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Unseen Poetry

Unseen Poetry. LO: To know how to approach the unseen poetry section of the exam Further challenge LO: To be able to closely analyse language in our annotations. Unseen Poetry. LO: To know how to approach the unseen poetry section of the exam

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Unseen Poetry

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  1. Unseen Poetry LO: To know how to approach the unseen poetry section of the exam Further challenge LO: To be able to closely analyse language in our annotations

  2. Unseen Poetry • LO: To know how to approach the unseen poetry section of the exam • Further challenge LO: To be able to closely analyse language in our annotations Exam: 23rd May. Unseen poetry: 10% (16 marks) Time on question: Approx. 45 minutes. • In form groups • Arrange yourself in your form groups • Discuss and write your answers to the quiz questions on your sheet

  3. Top Five Tips for Approaching The Unseen • Read the question and underline the key words. These will be the focus of your answer e.g. dramatic, moving, powerful • Number the stanzas. • Consider the title. • Read through the poem. Underline the key words, identify techniques and consider their meanings. • Choose four key points for exploration.

  4. Your Dad Did What? Individually • Read the question and underline the key words • Number the stanzas • Consider the title – what makes this a moving poem? What is significant about this? • In groups of four • Taking turns, each person must list a poetic techniques • Copy these down; you should create a list of at least 5 techniques in your exercise book • No hesitation or repetition

  5. Your Dad Did What? • Whole class • What types of techniques could we underline? Poetic techniques: Enjambment Alliteration/sibilance/assonance Repetition Imagery Caesura Individually Person A – Stanza 1 Person B – Stanza 2 Person C – Stanza 3 Person D – Stanza 4 • Annotate your stanza, looking for these techniques Further challenge: Describe the writer’s intentions behind this poem (i.e. how do they want the reader to react?)

  6. What is the impact of referring to the students as ‘they’? Is their a rhyme scheme? If so, how is this significant. Where they have been, if they have been away,or what they've done at home, if they have not -you make them write about the holiday.One writes My Dad did. What? Your Dad did what? How does the teacher view that student? What type of topic is this? How is this word significant? How would you describe the teacher’s response? What poetic technique and what is its effect? Hint: focus on tone.

  7. Your Dad Did What? • In groups of four • Each person will feedback their notes to the rest of their group • All notes should be copied down • Starting with person… A! In pairs • Taking turns, list the 4 things we must include in an analysis of a poem • Begin with… person B! Criteria: • Point, which refers to the question • Quote • Pick out key techniques and writer’s intentions • Discuss the theme

  8. Your Dad Did What? Individually Answer the question: What makes this poem moving? • An introduction (use the key word from the question) • 2 PEA paragraphs Further challenge: Establish a clear line of argument which focuses on the theme of the poem, throughout all three paragraphs

  9. Peer-Assessment In pairs • Swap your exercise books • WWW: Choose one statement from the criteria • EBI: Choose one statement from the criteria • Further challenge completed? (Establish a clear line of argument which focuses on the theme of the poem, throughout all three paragraphs)

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