Task 1: Which poem from the anthology…
1...is about the brutal conditions in the trenches in WW1?
2...is about the experiences of a young child forced to emigrate from her war torn country?
3...is about a mother who struggles with difficult emotions when her son goes off to war?
4...is about the silencing of black culture and history in UK schools?
5...is about a brave but disastrous charge in which six hundred soldiers lost their lives?
6...is about a statue of an ancient leader, whose crumbling statue represents his loss of power?
7...is about a jealous Duke who has his wife killed in order to maintain his power?
8...is about a suicide pilot who fails his mission and is shamed by his family?
9...is about the suffering of the poorest people in society, and the failure of the church to help?
10...is about the need for more kindness and less conflict/division between people?
11...is about a journalist who takes photos in conflict zones and struggles with guilt and memories?
12...is about one soldier’s charge towards the enemy in WWI, and his feelings of confusion about what the war is for?
13...is about the difficulty of returning from a war zone and struggling to forget the memories of killing someone?
14...is about a powerful storm and its battle with a small community?
15...is about one person’s realisation of how powerful nature can be?
Task 4: Which poet…
Task 6: copy and complete these sentences to explain the context of each poem.
1. Remains: Armitage interviewed …
2. Kamikaze: World War Two Japanese pilots went on …
3. Checking Out Me History: Agard grew up in the …
4. Prelude: The Industrial Revolution brought…
5. Bayonet Charge: Hughes’ father fought in …
6. London: Blake was critical of …
7. Exposure: Owen fought in …
8. Ozymandias: Shelley was critical of …
9. Poppies: Poppies symbolise…
10. War Photographer: Duffy’s friend…
11. The Emigree: Immigration was …
12. Charge of the Light Brigade: Tennyson was …
13. Storm on the Island: In Ireland…
14. My Last Duchess: Marriage was …
15. Tissue: Dharker was Muslim and grew up in Scotland so …
Ozymandias
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Shelley’s main message?
Task 3: What is Shelley suggesting about power?
Shelley was critical of people in positions of power. He was extremely critical of the British monarchy and British Empire because of their arrogance. Ozymandias is another name for one of Ancient Egypt’s most famous rulers: Rameses II. He was a warrior king who led many battles. Shelley shows a ruined statue of the once-powerful ruler.
Task 4: How does Shelley use language, structure and form to convey his message?
Shelley uses imagery in the words ‘... … ’ . Shelley’s use of the word ‘sneer’ conveys… .
The words on Ozymandias’ pedestal show that he described himself as ‘... ’. The repetition shows … .
Shelley creates an image of a crumbled statue surrounded by nothing but sand in the line ‘... ...’. Shelley creates contrast between the words ‘colossal’ and ‘wreck’ in order to convey...
Shelley’s use of the structured ... form reflects … .
Task 5: Write about each quotation with poetic devices if relevant. The first one has been done as an example
1. ‘sneer of cold command’- Shelley uses alliteration of the harsh ‘c’ sound in the description of the statue’s ‘sneer of cold command’ to emphasise the harsh cruelty of the once-powerful Ancient Egyptian ruler.
2. ‘King of Kings’ -
3. ‘colossal Wreck’-
My Last Duchess
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Browning’s main message?
Task 3: What is Browning suggesting about power?
The poem is written in the Victorian era (19th century) when attitudes towards women were changing: people were starting to ask questions about whether women should be the property of their husbands and whether men should have all the power in relationships. The poem is based on a real-life 16th century Italian Duke (Duke of Ferrara) who remarried after his first wife died suspiciously, perhaps poisoned. In the 16th century, men were given dowries (money from the woman’s family) when they married so it could be that the Duke wanted to make money from his marriages.
Task 4: How does Browning use language, structure and form to convey his message?
