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GCSE English Literature 2015
Component 1 Section A: Shakespeare
Scheme of Work
Introduction
Centres choose to study one of the following Shakespeare plays:
● Macbeth
● The Tempest
● Romeo and Juliet
● Much Ado About Nothing
● Twelfth Night
● The Merchant of Venice
Section A – Shakespeare: students complete a two-part question.
● Part a) is focused on the close language analysis of an extract (AO2). The extract will be approximately 30 lines in length.
● Part b) is focused on how a theme from the extract is explored elsewhere in the play (AO1 and AO3). The focus will be on maintaining a critical style and demonstrating an understanding of the relationship between the text and the context in which it was written.
Component 1 Section A: Shakespeare
|Week |Paper/theme |Learning outcomes |Content |Exemplar resources |
|1/2 |Paper 1: Introducing the |Students will have an understanding of: |Give groups of students one major theme/character/event to produce a role |Drama text |
| |Shakespeare play – an |the plot |play. |Film version(s) |
| |overview |major themes/issues |Issue pairs of students with two research questions on particular aspects of |Live performance |
| | |major characters |the play. These could be contextual aspects, such as the background history, | |
| | |key relationships |geographical aspects, sociological aspects, or biographical aspects, but | |
| | |key terminology |could also relate to the themes and characters within the play. Students | |
| | |the period of the text and relevant contextual |present findings to the class. | |
| | |details. |Provide students with strips of paper outlining the plot. They sequence these| |
| | | |in the correct order. | |
| | | |Allocate an area of the play to groups of students to provide a dramatic | |
| | | |reading to the class. | |
| | | |Ask students to predict what will happen in the following scene/act. | |
|3–6 |Paper 1: Detailed study of |Students will have a detailed understanding of:|Students read the whole play – keeping a reading log of scenes/acts in a |Drama Text |
| |the Shakespeare play |the sequence of events |table which outlines and summarises key events. |Graphic novels |
| | |the characters |Students annotate and analyse specific speeches given by characters. They |Film versions of the play |
| | |language, form and structure |keep note of language, form and structure, and what this tells us about | |
| | |the development of relationships |character/motive. | |
| | |performance |Discuss the implications that the time of writing might have on a modern | |
| | |the development of themes |reader's response. | |
| | |staging |Students re-write a scene in a contemporary style. | |
| | |how the text would be received at the time and |Students consider how a scene can be staged including: lighting, settings and| |
| | |how this might differ today. |props. Students annotate an extract and draw a sketch. | |
| | | |In pairs, students produce posters about key characters/theme/acts. | |
| | | |Act out scenes and compare with modern adaptations, e.g. graphic novels, | |
| | | |films or performances seen. | |
| | | |Students should watch different versions of the same scene and make | |
| | | |comparisons with these and the actual text. Students then annotate a copy of | |
| | | |the original script, providing a director's guide for the actors. Hot seat | |
| | | |characters at key moments. | |
| | | |Hold mock 'trials' of specific characters with one student as the specified | |
| | | |character, and the class as the jury. Pose questions to the accused and | |
| | | |students consider the character's 'guilt' and/or 'motive' and come to a | |
| | | |verdict. | |
| | | |Students produce a storyboard of each act. | |
|7 |Paper 1: Analysing |Students have a detailed understanding of: |Students can either be given or asked to find a 30-line extract from the play|Sample Assessment Materials |
| |Shakespearean language and |language, form and structure and how this is |they have studied. They should then take either a character or a theme which | |
| |close reading |used to create characters, relationships and |is the focus of this 30-line extract and highlight each language feature or | |
| | |themes |quotation which helps illustrate the character or theme. | |
| | | | | |
| | |using an extract to support their answer. |They should then compile a table with each character point in one column and | |
| | | |the quotation or the language feature which supports their reading. | |
| | | |Using the Sample Assessment Materials, students should practise reading a | |
| | | |30-line extract and answering the (a) part questions. They should write their| |
| | | |response and then, in pairs, look at their responses alongside the mark | |
| | | |scheme to see how their response could be improved. | |
