Scheme of Work 2010-11
Think Active! What Are The Learners Doing?
Course Overview
Module / Unit Title
Reading for Meaning: Love Poetry
through the Ages
Prepared by
Sue Gross
English Literature A specification
encourages students to develop interest in and
enjoyment of English Literature, through reading
widely, critically and independently, across centuries,
genre and gender, and through experience of an
extensive range of views about texts and how to read
them.
The new specification offers continuity from the
Learning Outcomes This final A2 examination synthesises the skills and
Lesson Duration
1.5 hours
Start Date
September 2010
End Date
June 2011
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learning of the whole course. In the examination,
candidates will study closely unprepared texts from
all genres, chosen across time and linked by theme.
They will compare the extracts in terms of subject
matter and style, reaching out to their wider reading
to inform their judgements about:
• the ways different writers at different times
approach the chosen theme
• the ways different readers interpret texts
Assessment Details written examination. The paper will contain four
unseen items. There will be two compulsory
questions to answer. Each question will be marked
out of 40.
Question 1 will require candidates to compare two
items of the same genre. The genre may change
with each examination series. This question will
require the close reading of the texts as well as
reference to wider reading on the theme of love within
the same genre as the items.
Question 2 will invite candidates to compare two
items (of the remaining two genres). Candidates will
Date
What topic(s) and
learning objectives
will be covered?
5
Recap on Robert
Graves’ poem
Richard Crashaw –
Wishes on his
Supposed Mistress
(1631)
6
Recap
Background to John
Clare 1793-1864
Romantic poets
Figures of speech:
hyperbole, Metaphor
,Personification,
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What will learners
do?
Read
Discuss
Annotate
Using language
form and structure
say how the poet
presents his ideal
woman
Identify archaic
word usage & their
effect (at the time
and today)
Listen
Identify the rhyme
scheme and
rhythm – effect?
Highlight three
types of imagery &
say what their
impact is on the
whole poem
Read
Discuss
Annotate
Using language,
identify examples
of the following:
hyperbole, simile,
How will learning
be checked?
FS / Basic
Skills/ECM
What resources are
needed?
Observation
Oral & written
feedback
Q&A
1:1 discussion
All sessions are Anthologies
designed to
Whiteboard
encourage
Task sheets
communication,
written and
spoken English
and reading.
1-5
Observation
Oral & written
feedback
Q&A
1:1 discussion
All sessions are
designed to
encourage
communication,
written and
spoken English
and reading.
Textbooks on the
Romantic poets (20)
LRC
Anthologies
Whiteboard
Task sheets
Learning Zone with
What Independent
Learning/
Homework will be
set?
Read John Clare’s
poem ‘First Love’ for
next time.
Presentation to be
completed in your
groups for homework
Rhetorical, simile
Rhyme Scheme:
quartets or 8 line
stanzas
GroupsPresentations on the
life and works of
John Clare
7
Recap on Clare
Group Presentations
on John Clare
Background to
Rossetti
The Victorian Poets
(you tube)
The First Day by
Christina Rossetti
sonnets
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metaphor,
personification,
metonymy - what is
their effect and why
do you think the
poet chose them to
express how he felt
about his ‘First
Love’?
Individual task for
First Love
Stretch & challenge
task
Read
Discuss
Annotate
Revision of sonnets
Identify the type of
sonnet
Using language,
form and structure,
each group to
identify one feature
from each and
suggest how it has
been used.
Present to class.
Using the features
from language,
form and structure,
make links with one
other poem you
have studied & say
how they both
Observation
Oral & written
feedback
Q&A
1:1 discussion
Presentations
1-5
Lily Savage – video
clip
All sessions are
designed to
encourage
communication,
written and
spoken English
and reading.
1-5
Anthologies
Task h/o
You tube
poetry study pack
whiteboard
present love.
8
9
Recap on Rossetti
Victorian poets
continued
Rhyme schemes in
sonnets: the
Petrarchan sonnet
significance of abba
abba cd cd cd rhyme
scheme & octet to
sestet
Elizabeth Barrett
Browning
Recap on Victorian
sonnets
Sonnet 116
Courtly Love
tradition – its history
– Thomas Wyatt, Sir
Phillip Sidney etc
Renaissance love
poetry
Revision of the
Shakespearian
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Read
Discuss
Annotate
Revision of sonnets
Identify the type of
sonnet
What is BB saying
about love – how is
it different to
Rossetti’s
Petrarchan sonnet?
How does the
message change
form Octet to
sestet?
Stretch & challenge
task
Read
Discuss
Annotate
Revision of sonnets
Identify the type of
sonnet!!!
Identify
comparisons of a
mistress’ brilliant
eyes; extravagant
praise within the
Observation
Oral & written
feedback
Q&A
1:1 discussion
All sessions are Anthologies
designed to
Poetry study pack
encourage
communication,
written and
spoken English
and reading.
1-5
Further stretch: using
the three sonnets
studied, say how
each poet presents
the concept of love
during their own time
period.
Read Shakespeare’s
Sonnet 116
Observation
Oral & written
feedback
Q&A
1:1 discussion
All sessions are
designed to
encourage
communication,
written and
spoken English
and reading.
1-5
H/O Courtly love
history
Poetry Study Pack
LRC
Task sheet
Whiteboard etc
C4 Schools- The
Sonnet
Reminder that
homework is due on
4/11/10 (three
sonnets)
Independent
research on Ben
Jonson
sonnet form
Comparison of
women with
heavenly features
and precious jewels,
Discussion of sonnet
‘Summer’s Day’
Sonnet 130- parody
of courtly love
tradition.
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two sonnets.
Parody – research
in LRC
Sonnet 130- how is
this sonnet a
sustained parody of
the courtly love
tradition?
