Y11 English Literature Unseen Poetry Intervention



Literature Paper 2, Section C (45 minutes)Y11 English Literature Unseen Poetry Intervention24244233498112Name: Session one mini test:Write definitions of the following devices. The first one has been done for you. POETIC DEVICEDEFINITIONENJAMBMENTLines that end without punctuation and without completing a sentence.DIALECTASSONANCEMETAPHORFREE VERSESIMILESIBILANCESONNETRHYME ALLITERATIONONOMATOPOEIA PERSONIFICATION What poetic devices are being used in these quotes and what is the effect? Annotate the techniques and write underneath what this suggests. The sea is a restless baby in its cot, tossing and turning all night.I was burning with rage.But forest don’t broadcast her businessno forest cover her business downfrom sky and fast-eye sunand when night comeand darkness wrap her like a gownForest is a bad dream womanSudden successive flights of bullets streak the silence.5. Food mus readyOn time,Cloth mus readyOn time,Woman mus readyOn time,How Macho can you go?Unseen Poetry, Question 1 – Analysing One PoemPoem for My SisterMy little sister likes to try my shoes,to strut in them,admire her spindle-thin twelve-year-old legsin this season’s styles.She says they fit her perfectly, but wobbleson their high heels, they’rehard to balance.I like to watch my little sister playing hopscotch,admire the neat hops-and-skips of her,their quick peck,never-missing their mark, notover-stepping the line.She is competent at peever*.I try to warn my little sisterabout unsuitable shoes,point out my own distorted feet, the callouses,odd patches of hard skin.I should not like to see herin my shoes.I wish she could stay sure footed,sensibly shod. *peever – another name for the game of hopscotchLiz LockheadIn ‘Poem for my Sister’, how does the poet present the speaker’s feelings about her sister? (24 marks)Unseen Poetry, Question 1 – Analysing One PoemThis question assesses your ability to annotate an unseen poem and explore its meaning. You need to write about what techniques the poet uses e.g. form, structure, language. You should approach the question in the following way:Read the question and highlight key words.Read the title of the poem: what predictions can you make about the poem and the answer to the question based on the title? Look for connotations of key words and bring your own personal understanding of the subject where possible.Read the poem once for literal meaning – decide what it is about and decide your initial answer to the question.Read the poem again and track through the poem, annotating poetic devices. Pick out three/four powerful phrases or techniques that will help you answer the question.Look at structure and form.Look at inconsistencies/deeper meaning – is there a metaphor/symbolism?Answer question and remember to use the PEA structure to write up your ideas. Layer up your interpretation – what different things can you say about the quote?OrUSE WILTSPW – What is it about?I – Intentions. What did the writer want us to think about? What is the background or context to this poem?L – Language. What language techniques are being used? What is the impact on the reader?T – Tone. What atmosphere or feelings are created?S – Structure. What structural features and techniques are being used? What is the impact on the reader?P – Personal response. What do you think or feel? Model AnswerIn this poem, the speaker is the voice of an older sister describing the memory of watching her younger sister try on her shoes as child. The speaker (older sister) describes her desire to protect her younger sister and the shoes become an extended metaphor for the idea of treading the right path in life and making the right choices. The simple structure of 3 stanzas shows the older sister’s different feelings, ranging from tenderness and admiration to protection with a deeper message in the final stanza. The immediate start to the poem of “my little sister” shows an affection and also a sense of possession with the use of the pronoun “my”. The poet’s presentation of her sister in the first stanza sounds innocent and sweet, the image of the little sister trying to emulate her older one, even with “her spindle-thin twelve year old legs”. Here the use of the adjective “spindle-thin” emphasises her youth and the fact she is not fully grown. Moreover the use of the verb and onomatopoeia “wobbles” suggests she has not yet mastered the art of high heels, emphasising how unsteady she is and could also be seen as a metaphor to emphasise that she is not ready for this challenge, that she is growing up too soon and should indeed take one step at a time. In the second stanza we see a contrast with that of the previous verse. Instead of “wobbling” and being off balance, the poet portrays her little sister here as nimble, fast and able with the use of the words “neat”, “quick” and “competent”. Indeed there is admiration for her sister, but the fact that she doesn’t “overstep the line” has a double meaning. Besides being used in terms of the game of hopscotch, it also has a metaphorical sense that the poet feels her little sister should stick to the rules and not grow up too soon. In the third stanza, the tone changes to a warning and a deeper meaning about wearing “unsuitable shoes.” There is an unpleasant image of “distorted feet, callouses and hard skin” to symbolise suffering and pain as the speaker wants her sister to avoid the mistakes she has made. Indeed she advises against copying her and going “in her shoes”, hoping that she will remain “sure footed and sensibly shod”. The use of sibilance here emphasises the final point of her desire to protect her and ensure that her sister makes sensible choices.Overall, the poem uses the symbol of shoes to explore the idea of growing up and shows a contrast between the youthful exuberance of the younger sister and the experience of the older sister. The speaker does not want her younger sister to follow her examples as it has been damaging. She wants her younger sister not to grow up too soon, to remain competent and sensible and not feel pressured to wear the wrong shoes and make the wrong choices.Annotate the model answer for the following (highlight in a different colour):Use of quotesUse of terminology e.g. pronoun, stanza etc.Analysis of the quote – suggests that, shows, emphasises, symbolisesConnective/linking phrases/signposting – e.g. indeed, overall, in the second stanza ment about structureExploring meaning of poemWhat makes this a good answer?