|8 |Paper 1: Themes and contexts|Students will gain a greater understanding of |Students investigate the key themes and relationships of the play and how |Sample Assessment Materials |
| | |the contexts of the play, such as: |they relate to the social and cultural contexts of the time (e.g. the role of| |
| | |historical setting, time and location |women; views of marriage; magic and witchcraft). | |
| | |social and cultural contexts |Students should also build on their knowledge of language to discuss literary| |
| | |literary context (genre, etc.) |contexts, such as blank verse or soliloquy, and how this informs their | |
| | |writing responses which combine context points |understanding of the theme or character. | |
| | |with evidence from the text. |Students focus on the (b) part questions in the Sample Assessment Materials | |
| | | |as well as teacher-set questions based on the themes and contexts of the | |
| | | |whole play. | |
| | | |Students should write their responses and work in pairs to review them | |
| | | |alongside the mark schemes to see how their responses could be improved. | |
| | | | | |
| | | | | |
|9 |Paper 1: Section A Exam |Students will: |Provide students with a copy of the relevant questions from the Sample | |
| |Practice |understand the requirements of the examination |Assessment Materials. In pairs, students read the questions and annotate | |
| | |and will be familiar with the types of |them. | |
| | |questions that they may be asked |Students share ideas with the rest of the class, providing their thoughts | |
| | |maintain a critical style and develop an |about what could be written in response to the question. | |
| | |informed personal response |Provide students with a copy of the mark scheme. Students highlight key | |
| | |use textual references, including quotations, |points on the mark scheme | |
| | |to support and illustrate interpretations |Mock examination – 55 minutes is suggested for this section of the paper. | |
| | |self-assess their own work and identify areas |Students should use the mark grid to understand how their mark was given and | |
| | |where greater coverage is required. |identify ways they can improve their responses in the future. | |
GCSE English Literature 2015
Component 1 Section B: Post-1914 British play or novel
Scheme of Work
Introduction
Centres choose to study either a British play or novel from the following list:
● An Inspector Calls – J B Priestley
● Hobson’s Choice – Harold Brighouse
● Blood Brothers – Willy Russell
● Journey’s End – R C Sherriff
● Animal Farm – George Orwell
● Lord of the Flies – William Golding
● Anita and Me – Meera Syal
● The Woman in Black – Susan Hill
Section B – Post-1914 British play or novel:
● Students answer ONE essay question from a choice of two on their studied text.
● Each question will be preceded by a short quotation from the text, to provide a stimulus for the response.
● Questions will focus on one or more of the following areas: plot, setting(s), character(s) and theme(s) and will require students to explore the question in relation to the context.
● Marks will also be given for accurate use of spelling, punctuation and grammar.
● Assessment Objectives covered are AO1, AO3 and AO4.
Component 1 Section B: Post-1914 British play or novel
|Week |Paper/theme |Learning outcomes |Content |Exemplar resources |
|1/2 |Paper 1: Introducing the |Students will have an understanding of: |Give groups of students a theme from the play/novel and they produce a role |Text |
| |Post-1914 text |the major themes in the play/novel |play. |Film version(s) |
| | |the characterisation in the play/novel |Students read the stage directions for the play's setting or a setting |Live performance |
| | |the use of structure and |described in the novel and produce a sketch of the scene. Ideas are compared | |
| | |form/stagecraft/relationships |with others in the class or with film/TV adaptations. | |
| | |the relationship between the text and the |In groups, students predict what might happen in the next act/chapter. | |
| | |context in which it was written. |Students produce and update character profiles, containing references to areas| |
| | | |of text, key quotations, descriptions, relationships. | |
| | | |Students produce a table of acts/chapters where key themes are evident. | |
| | | |Students consider the contextual background of the play/novel and how this is | |
| | | |demonstrated within the text studied. They should look at the historical | |
| | | |context as well as the social, cultural and literary context. | |
|3-5 |Paper 1: Close reading of |Students will have a detailed understanding |Students complete their reading of the whole text. |Text |
| |the Post-1914 text |of: |Students keep a reading log, noting key events and summaries of acts/chapters.|Keep reading log |
| | |the sequence of events |Students read complete text. |Film version(s) |
