‘Anne Hathaway’ and ‘Havisham’ are both monologues



Compare how ideas about power are presented in Exposure and Storm On The Island.

Assessment Objectives for Lit set by AQA (the exam board). These are what they judge you on:

1. Interpret the meaning/ideas of the poem, show you what it is about; use quotations to back up these ideas; and always make sure your answer fits the steer.

2. Analyse the writers’ methods, explaining the connotations of specific words/phrases. Explain how the poem is structured and how this and the form adds to the meaning/enjoyment.

3. Explain the differences and similarities between the situation/context.

|FLITS |Storm On The Island |Exposure |

|Subject |both about the destructive power of the weather |

|Structure |Storm is violent weather BUT Exposure calm and silent |

| |both told in first person plural |

|5 mins |Storm is one stanza but makes use of a volta; Exposure is 8 rigid stanzas and uses para rhyme and repetition |

|Form |An inhabitant of the island, speaking to an implied listener |eight equal stanzas – very regular, very ordered – reflects the calmness |

| |No rhyme – this reflects the chaos of the storm |of the silent killer |

|5 mins | |para rhyme gives a ghostly quality |

|Language & |language is conversational |personification |

|Imagery |semantic field of warfare |consonance / sibilance |

| |imagery - simile of tame cat |powerful verbs, adverbs and adjectives |

| |oxymoron about the sea |repetition |

|20 mins |powerful verbs |metaphor |

| |whole thing a metaphor? |simile |

|Tone |Opens with a reflective, thoughtful tone |Melancholic tone throughout reflects the futility of the situation; maybe|

| | |at line 16 the tone changes but immediately returns |

|5 mins | | |

|Summing up |Explain in what way these poems are similar but also in what way they are different |

| |

‘On My First Sonne’ and ‘Mother, any distance’ are both monologues. Explore HOW the poets uses language effectively to convey ideas about love and loss.

Assessment Objectives for Lit set by AQA (the exam board). These are what they judge you on:

1. explain what the poet is really saying, what issues/themes are being conveyed; use quotes to back up these issues/themes; and always make sure your answer fits the question.

2. analyse the poem (or part of it) by explaining the connotations of specific words/phrases. Explain how the poem is structured and how this and the form adds to the meaning/enjoyment.

3. explain what the poet is saying about people/women. Also comment on any evident beliefs and views of the writer or persona.

|FLITS |On My First Sonne |Mother, any distance |

|Subject |both poems are monologues |

| |First Sonne - told in the voice of the poet – Jonson on losing his young son |

|5 mins |Mother, any distance… - told from the point of view of a son on leaving home |

|Form |although a monologue (one person speaking) is also a sonnet form |a play on the sonnet form – but structured into three unequal stanzas – |

| |(even though it is 12 lines); cutting short at 12 lines complements |appropriate for echoing a train of thought |

|5 mins |the cutting short of the son’s life |sonnet appropriate – why? |

| |explain why this is appropriate | |

| |structured in a series of rhyming couplets | |

|Language & |Language reveals: |Language reveals: |

|Imagery |feelings of filial love (fatherly love in this case) – tender and |narrator’s reflections about filial bond (mother son in this case) – tone is |

| |melancholy tone |reflective as narrator reflects on relationship with mother |

|20 mins |historical context – four hundred years ago religious ideology taken|Immediate address ‘Mother’ – explain |

| |more seriously – God did ‘take’ and punish; heaven was a better |Hyperbolic metaphor – ‘acres’, ‘prairies’ – what does this suggest? |

|Bring in TONE as |place |Symbolism – what does the tape measure signify? |

|you go |feelings of guilt – had he not loved too much, God might not have |Metaphor – ‘Anchor. Kite.’ Explain meaning |

| |punished him by ‘taking’ the son – tone of guilt |Polysemous language – ‘breaking point’ – explain alternative meaning |

| |idea of fate – we all have our set time on earth until ‘judgement |Polysemous language – ‘last one hundredth of an inch’ – explain alternative |

| |day’ arrives – a reflective tone |meaning |

| |feelings of sadness & confusion - if heaven is better than earth, |Polysemous language – ‘to fall or fly’ – explain alternative meaning. |

| |why does the father feel so sad? – tone quite reflective | |

| |feelings and tone of resignation – he won’t love so deeply again – | |

| |why? | |

|Summing up |Explain in what way these poems are similar but also in what way they are different |

| |

‘The Laboratory’ and ‘My Last Duchess’ are both monologues with disturbed narrators. Explore HOW Browning uses language effectively to convey the theme of revenge.