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Unseen Poetry, Question 2 – Comparing Two PoemsTo a daughter leaving homeWhen I taught youat eight to ridea bicycle, loping alongbeside youas you wobbled awayon two round wheels,my own mouth roundingin surprise when you pulledahead down the curvedpath of the park,I kept waitingfor the thudof your crash as Isprinted to catch up,while you grewsmaller, more breakablewith distance,pumping, pumpingfor your life, screamingwith laughter,the hair flappingbehind you like ahandkerchief wavinggoodbye. Linda PastanQuestion 2 - In both ‘Poem for My Sister’ and ‘To a Daughter Leaving Home’ the speakers describe?feelings about watching someone they love grow up. What are the similarities and/or?differences between the ways the poets present those feelings? (8 marks)Unseen Poetry, Question 2 – Comparing Two PoemsQ2: This question assesses your ability to compare two unseen poems. This means that you need to write about the similarities and differences between them.This question is about the techniques the poets use and their effect on the reader so focus on the structure, form and language used in the two poems.Remember, Question 2 is only worth 8 marks so don’t spend too long on your answer (15 minutes) – you just need to make three of four clear points and back them up with examples from the answer.Four Steps to answering Question 2Read the question carefully and underline the key words.Annotate the second poem, focusing on the techniques and how they affect the reader. Think about similarities and differences between these techniques and those used in the first poem.Plan your answer. Identify 3 or 4 key similarities and/or differences that you are going to write about.Write your answer. Use your plan to make sure that every paragraph discusses one similarity or difference between the techniques used in the two poems. Use connectives.Example AnswersIn both poems the writers show protection for their loved one, one is protecting them from falling off their bike and the other one protecting their sister’s feet. Also, they are both surprised that they can do something, one is riding a bike and the other one is playing hopscotch.However, there are some differences. One has short, snappy sentences but the poem is long, the other one has longer sentences but the same amount of lines. One poem talks about one thing, bike riding. The other one talks about shoes and hopscotch.I think the main differences between the poems ‘To a Daughter leaving Home’ and ‘Poem for my Sister’ are the perspectives they are written from and the styles they are written.The poem ‘Poem for my sister’s perspective is that of a sibling. This makes it different from the other poem because it is from that perspective, and therefore has different memory styles, telling you more about the girl’s personality, as she grows up rather than how a parent feels about their daughter leaving home.The difference of writing style can be seen in the lines ‘I try to warn my little sister about unsuitable shoes’, which shows she cares for her well being, from an older sister – advisor perspective, which differs to ‘A Daugher leaving home’ because that uses memories, like being taught to ride a bike, which parents generally do more than siblings.The other big difference is the third and second person poetry. The second person seems more direct and conveys the emotions better, whereas the third person usually makes the memories of the person they love sound emotional. Annotate these answers for:Similarities/differences they find in the poemsConnectives to link together e.g. however, bothUse of quotes from both poemsUse of terminologyExploring the effect of these techniques on the readerWhich of these answers is better and why? What mark would you give the better answer?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How could you improve this answer to make it a high band 3/band 4 answer? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________POETIC DEVICEDEFINITIONENJAMBMENTLines that end without punctuation and without completing a sentence.DIALECTA particular form of a language which is linked to a specific region or social group. For example: “Get tae the shop!” (ScottishASSONANCEWhen two or more words close to one another repeat the same vowel sound but start with different consonant sounds. For example: Go?and mow the lawn.METAPHORTwo different things or ideas fused together: one thing is described as the other.FREE VERSEPoetry without regular patterns of rhyme and rhythm. SIMILEOne thing is said to be like another, using the words as or like.SIBILANCEThe repeated consonant sound is either?s, sh, z. For example “Sudden successive flights of bullets?streak the silence”.SONNETA lyric poem of fixed form: fourteen lines of iambic pentameter rhymed.RHYME Repetition?of the same or similar sounds occurs in two or more words. For example: “bank” and “tank”ALLITERATIONRepetition of the same letter or sound for effect.ONOMATOPOEIA A word which imitates the natural sounds of a thing. For example: splash.PERSONIFICATION A figure of speech which endows animals, ideas, or inanimate objects with human traits or abilities. ................
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