1. Browning reveals the Duke’s obsession with status and power with the words ‘... ...’
2. Browning repeats the word ‘...’ to reveal ....
3. Browning conveys the Duke’s arrogance when he describes his name as… His use of the word ‘gift’ suggests...
4. Browning reveals the murder when he writes ‘ … .’ This shows the Duke to be … .
5. The … form without reply shows the Duke’s character to be … .
6. The regular rhyming couplets reflect … .
Task 5: Write about each quotation. Include language devices if relevant. The first one has been done as an example
1. ‘I choose never to stoop’ and ‘stooping’ - Browning repeats the word ‘stoop’ to show that the speaker feels he would be lowering himself if he did not deal with his wife so harshly. This shows he sees women as inferior to him.
2. ‘My gift of a nine-hundred years old name’ -
3. ‘I gave commands; then all smiles stopped’ -
Comparisons between Ozymandias and My Last Duchess
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2: Main ideas
Both poems ....
Whereas Shelley … , Browning … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence
Task 5: Using the topic sentence ideas above, plan your comparison essay by writing short bullet points/notes for each paragraph.
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
Storm on the Island
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Heaney’s main message?
Task 3: What is Heaney suggesting about the effects of nature?
The poem was written in 1966 and set in a remote island community, like many parts of rural Northern Island - Heaney himself was from a rural part of Northern Ireland and his father was a farmer. He often writes about the conflict between nature and humans, as well as the tension between two types of Christians in Northern Ireland: Catholics and Protestants. He was a Catholic and there was lots of conflict between them.
Task 4: How does Heaney use language, structure and form to convey his message?
Heaney’s simile comparing the sea’s violent spray to a ‘tame cat turned savage’, shows that … .
Heaney’s violent imagery with the words ‘spit’ and ‘savage’ describe the attacking storm demonstrates that … .
The contrasting descriptions of the storm as both ‘tame’ and ‘savage’ reveal that … .
Heaney’s violent imagery with the words ‘exploding’, ‘bombarded’ and ‘pummels’ to describe the attacking storm demonstrates that … .
Heaney uses the battle imagery to convey...
The final line describes the storm as a ‘huge nothing’ to reveal … .
Heaney uses enjambment to show … .
The poem is written as one ... to convey … .
Task 5: Make notes about each quotation. Include language devices if relevant. The first one has been done as an example
1. ‘Spits like a tame cat/ Turned savage.’ The simile compares sea’s spray to a tame cat, perhaps to emphasise that it is familiar to the islanders. The word ‘savage’ also shows how violent it can be. The contrast highlights that the islanders see the weather as familiar (they are used to it) but it is also very forceful and dangerous.
2. ‘Exploding’, ‘bombarded’, ‘pummels’ -
3. ‘Strange, it is a huge nothing that we fear.’ -
The Prelude
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Wordsworth’s main message?
Task 3: What is Wordsworth suggesting about the effects of nature?
As a Romantic poet, Wordsworth believed in the power of nature and that man is insignificant in comparison to the natural world. The poem is said to be autobiographical. It reflects Wordsworth’s own spiritual journey and how he comes to terms with his place in nature and the world. He described the Prelude as “a poem on the growth of my own mind” with “contrasting views of Man, Nature, and Society”.
1. Wordsworth explores how nature affects … .
2. Wordsworth shows the relationship between … .
3. Wordsworth looks at how humanity …
4. Wordsworth’s poem is based on his … .
5. Wordsworth shows the contrast between … .
Task 4: How does Wordsworth use language, structure and form to convey his message?.
The words ‘glittering’ and ‘sparkling’ describe the beauty of … . The speaker feels … at the beginning of the poem, in this beautiful environment.
These words create powerful imagery of...
Wordsworth describes the mountain peak using monstrous imagery such as ‘upreared its head’, ‘strode after me’, which shows that … .
The poem’s final line show nature as a ‘trouble ...’. Nature has caused the speaker to feel … .