| | |the characters |For the play: | |
| | |the development of relationships |Acting out sections of the play in small groups and comparing interpretations | |
| | |the development of themes |of the same scene with other groups and film versions. | |
| | |stagecraft/structure. |Compiling director's notes or annotating scenes as a director would. | |
| | | |Hot seating characters. Most effective after a performance. | |
| | | |Sketching settings, costume, characters, lighting for a particular scene. | |
| | | |Group discussions about different interpretations. | |
| | | |Students consider the setting and contextual background and how this is | |
| | | |portrayed in the play. | |
| | | |For the novel: | |
| | | |Hot seating characters. | |
| | | |Keep a table or visual representation of the relationships in the novel. | |
| | | |Produce a timeline of events in chronological order. | |
| | | |Explore where themes/characters appear in different areas of the novel. | |
| | | |Sequencing of events. | |
| | | |'Who said...' and 'who did ...' what games/quizzes. | |
| | | |Discuss differences between text and film versions. | |
| | | |Students consider the contextual setting and how this is represented in the | |
| | | |novel. | |
| | | | | |
|6/7 |Paper 1: Character and theme|Students will: |For the play: |Text |
| |studies |gain a more detailed understanding of |Students compile a list of methods used by the writer to create characters and|Keep reading log |
| | |character/relationships/motives and the themes|themes. |Film version(s) |
| | |of the play or novel. |Students read a scene of the play which introduces a character. Students | |
| | | |analyse how the character is presented – what first impressions do the | |
| | | |audience have of the character and whether this view changes as the play comes| |
| | | |to an end. | |
| | | |Students read a scene of the play which introduces a theme and trace this | |
| | | |theme through the play, noting how it changes and/or grows. | |
| | | |Students give instructions to the 'actor' playing the part of the character, | |
| | | |explaining how they should perform and how to present themselves. | |
| | | |Students create a record of the main themes and how each character responds to| |
| | | |the theme or is a part of its development. | |
| | | |Students maintain a record of relationships between the characters and the | |
| | | |motives behind particular actions or events. | |
| | | |Students consider how the character and theme relates to and is illustrative | |
| | | |of context. | |
| | | |For the novel: | |
| | | |Character profiles are kept and added to throughout the close reading. | |
| | | |Comments should be made about appearances – both public and private, | |
| | | |relationships and key moments within the novel which best exemplifies the | |
| | | |character. | |
| | | |Students explore an area of text where a character is introduced. A poster or | |
| | | |mind map is produced to summarise the main points about this character. | |
|8 |Paper 1 Section B: Exam |Students will: |Provide students with a copy of the relevant questions from the Sample |Sample Assessment Materials |
| |Practice |understand the requirements of the examination|Assessment Materials. In pairs, students read the questions and annotate them.| |
| | |and will be familiar with the types of | | |
| | |questions that they may be asked |Students share ideas with the rest of the class, providing their thoughts | |
| | |maintain a critical style and develop an |about what could be written in response to the question. | |
| | |informed personal response |Provide students with a copy of the mark grid. Students highlight key points | |
| | |use textual references, including quotations, |on the mark grid. | |
| | |to support and illustrate interpretations |Mock examination – 50 minutes is suggested for this section of the paper. | |
| | |self-assess their own work and identify areas |Students should use the mark grid to understand how their marks were given and| |
| | |where greater coverage is required. |identify ways how they can improve their responses in the future. | |
| | | |Students should also use the AO4 marking grid to see how their work could be | |
| | | |improved for vocabulary, sentence structure, spelling, punctuation and | |
| | | |grammar. | |
GCSE English Literature 2015
Component 2 Section A: 19th-century novel
Scheme of Work
Introduction
Centres choose to study one text from: 19th-century novel:
● Jane Eyre – Charlotte Brontë
● Great Expectations – Charles Dickens
● Dr Jekyll and Mr Hyde – R L Stevenson
● A Christmas Carol – Charles Dickens
● Pride and Prejudice – Jane Austen
● Silas Marner – George Eliot
● Frankenstein – Mary Shelley
Section A – 19th-century novel:
● Students complete a two part question. Part 1 is focussed on a close language analysis of an extract of approximately 400 words.
