceptualised, exploratory approach.

8. Recommended comparisons for a conceptualised two argument approach.
Ozymandias with My Last Duchess: How is the power of a ruler explored? The dictator’s desire for power versus the poet’s message about how authoritarian’s power is corrupt, immoral and dangerous.
The Charge of the Light Brigade and Exposure: The experience of conflict. (Both poems highlight the wastefulness and pity of war but through different means: CLB through honouring the heroism and bravery of those who gave their lives Exposure through highlighting futility and nihilism of the soldier’s bleak existence.
Kamikaze and The Prelude: Power of nature. Both present the power of nature but both also present the weakness of man compared to nature.
War Photographer and Poppies: Psychological impact of conflict. Both are about the psychological impact of conflict; one about the personal impact on a mother, the other about the impersonal reaction of the media.
Storm on the Island and Emigree: Power of community. Power of place and community but also the power of nature.
Checking Out Me History and London: Power of identity. Both challenge the power of institutions that seek to define and take away our identity. In COMH the speaker blames education, in London the speaker blames the greed of institutions and government.
Bayonet Charge and Remains: Personal impact of war. – both about personal impact of conflict and war. BC explores psychological terror as it unfolds in the moment of battle, whereas Remains explores the powerful psychological impact of terror after it has happened
London and Tissue: Different types of power: London explores various types of concrete institutional power, whereas Tissue explores the fragility of power: the healing power of imagery, a positive alternative to power.

9. Use your IFSLAC- 9 Structure and your Not Yet Because… Mark Code
Introduce idea/ theme/perspectives of both poems
Form and structure: How does the form create meaning (is it free verse, sonnet, ballad etc?) there must be a reason why the poet has chosen a certain form. How does it create meaning? Structure: How is the poem presented? Is there something interesting about the layout or order of events? Explore structural features such as: rhythm, meter, rhyme scheme, stanzas/verses, punctuation, pauses, caesura, enjambment. How do these features create meaning?
Language: How is language/imagery used to create an effect? Explore quotes. Ask 3 Whys.
Attitude: What is the tone or mood of the speaker/voice? Does this connect with idea/theme/perspective?
Conclusion: (4Cs): Can you connect with the poem? Do you want to challenge anything? Are there new concepts you have learned? Has the poem changed your way of thinking? Use one of the 4Cs. Give a quote to back up your personal response .

10. Not Yet Because…Marking Code for poetry comparison Power and Conflict.
Meaning
I (AO1) (AO3)
Intro/Idea: Conceptualised Thesis Statement that explores the poet’s ideas/themes/perspective.
F/S (AO2)
Form and Structure: How does the form create meaning? (is it free verse, sonnet, ballad, 1st person, 3rd person perspective?) There must be a reason why the poet has chosen a certain form. How does it shape meaning?
Explore structural features such as: rhythm, meter, rhyme scheme, stanzas/verses, punctuation, pauses, caesura, enjambment. How do these features shape meaning?
L (AO2)
Language choices: The effect of word arrangement? 3 Whys to spark exploration? The effect of imagery?
A (AO2)
Attitude of the ‘speaker’/’voice’/poet? Do you detect a mood or tone of voice in words or images?
C (AO1) (AO3)
Conclusion: 4Cs prompt for deeper meaning and personal response. Significance of the final lines? Link to your thesis statement?
C/K
Connectives/Key words: On the one hand, whereas, however, alternatively, moreover, furthermore, in addition to, this reveals, this indicates, this signifies, this evokes, this creates, this conveys.
SPAG
Accuracy of Spelling, punctuation, grammar.

11. 4Cs – try to use one to persuade examiner you have got into the poem
Idea/
Themes/
Perspective
Thesis statement
AO1/AO3
IFSLAC 9
Remember to COMPARE.
Conclusion
4Cs – try to use one to persuade examiner you have got into the poem
Connect
Challenge
Change
Concepts
Form/ Structure and how it shapes meaning.
AO2
Question
How is the power of place and community explored in Storm on the Island and one other poem?
Attitude
the tone or mood of the speaker/voice. Does this connect with idea/theme/perspective?
AO2/AO3
3. Language and imagery used to shape meaning.
Effect on reader.
AO2

12. How is the personal impact of conflict explored in ‘Bayonet Charge’ and one other poem from the anthology?

13. 4Cs – try to use one to persuade examiner you have got into the poem
1. Idea/
Themes/
perspective
IFSLAC 9
Remember to COMPARE.
Conclusion
4Cs – try to use one to persuade examiner you have got into the poem
Connect
Challenge
Change
Concepts
2. Form/ Structure and how it shapes meaning.
Social and historical context.
Question:
How is the personal impact of conflict explored in ‘Bayonet Charge’ and one other poem
3. Language and imagery used to shape meaning.
3 Whys.
How attitudes of historical context are presented through the ‘voice’ of the poems

14. Get Present Get Present Get Present Get Present Get Present
The Emotion Wheel
(Juan Coto)
Challenging Situation
(E) Become ANGRY, FRUSTRATED or SAD
FUTURE
What might happen
Get Present
Get Present
Sensations Breath
Quiet Mind
Get Present
Process not outcome
Visualise tactical strategy
Get Present
Get Present
Trigger Words
Get Present
Get Present
Get Present
Become
NERVOUS/ANXIOUS or DISENGAGED
(D) Thoughts go to the PAST
Errors and poor decisions

15. Approach to understanding…20 mins
Read poem silently for understanding in relation to the question…remember, there are more words you understand than you don’t!
Read poem silently and highlight 3 most important words/phrase (beginning/middle/end) in relation to the question.
Listen to teacher’s reading
Annotate/note-taking based on structured IFSLAC interpretation of the poems.
Stay in the present moment, stay with a growth mindset

16. Based on teaching – work in groups on comparative IFSLAC
Based on teaching – work in groups on comparative IFSLAC. 7 minutes timed.
Groups 1: Comparative analysis of Idea/intention/perspective (AO1/AO3)
Groups 2: Comparative analysis of Form and Structure (AO2)
Groups 3: Comparative analysis of Language/imagery/effect of methods. (AO2)
Groups 4: Comparative analysis of Attitude (tone/mood of speaker) and Conclusion. 4Cs. (AO1/AO3)
Questioning your choices. 3Whys.