|FLITS |The Laboratory |My Last Duchess |

|Subject |both dramatic monologues – Browning famous for them |

| |The Laboratory - told in the persona of a woman scorned who watches the apothecary mix the poison she has commissioned. |

| |Set before the French Revolution – a time when there were lost of scheming, machinations, the court was where favours were won and fortunes |

|7 mins |could be made through the right connections |

| |Feelings of jealousy and revenge |

| |My Last Duchess - told in the persona of a too proud duke about his ‘last duchess’ to the envoy arranging the marriage of his next duchess |

| |Set during Renaissance – when art highly valued |

| |Feelings of bitterness about last duchess’s behaviour |

|Form |Twelve 4-line stanza |Continuous monologue |

| |Each stanza adopts an AA, BB rhyming scheme, the series of rhyming couplets |Rhyming couplets complements the idea of a couple |

|5 mins |complements the idea of being in a couple | |

| |Anapaestic rhythm is appropriate, it is jaunty – in what way does it complement| |

| |the subject matter? | |

| |Stresses fall on key words – find them and explain | |

|Language & |Find quotes for and explain HOW Language reveals SOME of the following: |Find quotes for and explain HOW language reveals the duke’s: |

|Imagery |Feelings and tone of gleeful anticipation |feelings and tone of of pride in the art he has collected |

| |Feelings of revenge for the lost ‘love’ and therefore her lost chance of |control of the situation |

| |winning favours at court |feelings and tone of displeasure as he imagines how his ‘last |

|25 mins |Feelings of eagerness revealed through excited tone at the poison being made |duchess might have reacted to Fra Pandolf painting her |

| |Feelings of surprise and delight at the beauty of the poison – tone of surprise|feelings and tone of growing anger at the way he feels she had |

|Bring in Tone as |Further feelings of surprise at the small amount that it takes to poison |no respect for him and his status |

|you go |someone |feelings and tone of pride as he tells the envoy he would never|

| |Feelings of satisfaction at the thought of her victims dying at the hands of |stoop |

| |her poisoning – tone of smug satisfaction |casual way he ordered her execution |

| |Feelings of bitterness revealed through bitter tone because of what her love |apparent ignorance of his own cruelty |

| |rival has taken from her |avarice/greed – the way he values art (yet seems to not value |

| |Feelings of appreciation for the apothecary having made the poison for her |people’s lives |

|Summing up |BRIEFLY explain in what way these poems are similar but also in what way they are different |

| |

‘The Hitcher’ and ‘Education for Leisure’ are both monologues with disturbed narrators. Explore HOW each poet uses language effectively to convey the theme of cruelty and revenge.

|FLITS |The Hitcher |Education for Leisure |

|Subject |both monologues |

| |The Hitcher - told in the persona of a driver who picks up a hitch-hiker; he is angry at his monotonous working life and is stressed |

|5 mins |Education for Leisure - told in the persona of disaffected waster who is angry and feels that no-one appreciates him |

|Form |Education - Five 5-line stanzas, with enjambment linking the stanzas – conveys a continuous train of thought |

| |Hitcher - Five 4-line stanzas. Although no enjambment between stanzas, there is within stanzas – again conveys train of though |

|5 mins |Para-rhyme – drawing attention to key words |

|Language & |Find quotes and explain HOW Language reveals: |Find quotes and explain HOW the language reveals: |

|Imagery |Explain HOW the colloquial vocabulary is appropriate as it conveys |The narrator’s delusion – religious reference – tone of arrogance and |

| |about the driver’s attitude to the hitcher |determination |

| |Feelings of discontentment with his job, conveyed through tone of |The narrator’s increasing cruelty – fly; goldfish; budgie; cat (noting |

|20 – 25 mins |despair |left to kill); person… |

| |His frustration with the hitcher’s lifestyle – tone becoming angry |The narrator’s intellectual deficiency – Shakespeare in another language |

|If you want, bring |The envy that the driver feels at the contrast between his hard but|- |

|in tone as you go |boring life and the hitcher’s enjoyment of and relaxed attitude to |Reference to King Lear – ‘as flies are to wanton boys…we are to the Gods’|

| |life (Dylan reference) |– the intended irony as he doesn’t realise the connection |