Task 5: Write about each quotation. Include language devices if relevant. T
1. ‘glittering’ and ‘sparkling’-
2. ‘upreared its head...the grim shape...strode after me’ -
3. ‘a trouble to my dreams’-
Comparisons between The Prelude and Storm on the Island
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2: Main ideas
Both poems … .
Whereas Wordsworth … , Heaney … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences. You can choose to focus on one poet or both in your sentences
Task 5: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
London
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Blake’s main message?
Task 3: What is Blake suggesting about power?
Blake was religious but very critical of the church because they did not help children and the poor - especially when young children were forced into difficult jobs because of the Industrial Revolution. He also disagreed with other powerful institutions like the monarchy. In 1789, the French people protested against the monarchy and the rich in charge, using violence and murder to overthrow those in power. Blake saw the French Revolution as inspirational - a model for how ordinary poor people could take back power. Perhaps he was calling for a revolution in London.
1. Blake explores the power of … .
2. Blake draws attention to the corruption of … .
3. To Blake, institutions such as … were … .
4. Blake criticises … .
5. Although Blake was religious,... .
6. Blake’s poem is a … .
Task 4: How does Blake use language, structure and form to convey his message?
1. Blake repeats the word ‘...’ to describe the Thames and the streets, demonstrating that … .
2. The metaphor ‘mind forged manacles’ suggests that … .
4. Blake describes the church as ‘...’ which could mean …. .
5. The … rhyme scheme is used to convey … .
6. The poem is structured in four … to show … .
Task 5: Write about each quotation. Include language devices if relevant. The first one has been done as an example
1. ‘chartered’ - Blake’s repetition of the word ‘chartered’ emphasises his bitterness at the ownership of everything by the wealthy and powerful, including the public areas such as the streets and the river which he believes should be common property.
2. ‘every black’ning church appalls’ -
3. ‘mind-forged manacles’ -
Tissue
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is it about?
What is Dharker’s main message?
Task 3: What is Dharker suggesting about power?
Dharker was a Muslim born in Pakistan who grew up in Scotland. She saw wars unfold between the Middle East and the West and wanted kindness to replace division and hatred.
1. Dharker is critical of … .
2. Dharker wants … .
3. Dharker asks her readers to think about … .
4. Dharker uses paper and light as … .
5. Dharker believes that … .
Task 4: How does Dharker use language, structure and form to convey his message?
1.Dharker uses imagery of borders and division when she writes ‘maps to demonstrate … .
2.Dharker uses paper as a metaphor for ... and light as a metaphor for … . This is because … .
3.Dharker uses a simile in the line ‘credit cards might fly our lives like paper kites’ to represent the idea that … .
4.This imagery suggests...
5.Dharker uses the words ‘capitals’ and ‘monoliths’’ to symbolise governments and leaders. She wants us to … .
6.Dharker writes in free ... and uses … in the poem’s lines to reflect … .
Task 5: Write about each quotation. Include language devices if relevant. The first one has been done as an example
1. [paper that lets the light shine through] ‘this is what could alter things’ - The idea of paper is as a metaphor for human life and light as a metaphor for kindness. Humans and human kindness have the power to change things.
2. ‘maps’
3. ‘what was paid by credit card might fly our lives like paper kites’ -
4. ‘let the daylight break through capitals and monoliths’ -
Comparisons between Tissue and London
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2: Main ideas
Both poems … .
Whereas Dharker … , Blake … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence:
Task 5: Using the topic sentence ideas above, plan your comparison essay by writing short bullet points/notes for each paragraph.
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
Checking out me History
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is it about?
What is Agard’s main message?
Task 3: What is Agard suggesting about identity and society?
John Agard is a black poet who was born in the Caribbean and moved to England as an adult. In his poem, he explores the idea that black history is missing from schools and that a sense of black identity is impossible to have in a society which will not tell him about his culture. He has to find out about it himself.
1. Agard feels that … .
2. To Agard, society … .
3. Agard believes that schools … .
4. Agard says that he is now … .
5. Agard exposes how neglected … .
Task 4: How does Agard use language, structure and form to convey his message?