● Part 2 questions may focus on different aspects of the text, requiring exploration of one of more of the following areas: plot, setting(s), character(s), theme(s).
● Assessment Objectives covered are AO1 and AO2.
This is a closed book examination.
Component 2 Section A: 19th-century novel
|Week |Paper/theme |Learning outcomes |Content |Exemplar resources |
|1 |Paper 2: Introduce key |Students will have an understanding of: |Give groups of students the title of the text, one theme and one key event or |Text |
| |characters and themes in the|the themes of the whole text and will have |fact. Ask each group to predict how the plot might develop. Groups should |List of major characters |
| |19th century novel |predicted how they might develop |present their findings and be prepared to adapt ideas in the light of other |Blank tables for ‘theme’ and ‘character’ |
| | |the main characters and something about their |groups' ideas. |studies. |
| |Reading opening chapters |personalities and backgrounds |Give students a list of major characters and one or two key personality | |
| | |the relationships between the characters and |traits. Read the first chapter and ask students to respond to a list of | |
| | |how they might develop. |questions, which might include setting, time, tone and dialogue. Students | |
| | | |should add information to their character file. As reading of the novel | |
| | | |progresses, students add information to this and build up their bank of | |
| | | |information. | |
| | | |Provide students with a list of the key themes in the text. Students create a | |
| | | |table where they can track and record where the themes are evident in the | |
| | | |novel. | |
|2–6 |Paper 2: Reading the 19th |Students will understand: |Students should read the entire text. Some of the following activities might |Text |
| |Century prose text |the ways in which themes, characters and |be useful in achieving a good understanding of the text: |Film version(s) |
| | |relationships develop as the text progresses |Keep a reading log, updated at least to the end of every chapter. The log may |Reading log |
| | |the language used by the writer to create |include a summary of events and notes about technique. | |
| | |meaning and effect |Keep a character profile record for each of the key characters and add to this| |
| | |the narrative structure of the text. |at the end of each chapter/section. Include memorable quotes and notes about | |
| | | |relationships between the characters. | |
| | | |Keep updating the 'theme' table created in Week 1. | |
| | | |Hot seat characters using questions prepared by the group. | |
| | | |Characters and/or writer invited to a chat show to explain their actions and | |
| | | |decisions. Understanding of characters and their actions are developed from | |
| | | |this activity. | |
| | | |Groups of students can produce a display/poster/information sheet summarising | |
| | | |key events/themes/characters. | |
| | | |Students can match key quotations with characters using small cards. Similar | |
| | | |can be done with sequencing plot details which help students to recall, | |
| | | |memorise and locate information more easily. | |
| | | |Students can select a sample of quotations relating to a character/theme and | |
| | | |explain what these tell us about a character/theme. Practise putting these | |
| | | |into Point, Evidence, Explain, paragraphs. | |
| | | |Students are given or select six quotations relating to a character and theme | |
| | | |and explain how the writer has used language and structure. Students identify | |
| | | |relevant subject terminology where appropriate. | |
| | | |Students are given 400-word extracts from the text and asked to relate the | |
| | | |themes and characters within this extract to the rest of the novel. | |
| | | | | |
| | | |Create quizzes or games relating to the chosen text. | |
| | | |For starter activities and plenaries, students can be asked to provide three | |
| | | |memorable quotes by a named character, 'who says' or 'who did' activities, | |
| | | |predicting events in the next chapter or providing quick summaries. | |
|7/8 |Paper 2 Section A: Exam |Students will: |Provide students with a copy of the relevant exemplar in the Sample Assessment|Sample Assessment Materials |
| |Practice |become familiar with the requirements of the |Materials. Students read the given extract and locate relevant information in | |
| | |examination paper |order to answer the question. | |
| | |become aware of key terms and phrases in the |Students also respond to part b) of the question using their knowledge of the | |
| | |questions. |whole text. | |
| | |gain confidence with the text and examination |Students practise writing responses. | |
| | |maintain a critical style and develop an |Provide students with a copy of the mark grid and ask them to assess their own| |
| | |informed personal response |response. | |
| | |use textual references, including quotations, |Mock exam. It is recommended that students spend 55 minutes on this part of | |
| | |to support and illustrate interpretations. |the paper. | |
GCSE English Literature 2015
Component 2 Section B: Poetry since 1789 Part 1 Poetry Anthology
Scheme of Work
Introduction
Centres choose to study one collection from the Pearson Poetry Anthology:
● Relationships
● Conflict
● Time and Place
Each collection contains 15 poems and includes Romantic, Literary Heritage and Contemporary poetry.