| |The driver’s eventual submission to his feelings – surprisingly |The narrator’s disturbed mind – ‘it is good’, allusion to Genesis and |

| |tone quite casual, almost indifferent: ‘let him have it’ – seems |links to other biblical reference – boastful tone |

| |not to think it’s wrong |Chilling suggestion at the end – use of second person pronoun to address |

| |Ends with a feeling and tone of smugness 0 driver has a cocky |reader directly – intended effect on reader – sinister, chilling tone |

| |attitude conveyed through boastful tone | |

|Summing up |Explain in what way these poems are similar but also in what way they are different |

| |

‘Havisham’ and ‘Education for Leisure’ are both monologues with disturbed narrators. Explore HOW each poet uses language effectively to convey the theme of cruelty and revenge.

|FLITS |Havisham |Education for Leisure |

|Subject |both monologues |

| |Havisham - told in the persona of a fictional woman – Miss Havisham from Dickens’ ‘Great Expectations’ |

|5 mins |Remembers the fiancé who jilted her at the altar and has mixed feelings – love & hate; desire and repulsion – leads to fantasising about |

| |revenge in a cruel way |

| |Education for Leisure - told in the persona of disaffected waster who is angry and feels that no-one appreciates him |

|Form |Four equal stanzas – very regular, very ordered, but no rhyme – why? |Five 4-line stanzas. Although no enjambment between stanzas, there is |

| |Does the persona of Havisham seem like a poetic kind of person? |within stanzas – again conveys train of though |

|5 mins |Why is the sonnet form NOT appropriate? | |

|Language & |Find quotes and explain HOW language reveals Havisham’s bitterness; |Find quotes and explain HOW the language reveals: |

|Imagery |thoughts of revenge; and cruelty: |The narrator’s delusion – religious reference. What tone of voice is |

| |Oxymoron (opening line). What does it tell the reader about |conveyed here? |

| |Havisham’s feelings? What tone of voice is conveyed here? How (look |The narrator’s increasing cruelty – fly; goldfish; budgie; cat (noting |

| |at sentence types)? |left to kill); person… |

|20 – 25 mins |Metaphors – what they suggest about her feelings |The narrator’s intellectual deficiency – Shakespeare in another language.|

| |Questions – what do these suggest about state of mind? |What tone of voice is conveyed here? |

| |Fragmented words – why? Effect? |Reference to King Lear – ‘as flies are to wanton boys…we are to the Gods’|

| | |– the intended irony as he doesn’t realise the connection, due to his |

| | |‘education for leisure’ |

| | |The narrator’s disturbed mind – ‘it is good’, allusion to Genesis and |

| | |links to other biblical reference |

| | |When the narrator accuses the DJ of not appreciating him, what tone of |

| | |voice will this be? |

| | |Chilling suggestion at the end – use of second person pronoun to address |

| | |reader directly – intended effect on reader |

| | | |

| | |TIP: Tone is variously one of determination, frustration and arrogance |

|Summing up |Explain in what way these poems are similar but also in what way they are different |

| |

Explore HOW language is used effectively in ‘My father thought it…’ and ‘The Song of the Old Mother’ to convey feelings about the generation gap.

|FLITS |My father thought it… |The Song of the Old Mother |

|Subject |both monologues |

| |both about youth/adult relationships |

|5 mins |one is more personal, told from the point of view of a son about his father’s attitude to the son’s ear piercing |

| |other is less personal, told in the persona of an ‘old mother’, who reflects generally on changing attitudes of youth to work |

|Form |My Father… three, unequal stanzas; does rhyme but no specific pattern – rhymes draw attention to key words |

| |fifteen lines, a play on the sonnet form |

|5 mins |first stanza recalls the past - father’s reaction to the piercing |

| |second stanza recalls the past - having it done |

| |third stanza reflects on the present and recalls Dad’s advice – conveys growing up, maturing and changing attitudes |

| |Old Mother - One stanza, structured as a series of rhyming couplets |

| |The first two couplets (4 lines) concern the mother’s life of hard work |

| |Next two couplets (next 4 lines) concern the young who are lazy by comparison |

| |Last two lines sum up the future |

| |A sing-song rhythm, with stresses falling on key words – which? The use of anapaests create this rhythm |

|Language & |Find quotes and explain HOW Armitage’s language reveals attitudes: |Find quotes and explain HOW the language reveals the narrator’s |