1. Agard’s simple structure with a ... reflects … .
2. Agard uses the refrain ... to show … .
3. Agard contrasts ‘Mary Seacole’ with ‘Florence Nightingale’ to suggest…
4. Agard uses the metaphor of a ‘bandage’ to reveal he feels...
Task 5: Write about each quotation. Include language devices if relevant.
1. ‘bandage up me eye with me own history’
2. ‘dem tell me’ -
3. ‘Mary Seacole’ ‘Florence Nightingale’
The Émigrée
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is it about?
What is Rumens’ main message?
Task 3: What is Rumens suggesting about identity and society?
An emigrant is a person who leaves their birth country to live elsewhere; Émigrée is French, female word for emigrant. The poem clearly explores how someone who had to leave their birth country (because of a political conflict) feels in their new country.
1. Rumens feels that … .
2. To Rumens, society … .
3. Rumens shows the perspective of … .
4. Rumens looks at a struggle between … .
5. She exposes how it feels to be … .
Task 4: How does Rumens use language, structure and form to convey her message?
Rumens creates imagery of ‘sunlight’ to suggest…
Rumens describes the speaker’s memories as ‘clear’ to…
Rumens personifies the speaker’s home country in the words ‘the frontiers rise between us’ to...
Rumens repeats the pronouns ‘they’ and ‘me’ in the lines ‘...’ and ‘...’ to expose … .
The poem is written in … with very little … or … to suggest that … .
Task 5: Write about each quotation. Include language devices if relevant. The first one has been done as an example:
1. ‘sick with tyrants’ - The city is personified to show how corrupt it is politically. However, even though it is run by cruel leaders, she still has fond memories of it. This perhaps shows us how uncomfortable she feels in her new country.
2. ‘my memory of it is sunlight-clear’ and ‘sunlight’ repeated -
3. ‘The frontiers rise between us’
4. ‘they circle me’ and ‘They accuse me of being dark’ -
Comparisons between Checking out me History and The Émigrée
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2: Main ideas
Both poems … .
Whereas Agard … , Rumens … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence
Task 5: Using the topic sentence ideas above, plan your comparison essay by writing short bullet points/notes for each paragraph.
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
The Charge of the Light Brigade
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Tennyson’s main message?
Task 3: What is Tennyson suggesting about war?
At the Battle of Balaclava in the 1854 Crimean War, a British cavalry charge was defeated by Russian artillery with hundreds killed. Tennyson was Poet Laureate so wrote for British readers nationally. He wrote about the battle with patriotic pride because he believed the men were heroes.
1. Tennyson suggests that war … .
2. Tennyson shows that war can … .
3. Tennyson celebrates … .
4. Tennyson calls upon his readers to … .
5. Tennyson shows that patriotism can … .
Task 4: How does Tennyson use language, structure and form to convey his message?
1.Tennyson uses repetition in the quotation ‘cannon...’ to demonstrate … .
2.Tennyson uses repetition in the quotation ‘theirs...’ to demonstrate … .
3.Tennyson repeats the words ‘six hundred’ throughout the poem to emphasise … .
4.Tennsyons asks the reader the question ‘...’ in order to … .
5.Tennyson uses the ... form with strong rhyme and rhythm so that his readers … .
Task 5: Make notes about each quotation. Include language devices if relevant. The first one has been done as an example
2. ‘When can their glory fade?’
3. ‘Cannon to the right of them,Cannon to the left of them,Cannon in front of them/behind them’ -
4. ‘Theirs not to make reply, theirs not to reason why, theirs but to do and die.’ -
5. ‘Honour the charge the made, Honour the light brigade, noble six hundred!’ -
Bayonet Charge
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Hughes’ main message?
Task 3: What is Hughes suggesting about war?