17. Now use the model planning handout to consolidate note-taking and revise – 5 mins
After 5 mins put handout on the floor, blank side facing up.

18. Bayonet Charge and Remains – Personal impact of conflict and war
Bayonet Charge and Remains – Personal impact of conflict and war. BC explores psychological terror as it unfolds in the moment of battle, whereas Remains explores the powerful psychological impact of terror after it has happened
Idea and intention/perspective (AO1/AO2): Reality of conflict, revealing psychological terror of an unfolding battle. The poem ends with an image that vividly depicts the soldier’s terror (‘touchy dynamite’) Patriotism: this idea drops like ‘luxuries’ when confronted with the brutal reality of conflict. brutal reality of conflict during trench warfare, capturing bewilderment and panic of a charge. However, it also represents brutal reality of war that soldiers endured in the early to mid-20th century. It is probably influenced by Hughes’ father’s experiences during WW1 – terrifying actions of a soldier as he runs across the battlefield during a bayonet charge.
Form and Structure (AO2): 3rd person used to be representative of all soldier’s experiences. Enjambment adds to sense of forward movement. Lull in second verse as soldier stops and contemplates why he is has been caught up in this moment. Semantic fields of war juxtaposed with nature to show impact of war on the environment.
Language effects(AO2): Verbs give clear sense of movement (‘running’, ‘stumbling’, ‘rolled’, ‘plunged’). Similes to depict sheer physical intensity of his terror (‘sweating like molten iron in the centre of his chest’). Accumulation (‘King, honour, human dignity, etcetera’) to show irrelevance of patriotism when you are the thick of battle. Personification ‘Bullets smacking the belly out of the air’ captures terrifying sounds.
Attitude/tone/mood (AO1/AO2): Pace of the poem captures the panic and intensity of soldier’s experience. ‘Smacking the belly out of the air’.
Conclusion (4Cs) (AO1/AO3): Choose one to explore. Connect: you feel like you are in the battle. Challenge: challenge patriotism and how it obscures reality of war. Change: my thoughts on the experience of what it would be like to be caught up in a battle. Concept: reality of conflict.
Idea and intention: conflict and it’s consequences; post-traumatic stress disorder (PSTD). Speaker of the poem is a serviceman returned from Iraq. Armitage wants to capture reality of soldier’s involved in recent Iraq conflict. Written in Armitage interviewed soldiers from the Iraq war. Many returning soldier’s suffer from PTSD. The poem does not judge the rights or wrongs of the conflict. Drink and drugs (a modern day antidote?) won’t erase the memories.
Form and Structure: 1st person monologue, half-rhymes and four-beat rhythm capture ironic jollity, or terseness and matter-of-fact tone. Use of enjambment creates suspense and trauma of the experience.
Language effects: Short clauses mimic patterns of natural speech. Colloquial language (‘legs it’, ‘letting fly’, ‘my mates’, ‘tosses his guts’, ‘near to the knuckle’) adds to realism and authenticity of soldier’s voice. Verbs of violence (‘armed’, ‘rips through’, ‘hit’, ‘bursts’, ‘torn apart’) create stark imagery, a sense of immediacy and impact. Imagery of blood resonant of Macbeth’s guilt after murdering Duncan: ‘his bloody life in my bloody hands’: imagery of guilt that will not wash away.
Attitude/tone/mood: colloquial language, everyday connectives (‘well’, ‘so’ ) contrast sharply with the brutality of the memory being recounted.
Conclusion (4Cs). Choose one to explore. Connect: awareness of impact of PTSD. Challenge: challenges of guilt. Change: impact of conflict and its consequences. Concept: long term effects of split-second decisions in a highly tense situation.

19. After lunch. Timed conditions – 45 mins
Planning (reading and relating to question, using IFSLAC as either a planning method or checklist) (10 mins)
Idea/themes/perspective (5 mins)
Form and Structure (5 mins)
Language/imagery – effect on reader/3 Whys (15 mins)
Attitude (tone/mood) (5 mins)
Conclusion (4Cs as a prompt) Can you link to thesis statement?(5 mins)
Checking (5 mins)

20. 4Cs – try to use one to persuade examiner you have got into the poem
Idea/
Themes/
Perspective
Thesis statement
AO1/AO3
IFSLAC 9
Remember to COMPARE.
Conclusion
4Cs – try to use one to persuade examiner you have got into the poem
Connect
Challenge
Change
Concepts
Form/ Structure and how it shapes meaning.
AO2
Question
How is the personal impact of conflict explored in ‘Bayonet Charge’ and one other poem.
Attitude
the tone or mood of the speaker/voice. Does this connect with idea/theme/perspective?
AO2/AO3
3. Language and imagery used to shape meaning.
Effect on reader.
3 Whys
AO2

21. CYCLE OF FEEDBACK STEP 1 STEP 4 STEP 2 STEP 3
Clarify what (if anything) you don’t understand (I’m not sure I understand…..)
STEP 4
STEP 2
Offer further helpful suggestions (You might try…)
What is good about the work?
Be specific.
( I like ……. because)
STEP 3
Offer specific examples of what can be improved
(I wonder if …)
D. Perkins. 2003