|Imagery |Whole tone is reflective as he reminisces |attitude to the young: |

| |Armitage’s language very colloquial – why? Explain effect |Explain WHERE the stresses fall (verbs), and what this tells us |

|25 mins |Narrator uses his father’s exact words when he describes his father’s attitude |about the old mother’s life – tone is reflective and proud of her |

| |to the piercing – explain connotations |own hard work |

|Bring in Tone as |Armitage uses a idiomatic cliché at line 3 – explain what the narrator’s father|What might indicate that she did not mind or complain about the |

|you go |is annoyed at here; then explain the father’s sarcasm |hard work? Think ‘form’ |

| |Find a verb that suggests the narrator found the piercing difficult – explain |In contrast, what is her attitude to the young? – tone still |

| |what this suggests about the narrator |reflective but now disappointed at the attitude of the young |

| |We are told the wound ‘wept’ – what does this suggest about the narrator? |What do the young value? |

| |HOW, in the last stanza, does Armitage show that the narrator has changed? Now |The penultimate line states that the mother has to work because she|

| |explain in WHAT WAY he has changed |is old. What does the last line imply? HOW is metaphor used here? |

|Summing up |Explain in what way these poems are similar but also in what way they are different |

| |

Explore HOW Simon Armitage uses language effectively in ‘Kid’ and ‘November’ to convey attitudes/feelings about relationships - changes and growing older.

|FLITS |Kid |November |

|Subject |both poems explore changes in some way |

| |‘Kid’ - the changing relationship of Batman and Robin; Robin’s reflections and changing attitude to their relationship |

|3 mins |‘November’ – Relative’s reflections on the effect that aging has on ‘grandma’ |

|Form |Continuous monologue in the persona of the fictional character of Robin |Six stanzas: five equal 3-line stanzas; one rhyming couplet to conclude -|

| |series of rhyming couplets in a predominant trochaic pentameter –a couple|ordered – reflects routine of life |

|Type of poem |each couplet ends with the ‘er’ sound - echoes the theme tune of the |final couplet – one line less, reflects diminishing life – growing older |

|Rhyme and rhythm |original ‘Batman and Robin’ TV series (der-der, der-der, der-der, |No fixed rhyming pattern – reflects speech, train of thought |

| |der-der…Batman!) | |

|5 mins | | |

|Language & |Find quotes and explain HOW Armitage’s language reveals: |Find quotes and explain HOW Armitage’s language reveals: |

|Imagery |Robin’s direct address to Batman (quote); tone at this point is assertive|a direct address to John (quote) - use of second person pronoun and the |

| |and critical – conveys Robin’s frustration. |vocative creates an intimate tone |

|Link to rhythm |The rhythm at this point is trochaic pentameter with the stresses falling|Feelings of weariness, acceptance (quote) in a tone of resignation |

|and |on key words |use of short, simple sentences (quote) reinforce the resigned attitude |

|TONE as you go |colloquial language (quote) creates and conveys a spoken quality |similarity to ‘Kid’ in the use of colloquial language – ‘grandma’; |

| |Robin’s feelings of revenge as he reveals what Batman was really like – |‘you’re shattered’. Reinforces the spoken register |

|25 mins |tone shifts to one of smugness |references to growing old ‘twilight zone’ – works literally (time of day)|

| |Sensational, headline-style vocabulary (quote) that mimics the dialogue |and metaphorically (fading light = fading life) |

| |of the characters – tone is sarcastic |‘the evening falling’ and the metaphor ‘terror of the dusk’ – further |

| |Robin’s change of attitude, he won’t play second fiddle to Batman any |references to growing old |

| |longer - tone is assertive |rhyming couplet – ambiguous: could mean they are fed up of living; or |

| |Robin’s changing attitude now he’s getting older (How does Armitage show |could mean they are fed up of looking after grandma. Tone of |

| |this? |resignation/acceptance. |

| |Robin’s pleasure as he imagines Batman now the partnership has dissolved | |

| |– tone is one of satisfaction and sweet revenge | |

|Summing up | |

|5 mins |BRIEFLY explain in what way these poems are similar but also in what way they are different |

| |

Discuss HOW the poets use language effectively in ‘Homecoming’ and ‘Before You Were Mine’ to explore memories about parent/child relationships.