Ted Hughes was born in 1930, and therefore did not have personal experience of the First World War. However, his father fought in the trenches, and this poem is Hughes’ attempt to imagine what his father’s experiences were like, based on the stories he had been told. The First World War was mostly trench warfare. Soldiers sheltered from the enemy guns in trenches most of the time, but occasionally they were ordered to charge towards the guns, as in this poem. This poem shows one soldier’s fear.
1. Hughes suggests that war … .
2. Hughes shows that war can … .
3. Hughes questions … .
4. Hughes exposes … .
Task 4: How does Hughes use language, structure and form to convey his message?
1.Hughes uses personification and onomatopoeia in the quotation ‘...’ to convey … .
2. Hughes uses a metaphor in the quotation ‘...’ to compare war to a … . The harsh alliteration of the ‘c’ sound emphasises … .
3. Hughes uses a simile in the quotation ‘...’ to expose the impact that war had on … .
4. Hughes uses listing in the quotation ‘...’ to emphasise that the soldiers … .
However, the final word ‘etcetera’ creates … .
5. The following simile ‘...’ suggests that nothing else matters when … .
6. The poem begins in … to demonstrate … .
7. The pace of the poem slows/quickens in the … to show … .
Task 5: Make notes about each quotation. Include language devices if relevant. The first one has been done as an example
1. ’bullets smacking the belly out of the air’
2.‘cold clockwork of the stars and the nations’
3.‘King, honour, human dignity, etcetera /Dropped like luxuries’
Comparisons between Bayonet Charge and The Charge of the Light Brigade
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2: Main ideas
Both poems … .
Whereas Tennyson ... , Hughes … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence
Task 5: Using the topic sentence ideas above, plan your comparison essay by writing short bullet points/notes for each paragraph.
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
Poppies
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Weir’s main message?
Task 3: What is Weir suggesting about the effects of war?
Though set in the modern day, the poem clearly evokes memories of war going back to WW1. This is seen clearly with the symbol of the poppy. Weir wrote this for a collection of poems in 2009, written in response to the conflicts in Iraq and Afghanistan. She explores the different emotions felt by a mother whose son has left to fight in the war.
Task 4: How does Weir use language, structure and form to convey his message?
1.Weir uses a simile in the quotation ‘world overflowing like a treasure chest’ to convey … .
2. Weir uses symbolism in the quotation ‘released a songbird from its cage’ to reveal..
3. The ‘cage’ symbolises… The ‘songbird’ symbolises....
4. Weir highlights the mother’s courage through the quotation ‘....’
5. Weir highlights the mother’s sadness through the words ‘hoping to hear…’, which…
6.Weir’s use of sound imagery helps the reader to imagine..
7.The poem is written in ... to give it a ... feel.
8.The poem is a ... from a mother to her absent son, revealing … .
Task 5: Make notes about each quotation. Include language devices if relevant. The first one has been done as an example
1.‘the world overflowing/ like a treasure chest.’ -
2.‘released a songbird from its cage’ -
3.‘I was brave’ -
4.’Hoping to hear your playground voice’
Kamikaze
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time in which it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What it the poem about? …
What is Garland’s main message? …
Task 3: What is Garland suggesting about the effects of war?
Kamikaze is set during World War Two, when Japanese pilots frequently made suicidal attacks on enemy targets; it was considered a great honour in Japan to die for your country. A kamikaze pilot was not expected to return home. If they did return, their actions were seen as shameful and they were rejected by their families.
1.Garland suggests that war … .
2.Garland shows that war can affect … .
3.Garland explores the pain of … .
4.Garland exposes a family’s … .
5.Garland examines the difficulties of … .
Task 4: How does Garland use language, structure and form to convey his message?
1.Garland uses the image of ‘father’s boat’ to suggest...
2. Garland shows how everyone, even the children … … , in the quotation ’... ... ’.
4.Garland creates a regretful tone when she writes ‘he must have...’ to show that … .
5.Garland’s poem is laid out in … but has no obvious... This shows the contrast between … .
