Lit poems
Learning objectives:
 Revise poetic terms
 Analyse a new poem
Success criteria
All recognize poetic terms
Most link to the effects achieved
Some use terms confidently and effectively
Starter: which of these can you
define or give an example of:
Simile:
 Metaphor:
 Personification:
 Alliteration:
 Onomatopoeia:
 Rhyme:
 Rhythm:
 Assonance:
 Enjambment:
Answers on the next slide
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Simile: a comparison using “like” or “as”
Metaphor: when you say something is something it is
not
Personification: when you describe something nonhuman as though it has human characteristics
Alliteration: repeating the first sound of several
words
Onomatopoeia: a word that sounds like its meaning
Rhyme: 2 or more words that end in the same way
Rhythm: a sense of beat
Assonance: repeating the vowel sound
Enjambment: where the meaning flows over from one
line to the next.
Word association
What comes to mind when I say:
 Miss Havisham
 Bastard
 Spinster
 Now open your anthology to p32 and follow as I
read.
 Close the anthology and tell me any words/images
you remember
Lit poems
Learning objectives:
 Support interpretation of poem
 Compare and contrast two poems
Success criteria
All use quotes to support explanations
Most comment in detail on language
Some compare style and themes
Starter: fill in the gaps and explain what made
them memorable
Beloved _________ bastard.
I’ve dark green ___________ for eyes.
I stink and ____________.
Whole days in bed cawing ___________
Puce ________ that are sounds not words.
Love’s hate behind a white ________
A red _________ __________ in my face.
I stabbed at a _________ _______.
Give me a male corpse for a ____, _____
__________
Don’t think it’s only the heart that ___________
With anthologies, shut predict how
this poem may continue:
I'd been tired, under
the weather, but the ansaphone kept screaming.
One more sick-note. mister, and you're finished. Fired.
I thumbed a lift to where the car was parked.
A Vauxhall Astra. It was hired.
I picked him up in Leeds.
He was following the sun to west from east
with just a toothbrush and the good earth for a bed. The
truth,
he said, was blowin' in the wind,
or round the next bend.
Does the title help: Hitcher?
As we read the rest (p45) ask
yourself how similar or different
it is to Havisham.
I’ll use the random name picker and you need to point
out a similarity or difference in one of the following
aspects:
Tone
Structure
Poetic techniques
Theme
Lit poems
Learning objectives:
 Develop strategies for dealing with
challenging poems
Success Criteria
All annotate tricky language
Most understand complex sentences
Some enjoy the poet’s craft
Starter: dictionary race
As the words appear, race to find
definitions and write them on the board.
Countenance
Earnest
Mantle
Reproduce
Courtesy
Bough
Officious
Mule
Rank
Trifle
Exceed
Wits
Stoop
Munificence
Ample
Warrant
Dowry
Disallow
Avow
Rarity
Copy the words you didn’t know
onto p51
Listen as I read and see how many of these
questions you can answer:
Is the Duchess alive or dead?
Who is allowed to move the curtain aside that
covers her portrait?
What sorts of things made her blush?
Name 3 things that made her happy?
Is this a good thing according to the Duke?
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What did the Duke give her?
Comment on “I choose never to stoop.”
Which line reveals that he killed her?
What is he planning now?
Lit poems
Learning objectives (over 2 days):
 Explore links between poems
Success criteria
All compare the tone of two Browning poems
Most compare and contrast with modern poems
Some make links between content, techniques and
structure
Starter: work in 2s or 3s. Write the answer clearly on
the whiteboard and hold up
Comparing using like or as =
He had a heart of stone =
Who wrote Havisham?
Who wrote Hitcher?
Who wrote My Last Duchess?
What is a conversation between 2 people ? _ _ _ logue?
What is a speech by one person only? _ _ _ _ logue?
Write down a monologue we have studied.
Another one?
Another one?
Repeating the first sound of several words =
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Who was Fra Pandolf?
How long did it take him to paint the picture?
What make of car picked up the hitcher?
Where did the driver pick up the hitcher?
What did he hit him with?
How many times?
Who was allowed to move the curtain?
Write down 4 things that made the Duchess
happy
What gift did the speaker give her?
Who said he liked the breeze to run its fingers
through his hair?
What poetic technique is “the breeze to run its fingers
through his hair”?
We’ll continue with Duchess from
line 31
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What verb does the Duke never do (he
mentions it 3x)?
Which line means that he killed her?
What is his attitude to his wives/women?
Re-read the poem and list the 6 main events.
Present these either as detailed bullet points or
a cartoon strip (with a short quote beneath each
frame)
I’ll use the random name picker and you need to point
out a similarity or difference in one of the following
aspects between any of the 3 poems we’ve looked at:
Tone
Structure
Poetic techniques
Theme
Lit poems
Wed 16th Dec
Starter: what might link these images?
Look at the images as we read The
Laboratory (p52)
Pair/share what you think the storyline is for the
poem. These words may help:
Pliest: practise
Devil’s smithy: science lab
Prithee: pray thee (i.e. I ask you)
Mortar: bowl for mashing things up
Phial:
Filigree:
Lozenge:
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Pastille:
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Enticing: attractive
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Ere: before
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Minion: slave
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Morose: miserable
Complete your comic strip from yesterday then answer
these questions:
1.
Who is the narrator of this monologue?
2.
What is she planning?
3.
What similarities are there with My Last
Duchess/Havisham/Hitcher?
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Do your own mind map similar
to this:
Tone
Structure
Poetic techniques
Theme
Lit poems
Learning objectives:
 Recognize rhyme and rhythm patterns
Success criteria:
All identify different rhythms
Most link to the effect
Some compare two poems
Starter: what do these lines of poetry have in
common?