Assessment Objectives for Lit set by AQA (the exam board). These are what the examiners grade you on:

|FLITS |Before You Were Mine |Homecoming |

|Subject |both poems about thinking back, reminiscing |

| |BYWM – autobiographical, Duffy reminisces about what her mother was like BEFORE she had her |

|3 mins |Homecoming - an adult narrator speaking about a particular and pivotal incident of their partner’s childhood |

|Form - type of |Monologue in four, 5-line stanzas; enjambment within |Monologue in four unequal stanzas |

|poem - |stanzas (quote) serves to reinforce key words at the |stanza divisions work to structure the narrative (functioning rather like paragraphs) with|

|Rhyme and rhythm |ends or beginning of lines |each one marking a different section of the narrative/incident |

| | |First stanza – in the present/here and now as narrator address the owner of the yellow |

|& | |jacket |

|Structure | |Second stanza – shifts to the past/when the incident occurred |

| | |Third stanza – later that night when the owner of the jacket sneaked out |

|5 mins | |Final stanza – back to present/here and now |

| | |No fixed rhyming pattern |

|Language & |Find quotes and explain HOW Duffy’s language reveals: |Find quotes and explain HOW Armitage’s language reveals the following: |

|Imagery |Her mother’s free spirit and adventurous side before she|An informal reflective tone |

| |had a baby to care for |spoken, colloquial register – created and conveyed by use of idioms (listed below) – quite|

|Link to |In a quite assertive and positive tone, her mother’s |appropriate for this spoken, reflective monologue – idioms are language of everyday |

|TONE as you go |glamorous side – tone conveyed through single word |puts two and two together |

| |sentence. |makes a proper fist of it |

|25 mins |Imagery – again the glamour of the ballroom, consider |points the finger |

| |connotations of adjective ‘fizzy’ |temper, temper |

| |Possessive filial bond – use of questions and |questions in the house |

| |colloquialism – effect? |seeing red |

| |Pride and tone of pride felt by the daughter/narrator |blue murder |

| |evident in last sentence – effective verbs |bed |

| | |tension between the parent and child - specific words/phrases chosen to evoke particular |

| | |connotations – ‘uncoupled’; ‘father figure’ |

| | |love, care and concern of the narrator for the owner of the jacket – use of metaphor in |

| | |final stanza – closes with comforting tone |

|Summing up | |

|5 mins |BRIEFLY explain in what way these poems are similar but also in what way they are different |

| |

Both ‘Salome’ and ‘The Laboratory’ are monologues. Explore HOW the poets use language effectively to convey the themes of selfishness, revenge and cruelty in disturbed narrators.

|FLITS |Salome |The Laboratory |

|Subject |both poems are in the form of monologues and are told by disturbed narrators who want revenge and kill to get it |

| |Salome is the Biblical character (who demanded the head of John the Baptist on a plate) brought into modern day - Duffy’s persona is just as cruel|

|3 mins |as original Biblical one |

| |The Laboratory - told in the persona of a woman scorned who watches the apothecary mix the poison she has commissioned. |

| |Set before the French Revolution – a time when there were lost of scheming, machinations, the court was where favours were won and fortunes could |

| |be made through the right connections |

| |Feelings of jealousy and revenge |

|Form |monologue written in free-verse – appropriate as it conveys train of |Twelve 4-line stanza |

| |though |Each stanza adopts an AA, BB rhyming scheme, the series of rhyming couplets|

|Type of poem | |complements the idea of being in a couple |

|Rhyme and rhythm | |Anapaestic rhythm is appropriate, it is jaunty – in what way does it |

| | |complement the subject matter? |

|5 mins | |Stresses fall on key words – find them and explain |

|Language & |Find quotes and explain HOW Duffy’s language reveals: |Find quotes and explain HOW Browning’s language reveals: |

|Imagery |First of all mention the colloquial language – creates and conveys a |Feelings and tone of gleeful anticipation |

| |spoken voice – train of thought, links to monologue form |Feelings of revenge for the lost ‘love’ and therefore her lost chance of |

|Link to TONE as |Salome’s matter-of-fact attitude to killing – casual tone of voice |winning favours at court |

|you go |Her hung-over state and what the reader can infer about her attitude to|Feelings of eagerness revealed through excited tone at the poison being |

| |sex and men |made |

|25 mins |A repulsive foreshadowing – hair, beard, mouth – sarcastic tone |Feelings of surprise and delight at the beauty of the poison – tone of |

| |Biblical allusion in the names of her pick-ups– links to the original |surprise |

| |Biblical character |Further feelings of surprise at the small amount that it takes to poison |