Task 5: Write about each quotation. Include language devices if relevant. The first one has been done as an example
1.‘he must have wondered/ which had been the better way to die’
2. ‘Father’s boat’
4.‘we too learned to be silent’ -
Comparisons between Poppies and Kamikaze
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2: Main ideas
Both poems … .
Whereas Garland … , Weir … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence
Task 5: Using the topic sentence ideas above, plan your comparison essay by writing short bullet points/notes for each paragraph.
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
Remains
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Armitage’s main message?
Task 3: What is Armitage suggesting about the effects of war?
This poem is part of a collection, The Not Dead, which was originally broadcast as part of a television documentary recording the experiences of soldiers. Armitage made use of the words and phrases of the soldiers themselves, turning them into poems. He wanted to show the real-life experiences of soldiers suffering from the effects of war.
Task 4: How does Armitage use language, structure and form to convey his message?
Task 5: Make notes about each quotation. Include language devices if relevant. The first one has been done as an example
1.‘probably armed, possibly not’ This is repeated in the poem, which suggests that the soldier is haunted by one particular memory: whether or not the looter was armed, and therefore whether or not they were justified in shooting him.
2.‘blood shadow’ -
3.‘drink and drugs won’t flush him out’ -
4.‘sort of inside out’ -
War Photographer
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular structure or form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Duffy’s main message?
Task 3: What is Duffy suggesting about the effects of war?
Duffy was inspired to write this poem by her friendship with a real-life war photographer. She was interested by the challenge faced by these people whose job requires them to record terrible, horrific events without being able to directly help the people they take photos of. She is trying to get us to consider our own response when we see these types of photographs. Do they affect us or feel very removed from us?
Task 4: How does Duffy use language, structure and form to convey his message?
Duffy creates powerful, vivid imagery when she writes ‘running…’ to reveal...
Duffy suggests that people in Britain are hardly affected by the photographs they see when she writes ‘...’ . The ‘...’ and ‘...’ shows … .
The metaphor of the ‘half-formed ghost’ shows the memory of … .
The regular … , which is interrupted by … the … .
Task 5: Make notes about each quotation. Include language devices if relevant. The first one has been done as an example
1.‘spools of suffering set out in ordered rows’ - juxtaposition between the suffering of people in warzones and the job of a war photographer who has to ‘order’ photos so that they can show images to the British public. The contrast shows how hard it is to be a war photographer who must feel guilty.
2.‘Running children in a nightmare heat’
3.‘The reader's eyeballs prick with tears between the bath and pre-lunch beers’ -
4.‘half-formed ghost’ -
Comparisons between Remains and War Photographer
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2:
Both poems … .
Whereas Duffy … , Armitage … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence
Task 5: Using the topic sentence ideas above, plan your comparison essay by writing short bullet points/notes for each paragraph.
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
Find The Charge of the Light Brigade questions above.
Exposure
Task 1: Knowledge quiz
1. Who wrote this poem?
2. When was it written?
3. Is it written in a particular structure or form? If so, why might that be?
4. What is the main context for this poem? Think about what you know about the author or the time it was written.
5. What are the three top quotations for this poem?
Task 2: Summary
What is the poem about?
What is Owen’s main message?
Task 3: What is Owen suggesting about war?
Owen fought in the trenches in World War One, suffered from shell-shock and saw many of his fellow soldiers die.
Task 4: How does Owen use language, structure and form to convey his message?
Task 5: Make notes about each quotation. Include language devices if relevant. The first one has been done as an example
1. ‘The merciless iced east winds knive us.’
2. ‘But nothing happens’
3. ‘What are we doing here?’ -
4. ‘All their eyes are ice’
Comparisons between Exposure and The Charge of the Light Brigade
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2: Main ideas
Both poems .. .
Whereas Tennyson … , Owen … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence
Task 5: Using the topic sentence ideas above, plan your comparison essay by writing short bullet points/notes for each paragraph.