Part 1:
● Students answer ONE question on one named poem from the poetry anthology collection, reproduced in the question paper, and one poem of choice.
● Students will compare the poems. Questions will focus on the language, form,structure of the poem (AO2) and the contexts in which the poems were written (AO3).
● Students will compare the poems.
● Questions will focus on the language, form, structure of the poem (AO2) and the contexts in which the poems were written (AO3).
All 15 poems from one collection must be studied.
Component 2 Section B: Poetry since 1789 Part 1 Poetry Anthology
|Week |Paper/theme |Learning outcomes |Content |Exemplar resources |
|1 |Paper 2: Introduction to the |Students will: |Students produce a concept or mind map relating to the chosen collection |Poetry Anthology resources |
| |Anthology |know which set of poems they are studying |(Relationships/Conflict/Time and Place). For each poem in the collection, they| |
| | |be aware of the major themes in the poems |explain how this illustrates/fits with the collection's title. | |
| | |become aware of learning objectives |Students are given the assessment objectives for this component in order to | |
| | |understand PEEE or PETER method of analysis. |understand requirements. | |
| | | |Students should be reminded of PEEE and PETER methods of analysis (Point, | |
| | | |Evidence, Explain, Explore or Point, Evidence, Technique, Effect on Reader) | |
| | | |using quotations, to support and illustrate interpretations. | |
|2–7 |Paper 2: Theme |Students will know how to: |Students should study, in some depth, each poem in the chosen collection. For |Poetry Anthology resources |
|Combinewith | |identify the theme and distinguish between |each poem, students should explore the following aspects: | |
|language and | |ideas |Theme |Sample Assessment Materials |
|context block | |support a point of view by referring to |Imagery | |
|below | |evidence in the text |Language choice | |
| | |recognise the possibility of and evaluate |Diction | |
| | |different responses to a text |Form | |
| | |use understanding of writer’s social, |Structure | |
| | |historical and cultural contexts to inform |Rhyme and rhythm | |
| | |evaluation; the relationship between the text |Voice. | |
| | |and the context in which it was written |In order to fully understand these, using own knowledge and by using a | |
| | |make an informed personal response that |dictionary, students write a definition for each of these words in their | |
| | |derives from analysis and evaluation of the |exercise books. | |
| | |text |Students should keep a revision table for each poem as they are studied and | |
| | |compare the themes of the poetry. |have a list of poem that can be compared with each other. Sections could | |
| | | |include each of the points above. | |
| | | |Students should compile a table in order to help compare the poems. They | |
| | | |should study one poem and then list the other poems which could be compared to| |
| | | |the theme or the topic of this named poem. | |
| | | |Provide students with a sample essay from the Sample Assessment Materials and | |
| | | |ask them to mark it using the marking grid. Highlight where examples of where | |
| | | |language, theme, structure and form are considered. In another colour | |
| | | |highlight references to the question. | |
| | | |Students should also use these sample essays to consider how to compare the | |
| | | |named poem with another poem of their own choice. They should identify the | |
| | | |strengths and weaknesses of the comparisons and how they could improve the | |
| | | |responses. | |
|2-7 |Paper 2: Language |Students will know how to: |Students should identify specific language points. Revise figurative language |Poetry Anthology resources |
| |Structure and Form and |analyse and evaluate language (including |and other specific literary terminology. Revise by pairing the term with | |
| |context |figurative language) |correct definition using revision cards. | |
| | |analyse and explore how structure, form and |Revise structure and form through a variety of techniques: matching with | |
| | |presentation contribute to quality and impact |revision cards; linking and pairing definitions with terms; a short quiz. | |
| | |of a poem |Discuss: identify a technique used (both language and structure) and explore | |
| | |use linguistic and literary terminology for |the effect on the reader. Students should consider why a particular form or | |