| |Para-rhymes - draw attention to key words |someone |

| |Salome’s attitude to last night’s conquest – in what way is the simile |Feelings of satisfaction at the thought of her victims dying at the hands |

| |effective? Tone boastful of her own actions and condescending about him|of her poisoning – tone of smug satisfaction |

| |Salome’s actions – verb ‘flung’ quite powerful and reflects her |Feelings of bitterness revealed through bitter tone because of what her |

| |sickening power. |love rival has taken from her |

| |Salome’s sinister, boastful tone of voice |Feelings of appreciation for the apothecary having made the poison for her |

| |Playing with words – the metonymical head at line 4 now becomes | |

| |literally just a head at the end and the words ‘platter’ links directly| |

| |now to John The Baptist. Tone of voice here is chillingly/sickeningly | |

| |arrogant as if she’s proud of achieving something | |

|Summing up | |

|5 mins |BRIEFLY explain in what way these poems are similar but also in what way they are different |

| |

Both ‘Stealing’ and ‘Education for Leisure’ are monologues. Explore HOW the poets use language effectively to convey the themes of selfishness, revenge and cruelty in disturbed narrators.

|FLITS |Stealing |Education for Leisure |

|Subject |both poems are in the form of monologues and are told by disturbed narrators |

| |‘Stealing’ – whilst telling us about theft of a snowman, the narrator reveals his/her anti-social, marginalised life |

|3 mins |Education for Leisure - told in the persona of disaffected waster who is angry and feels that no-one appreciates him |

|Form |Stealing - Five 5-line stanzas – quite ordered reflects the ordered, methodical way the thief steals things as well as his/hers rigid personality |

| |‘Education for Leisure’ - Five 4-line stanzas. Although no enjambment between stanzas, there is within stanzas and this conveys train of though |

|5 mins | |

|Language & |Find quotes and explain HOW Duffy’s language conveys: |Find quotes and explain HOW Duffy’s language reveals: |

|Imagery |the riposte style – opens with a question. Who’s the narrator replying to? |The narrator’s delusion – religious reference (line 4 links with line|

| |the idea that the narrator is distanced from society - marginalised (stanzas |14) assertive tone |

|Link to TONE as |1 & 4) |The narrator’s increasing cruelty – fly; goldfish; budgie; cat |

|you go |makes effective use of alliteration - stanza 1 |(noting left to kill); person… |

| |conveys a matter-of–fact tone: short sentences, straight to the point, no |The narrator’s intellectual deficiency – Shakespeare in another |

|25 mins |small talk from this narrator |language – a tone of resentment – he seems to blame others for his |

| |the narrator shifting from talking of the snowman to revealing things about |own deficiencies |

| |him/herself – this shifting structure begins in stanza 2 then continues |Reference to King Lear – ‘as flies are to wanton boys…we are to the |

| |uses polysemous language (lines 8-9) |Gods’ – the intended irony as he doesn’t realise the connection, due |

| |highlights the narrator’s feelings of schadenfreude (line 10) |to his ‘education for leisure’ |

| |links to the narrator in ‘Education…’, this narrator also has a warped mind |The narrator’s disturbed mind – ‘it is good’, allusion to Genesis and|

| |that derives pleasure from inflicting misery on others (stanza 3) |links to other biblical reference – tone suggests he’s chillingly |

| |metaphor - ‘mucky ghost.’ What does this suggest? |pleased with is ‘work’ which is the opposite of God’s. |

| |the narrator’s disillusionment with the snowman and the thuggish attitude |Chilling suggestion at the end – use of second person pronoun to |

| |(colloquialisms in stanza 4) |address reader directly – intended effect on reader |

| |Use of alliteration, drawing attention to the narrator’s frustration (stanza | |

| |4) | |

| |the narrator’s apathy - like the narrator in ‘Education…’ this narrator also | |

| |seems to blame others for his own deficiencies and seems unprepared to do | |

| |anything about it (stanzas 4 & 5) | |

| |the idea that the narrator has no appreciation of art/culture – like narrator| |

| |in ‘Education…’ – suggests ineffective education | |

| |resigned alienation - ends with reinforcing his alienation – resigned tone | |

|Summing up | |

|5 mins |BRIEFLY explain in what way these poems are similar but also in what way they are different (if they are) |

| |

Remind yourself of ‘My Mistress’ Eyes’ and ‘Anne Hathaway’ Explore HOW the poets use language effectively to convey themes of relationships and love.