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
Comparisons between Ozymandias and London
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2: Main ideas
Both poems … .
Whereas Shelley … , Blake … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence
Task 5: Using the topic sentence ideas above, plan your comparison essay by writing short bullet points/notes for each paragraph.
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
Comparisons between Exposure and Storm on the Island
Task 1: Comparison quiz
1. What is the main similarity between the two poems?
2. What is the main difference between the two poems?
3. If you were writing an essay to compare these two poems, what could your introduction be?
4. What would your three topic sentences be?
Task 2: Main ideas
Both poems ….
Whereas Owen … , Heaney … .
Task 3: Topic sentence ideas
Task 4: Turn these fragments into full sentences by adding something at the start or end of the sentence, or both. You can choose to focus on one poet or both in your sentence
Task 5: Using the topic sentence ideas above, plan your comparison essay by writing short bullet points/notes for each paragraph.
Your essay should follow this structure: introduction which summarises your whole idea (the main way in which they are they similar and different), three-four comparative paragraphs that start with a strong topic sentence (either ‘both poems…’ or ‘whereas…’), short conclusion which sums up your argument (In conclusion…)
Ozymandias
1.‘S_________ of c_______ c__________’
2.‘K________ of k___________’
3.‘C_________ w____________’
My Last Duchess
1. ‘My gift of a ___-_______ years old ___’
2. ‘I choose never to ______’
3. ‘I gave _____; then all _______ stopped’
Prelude
1. ‘gl______’ ‘sp______’
2. ‘upreared its h____...e...strode after me’
3. ‘a tr______ to my dr_____’
Storm on the Island
1. ‘Spits like a tame c____/ Turned s_____.’
2. ‘ex______...bom______...pummels’
3. ‘Strange, it is a huge no______ that we f____.’
Tissue
1.‘m______s’
2. ‘what was paid by cr____ c_____ might fly our lives like paper k____’
3. ‘let the d_______ break through c______ and monoliths’
London
1. ‘ch______ street… cha_____ Thames’
2. ‘every black’ning ch_____ appalls’
3. ‘m______-forged m______’
Checking out me history
1. ‘b_____ up me eye with me own h_______’
2. ‘d___ tell m_’
3. ‘M_______ S________’ ‘F________ N__________’
The Emigree
1. ‘my memory of it is s__________-clear’
2. ‘the f_______________ rise b________ u___’
3. ‘they circle me’ ‘they ac______ me of being d_____’
Charge of the Light Brigade
1. ‘C_____ to the right of them, C_____ to the left of them, C_____ in front of them/behind them’
2. ‘Th___ not to make reply, th_____ not to reason why, t____ but to do and die.’ -
3. ‘When can their g____ fade?
4.H_____ the charge the made, H_____ the light brigade, n____ six hundred!’
Bayonet Charge
1. ’b______ smacking the b_____ out of the air’
2. ‘cold cl________’
3. ‘King, h______, human dignity, etcetera /Dropped like l_________
Poppies
1. ‘the world overflowing/ like a tr______ chest.’
2. ‘I was br_____’
3. ‘Hoping to hear your p_______ v__________’
4. ‘released a s_______ from its c_____’
Kamikaze
1. ‘he must have w_______/ which had been the better way to d___.’
2. ‘F_______’s b________’
3. ‘we too learned to be si______’
War Photographer
1. ‘Running c________ in a n______ h______’
3. ‘Reader’s r_________ prick with tears between the b_____ and pre-lunch b______.’
4. ‘half-formed gh_____’
Remains
1. ‘probably armed, po________ not’
2. ‘His bl_______ life in my b_______ h________’
3. ‘drink and dr____ won’t flush him out’
Exposure
1. ‘The m______ iced east w______ that knive us.’
2. ‘B_____ nothing happens…. b______n_______ happens… b_____ nothing h______.’
3. ‘W______ are we d______ here?’
Which poem would you choose to compare for these questions?