| | |such evaluation (such as, but not restricted |technique has been used. | |
| | |to, phrase, metaphor, meter, irony and |Students should also look across all of the poems in the collection to compare| |
| | |persona, synecdoche, pathetic fallacy) |how each poem uses different or similar language, structure and form to create| |
| | |compare different writer’s use of language, |different or similar effects. | |
| | |structure and form |Students learn about the literary and social context of each of the poems, | |
| | |compare the context of the poems within the |learning about the historical setting of the poem where appropriate. They | |
| | |collection. |should then add a column to their comparison table to see how these contexts | |
| | | |are similar or different across the collection of poems. | |
|8 |Mock Exam |Students will: |Provide students with a copy of the relevant poetry question from the Sample |Sample Assessment Materials |
| | |understand how to prepare for the examination |Assessment Materials. Students read and annotate the poem and identify another| |
| | |and be familiar with types of questions |poem to compare with the poem in the question. Students then identify what the| |
| | |have the opportunity to self-assess their own |poem is about and the ideas and methods used (including structure and form) | |
| | |work and identify areas for revision and |and how the other poem they have chosen is similar or different. | |
| | |further study. |Students share ideas with the rest of the class. | |
| | | |Provide students with a copy of the mark scheme. Students highlight key points| |
| | | |on the mark scheme. | |
| | | |Mock exam. It is recommended that students spend 35 minutes on this part of | |
| | | |the paper. | |
| | | |Students should use the mark scheme to understand how their mark was given and| |
| | | |identify ways they can improve their responses in the future. | |
GCSE English Literature 2015
Component 2 Section B: Poetry since 1789 Part 2 Unseen Poetry
Scheme of Work
Introduction
Part 2: Students answer one question comparing two unseen contemporary poems that are linked by a theme. Students are required to compare the poets’ portrayals of the theme through their use of language, form and structure (AO1 and AO2).
● Teachers are welcome to use the examples of contemporary poetry from any collection to help prepare their students for the unseen poetry task in Section B, Part 2. Students should also read poems beyond the anthology.
● Students will need to be able to analyse the ideas, language, form and structure of two unseen poems and compare them.
Component 2 Section B: Poetry since 1789 Part 2 Unseen Poetry
|Week |Paper/theme |Learning outcomes |Content |Exemplar resources |
|1 |Paper 2: Making sense of two|Students will have an understanding of: |Provide students with a copy of an unseen poem and invite them to look for |Contemporary poems from collections not |
| |unseen poems and drawing |how to gain an informed overview of the theme |clues to facilitate understanding. They could be guided to look at: what the |studied for paper 2 part 2: Anthology |
| |comparisons. |and subject matter of the two poems |poem is about, the poet's ideas and the methods used to convey ideas (AIM – |Poetry and any other poems which have |
| | |how a poet might use language, structure and |about, ideas, methods). |been used in the classroom and are known |
| | |form |Individually, students write a brief response to one poem. Then they share |to engage students. |
| | |the relationship between the texts |their responses in pairs, then join with another pair to form a group of four.| |
| | |how to compare two poems. |The process is repeated for a second poem and then in groups, the similarities| |
| | | |and differences should be discussed. Each group presents to the rest of the | |
| | | |class. | |
| | | |In pairs, students should explore aspects of language, both standard and | |
| | | |non-standard forms. Lexical fields and their connotations should be | |
| | | |considered. Students highlight specific words and phrases used in both poems | |
| | | |and produce a table to illustrate how the techniques are used by both poets. | |
| | | |Students select three quotations from each poem and explain their effect on | |
| | | |the reader. | |
|2 |Paper 2: Language, Imagery |Students will be able to write about: |Each pair of students is given a phrase, sentence or a line or two of a poem |Poetry Anthology resources |
| |and Sound |how a poet uses language to create meanings |to explore. Students sit back-to-back and sketch the image. Interpretations | |