Farewell thou child of my right hand and joy
The quality of mercy is not strained
If I profane with my unworthy hand
If it were done when tis done then twere well
To be or not to be that is the question
Separate the lines of poetry according to the
rhyme and rhythm.
Work out the best order for each poem.
Be ready to justify your choice.
Now find them in your anthology and get ready
to annotate
tone
message
themes
structure
title
context
Poetic
techniques
SOOM
Fri 12th March Learning
objectives: as yesterday
Starter: answer as many of these as you can in 5 minutes
(BOB max = 22 marks)
1.
What was Ben Jonson’s first son called? (2)
2.
What does this mean in Hebrew? (2)
3.
How did Jonson escape being killed for murder? (3)
4.
What is an elegy? (3)
5.
What does poetry mean in Greek? (4)
6.
What is iambic pentameter? (4)
7.
What did his son die of? (1)
8.
What poetic technique is “loan” and “pay”? (3)
Browning
Learning objectives: revise My Last Duchess
Starter: quickly re-read the poem (p51) and get
ready to explain what each of the following
quotes means:
"Her looks went everywhere"
 "I choose/Never to stoop"
 "This grew"
 "I gave commands"
 "All smiles stopped together“
Highlighters at the ready; let’s annotate
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The Man He Killed
Learning objectives:
 Develop independent interpretation
Success criteria:
All understand surface meaning
Most explain deeper message
Some contrast to other poems
Starter: BOB: one minute to write as many
words as you can about:
enemy
How would you define “enemy”?
Read The Man He Killed (p49) and contribute as
we annotate.
Answer the following questions in full sentences:
1.
2.
3.
Which poems have we read which contain enemies?
Choose 2 poems which are monologues but which
have very different tone. Explain what makes them
so different.
Which of the poems seems to be most about Hate
(choose from Duffy, Armitage and pre-1914). Write
as many reasons as you can and get ready to argue
your case.
Pre 1914
Learning objective:
 Understand a new poem
Success criteria:
All explain the point of Shakespeare’s sonnet
Most appreciate his wit
Some make valid comparisons with other poems
Starter: finish off these similes in the most
romantic way possible
Her eyes are like…
Her lips are red as…
Her hair is as black as…
Her rosy cheeks are like…
Her breath is as…
She walks like …
Now consider which of the following
compliments you’d most like to hear from
your partner…
You’re the most beautiful girl in the
world./You’re the fittest lad I’ve ever seen.
2.
You’d be perfect if you just: lost a few
pounds/toned up a bit/did something with
your hair/wore better clothes.
3.
I love you just the way you are.
Now read Sonnet 130 to yourself and think what
point it is making.
1.
We’ll annotate and do one of our famous
mindmaps and that’s the last pre-1914 one
done.
Lit poems
Learning objective:
 Write clearly and in detail
Success criteria:
All plan and complete 5 paragraphs
Most make frequent and valid comparisons
Some develop original interpretations
Starter: skim through the pre-1914 poems we have studied (The
Laboratory, On My First Sonne, Sonnet 130, My Last
Duchess, Song of the Old Mother, The Man he Killed) and
decide which character might say each of the following:
It’s a funny feelingkilling a man just
because someone
tells you he’s your
enemy.
You may not be
the best
looking bird
but I love
you.
Don’t you need
more poison than
that: she’s a big
girl.
Luke, Maria,
Stacey, Hannah,
choose one of
these to be
hot-seated as
It’s my fault
Ben died. I
shouldn’t have
loved him so
much
If she didn’t want
me to get
jealous she
shouldn’t have
smiled at every
Tom, Dick and
Harry
I’m sick of the
younger
generation; all
they do is slob
about the place
and moan.
In the exam you have to compare 4
poems but we’ll start with two:
In sonnet 130, Shakespeare expresses real love
for his mistress. Other poems are less positive.
Compare Shakespeare’s methods with those
used in another pre-1914 poem.
Contribute to and copy our brainstorm and then
either use the plan on the next slide or do your
own.
Intro: sum up the message of sonnet 130 and contrast with
MLD
1.
Contrast length of poem & say 130 is descriptive
whereas MLD tells a story
2.
Compare the features which are picked out in each poem
(cheeks, breast) but the duchess is clearly beautiful
(duke treats her like his art pieces, to show off)
3.
Compare techniques
4.
Both iambic pentameter and regular rhyme but more
enjambment and dashes in MLD. No stanzas in either.
5.
130 more formal, MLD chatty tone
6.
Preference and why
Top tips
Spend a full paragraph (4-6 sentences at least)
on each point you are making (e.g. one on
similes, one on structure etc)
 PEE as much as you can; provide evidence (ie
a short quote) for EVERY comment and then
explore what the quote shows you:
Point
“He says what every person would want to hear,
‘I think my love as rare’, basically saying he
Evidence
loves her for who she is. ‘Rare’ stands out
because it means unusual or precious
as in a
Explain
rare bird or picture which stresses how special
and unique she is.
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Give each poem a mark/10 for how
negative the emotions are within it:
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Hitcher,
Kid,
Havisham,
Stealing
Anne Hathaway,
Before You Were Mine
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Homecoming,
Mother any distance
Elvis' Twin Sister,
Salome
My Father thought it...,
November
Continue your essay from last
week, responding to my feedback
and choosing 1 Armitage and 1
Duffy poem to compare as well.
You need to write at least 2 pages
(normal handwriting) in order to
go on time at break. Please bring
your revision guide tomorrow.