|FLITS |My Mistress |Anne Hathaway |

|Subject |both sonnets |

| |‘My Mistress’ Eyes’ – about real as opposed to courtly love; about genuine feelings rather than physical attraction |

|5 mins |‘Anne Hathaway’ told in the persona of a real woman – Shakespeare’s wife |

| |Duffy shows how Anne remembers her husband fondly and lovingly |

| |Feelings of love and desire |

|Form |‘My Mistress’ - Shakespeare made the three quatrain and rhyming couplet form of sonnet his own |

| |Each quatrain explores a different aspect of what he finds beautiful about his ‘mistress’ |

|7 mins |the rhyming couplet sums up the entire sonnet – her loving memories |

| |‘Anne Hathaway - a monologue in sonnet form |

| |explain why this is appropriate |

|Language & |Find QUOTES and discuss the following: |Language reveals genuine feelings of love and love-making. Find |

|Imagery |opens with a spondee that conveys a riposte style - explain |QUOTES for and explain: |

| |structured as series of inverted courtly epithets |Why the settings appropriate are appropriate |

|Link to TONE as |First quatrain – features she’s born with |HOW loving is linked to writing – why? |

|you go |Second quatrain – features she could work at (but maybe doesn’t) |In what way the metaphors are effective |

| |Third quatrain –further features she could work at |Alliteration |

|25 mins |Rhyming couplet – inverts all what’s been said in preceding quatrains and |Rhyming couplet |

| |sums up his real feelings | |

| |quote a couple and explain where the stresses fall |Loving tone |

| |Tone is honest and direct yet also loving |Why? What does this tell us? |

| | |HOW does Duffy convey this loving tone? Find words/phrases to support|

|Summing up | |

|5 mins |BRIEFLY explain in what way these poems are similar but also in what way they are different |

| |

Remind yourself of ‘The Man He Killed’ and ‘On My First Sonne ’ Explore HOW the poets use language effectively to convey themes of conflict and death.

|FLITS |The Man Killed |On My First Sonne |

|Subject |Both poems very philosophical about death |

| |‘The Man he killed’ – philosophical narrator speculates on killing a man (the enemy) and considers how the two could have been friends under |

|5 mins |different circumstances (Boer War – South Africa – late 1800s) |

| |‘First Sonne’ - told in the voice of the poet – Jonson on losing his young son – again quite philosophical |

|Form |‘The Man He Killed’ - Five 4-line stanzas |

| |iambic trimeter – places stress on key words (you will explain this in the language paragraph) |

|7 mins |Enjambment between stanzas 3 and 4 convey the change of thought – speculative mood |

| |‘On My First Sonne’ - although a monologue (one person speaking) is also a sonnet form (even though it is 12 lines); cutting short at 12 lines |

| |complements the cutting short of the son’s life |

| |explain why this is appropriate |

| |structured in a series of rhyming couplets |

|Language & |Consider HOW Hardy’s language is effective: |Consider HOW Jonson’s language is effective in revealing: |

|Imagery | |feelings of filial love (fatherly love in this case) – tender and |

| |explain what the narrator is considering – historical context |melancholy tone |

|Link to TONE as |explain in what way is the iambic rhythm effective in the opening line |historical context – four hundred years ago religious ideology taken more|

|you go |explain what the standard grammar/syntax reveals about the narrator |seriously – God did ‘take’ and punish; heaven was a better place |

| |explain how the cheerful tone is conveyed in this first stanza |feelings of guilt – had he not loved too much, God might not have |

|25 mins |how does the narrator reconcile his action (stanzas 2 - 3) |punished him by ‘taking’ the son – tone of guilt |

| |explain what the dash/hyphen in lines 9 -10 conveys and how (in what way)|idea of fate – we all have our set time on earth until ‘judgement day’ |

| |the tone shifts |arrives – a reflective tone |

| |explain what we learn about many of the soldiers who fought in the Boer |feelings of sadness & confusion - if heaven is better than earth, why |

| |war (stanza 4); then explain how Hardy allows us to learn this |does the father feel so sad? – tone quite reflective |

| |finally explain in what way the tone is curiously at odds with the |feelings and tone of resignation – he won’t love so deeply again – why? |

| |subject matter, then explain why Hardy night have done this. What point | |

| |is he making? | |

|Summing up | |

|5 mins |BRIEFLY explain in what way these poems are similar but also in what way they are different |

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