| | |and effect |are then compared. | |
| | |how a poet uses imagery to present themes and |Draw together the complete poem and each pair provides detailed feedback on | |
| | |ideas |the lines that they have examined. Class discuss ideas. | |
| | |how a poet uses alliteration and onomatopoeia |In pairs, students discuss the connotations of words and the mood created. | |
| | |to create tone and atmosphere. |They should guess the theme of the poem from which the words were taken. | |
| | | |Students identify specific literary terms, e.g. simile, metaphor, | |
| | | |personification. Students discuss what effect these devices have and what | |
| | | |effect they have on the reader. | |
|3/4 |Paper 2: Rhyme and rhythm |Students will be able to: |Students are presented with a poem (with an easily-identifiable rhyme scheme) |Poetry Anthology resources |
| |Form and structure |show how the use of rhyme and rhythm supports |that has been cut into strips. In pairs, they put the strips into order. | |
| |Voice |the delivery of the theme |Each pair shares their response and explains reasons for their choices. Ask | |
| | |identify the poet's use of structure and form |how significant the rhyme and rhythm was when they discussed the order. | |
| | |identify the significance of stanza patterns |Give students a poem with an irregular form. In pairs discuss the differences.| |
| | |identify the author's voice |Provide students with a list of possible themes and ask them to consider | |
| | | |whether a regular or irregular form would be more effective for each theme. | |
| | | |Explain different poetic forms and provide students with copies of each form | |
| | | |to annotate. | |
| | | |Students explore the meanings of 'structure' and 'form' - using dictionaries | |
| | | |or internet research. Discuss the differences. | |
| | | |Show students how to label a rhyme scheme and present them with a poem to | |
| | | |label themselves. | |
| | | |Discuss the concept of the author's voice. Discuss how the reader can identify| |
| | | |the author's voice in the poem. | |
|5/6 |Exam Practice |Students will: |Provide students with a copy of the unseen poems in the Sample Assessment |Poetry Anthology resources |
| | |understand how to prepare for the examination |Materials. In pairs, students read the poems and annotate them. Identify what | |
| | |and be familiar with types of questions |the poem is about, ideas and methods used (including structure and form). |Sample Assessment Materials. |
| | |have the opportunity to self-assess their own |Students share ideas with the rest of the class. | |
| | |work and identify areas where greater coverage|Provide students with a copy of the mark grid. Students highlight key points | |
| | |is required |on the mark grid. They should identify that marks cannot progress beyond Level| |
| | |maintain a critical style and develop an |2, if they only write about one poem. | |
| | |informed personal response |Mock examination – 50 minutes is the suggested time for this section of the | |
| | |use textual references, including quotations, |paper. | |
| | |to support and illustrate interpretations. |Students should use the mark grid to understand how their mark was given and | |
| | | |identify ways how they can improve their responses in the future. | |
|7 |Further Exam Practice |Students will: |Students are asked to find a poem relating to a specific theme. The poem |Contemporary poems from collections not |
| | |find links within and between poems |should be printed/written out and collated into a group anthology. |studied for paper 2 part 2: Anthology |
| | |gain more practice when exploring unfamiliar |Students (individually or in pairs) pick one of these poems and write a ten |Poetry and any other poems which have |
| | |material |question quiz relating to it. A class quiz covering all poems ensues. |been used in the classroom and are known |
| | |maintain a critical style and develop an | |to engage students. |
| | |informed personal response |In pairs, students select one poem and prepare a short class presentation | |
| | |use textual references, including quotations, |about it. | |
| | |to support and illustrate interpretations. |Students annotate their class anthology. | |
| | | |Students write a response, comparing two poems of their choice using textual | |
| | | |references, including quotations, to support and illustrate interpretations. | |
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