Class task: Choose
one Victorian
sonnet and one
Renaissance
sonnet & write a
comparison of how
the two sonnets
present different
ways expressing
love during two
different time
periods. You
should also
consider the ways
writers’ choices of
LFS shape YOUR
response to the
poems.
10
Recap onBen
Jonson -To Celia
(17th Century)
& Adrian Mitchell’s
Celia, Celia (late
20th Century)
Use of imagery &
effect
Comparison of two
love poems (Odes)
from different time
periods
11
Recap on Jonson
and Mitchell
Cherry Ripe by
Thomas Campion
Research on
Campion & his
poetic works
Use and effect of
metaphor &
figurative language
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Groups to present
their research on
Ben Jonson
Dedications-Odes
–how are they are
used & presented
What is the
definition of
unrequited love?
Read
Discuss
Annotate
How conventional
imager is used in
Jonson’s poem.
Compare both
poems – how is the
sentiment
expressed in both
poems: focus on
the length of each
poem & the effects
of the different
types of imagery.
Present research
on Campion
Identify how
figurative language
is used in the poem
What are its songlike qualities?
Identify the types of
imagery in the
poem. What is
Observation
Oral & written
feedback
Q&A
1:1 discussion
All sessions are
designed to
encourage
communication,
written and
spoken English
and reading.
1-5
Poetry study pack p9
Odes
Task sheet
Anthologies
Remind class that
from next week we
will lose one poetry
lesson per week –
we need to start
ARWaV in one of the
lesson slots.
Observation
Oral & written
feedback
Q&A
1:1 discussion
Marked work
All sessions are
designed to
encourage
communication,
written and
spoken English
and reading.
1-5
LRC
Anthologies
Task sheet
Poetry study pack
Whiteboard etc
Collect homework
12
etc.
their effect? Why
do you think the
poet chose them?
Consider the
ambiguities in this
poem. Offer at
least TWO
interpretations &
use PEE.
How would this
poem fit in with
concept of love
through the ages.
Read
Discuss
Annotate
Recap on ‘Cherry
Ripe’
‘Anonymous’ poem
Poetic features &
song-like features
Making links
between poems from
different time periods
using language form
& structure
Read
Discuss
Annotate
Identify 4 features
in the poem. What
is their effect on the
reader and overall
poem?
Identify the songlike features in the
poem –
effectiveness?
One other poem
from the
‘Declarations’
section should be
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Observation
Oral & written
feedback
Q&A
1:1 discussion
Marked work
All sessions are
designed to
encourage
communication,
written and
spoken English
and reading.
1-5
Anthologies
Task sheet
Poetry study pack
Whiteboard etc
PP on Cherry Ripe
You tube – song
Cherry-Ripe
Read through
‘Merciless Beauty’ by
Geoffrey Chaucer in
both Middle English
and the translation
provided.
Independent
research on
Chaucer- life/works
etc.
13
Recap on
‘Anonymous’
Chaucer –‘Merciless
Beauty
Differences between
Modern and middle
English: syntax,
semantics,
vocabulary
Word classes
Semantics
Grammar
Vocabulary
Pragmatics
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chosen –
similarities and
differences in their
presentation of
love? (Use
Language, form &
Structure) Offer
reasons why the
poet made these
choices.
Read
Discuss
Annotate
Underline IN RED
all the words that
you recognise (ie is
the spelling the
same as it is
today?)
Underline in
GREEN the words
you think you
recognise, but the
spelling is different.
What is left?
Identify how some
of the words have
changed
semantically.
What is the effect
of repetition?
(Structure)
Identify use of
plurals (how they
Observation
Oral & written
feedback
Q&A
1:1 discussion
Marked work
All sessions are
designed to
encourage
communication,
written and
spoken English
and reading.
1-5
Anthologies
Task sheet vaculary & word
classes
Poetry study pack
Whiteboard etc
Coloured
pencils/pens
Task sheet for Middle
English
Task for poem
14
Recap on Merciless
Beauty by Geoffrey
Chaucer
To His Coy Mistress
by Andrew Marvell
Quiz on poetic
features
Metaphysical poets
& Andrew Marvell
Metre
How poets use LFS
to persuade
Carpe Diem
15
Recap on Marvell’s
To His Coy Mistress
John Donne –
background
Metaphysical poetswho were they?
The Conceit
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are expressed) &
spellings,
pronouns,
vocabulary
(Language)
The effect of
Imagery (Form)
Complete quiz on
poetic features
Recap on
Chaucer’s poem
Make notes from
PP slides 1-4
Read
poem/annotate:
death/mortality/time
Identify the poem’s
octosyllabic metre
& the presence of a
logical argument –
linked with Carpe
Diem
Discuss
PP slides 5-12 –
LFS
Prose activity
Poetry Grid
Recap
Research
Examples of a
conceit eg a packet
of cigarettes
/congestion on the
lungs or love is like
Observation
Oral & written
feedback
Q&A
1:1 discussion
Marked work
All sessions are
designed to
encourage
communication,
written and
spoken English
and reading.
1-5
PP on Metaphysical
Poets and Andrew
Marvell
PP on To His Coy
Mistress
Anthologies
Whiteboard
Task sheet
Poetry grid
Stretch and
challenge task to be
completed for
homework if not
completed in the
lesson. If this has
been completed,
please submit.
Independent
research on John
Donne.
Observation
Oral & written
feedback
Q&A
1:1 discussion
Marked work
All sessions are
designed to
encourage
communication,
written and
spoken English
and reading.
Anthologies
Whiteboard
Task sheet
Poetry grid
Collect any
homework from last
poetry lesson
a light bulb- when
it’s new it shines
brightly, but when
love dies it is dim.
Identify the Conceit
in Donne’s poem
How does blood
link the man and
woman?
How does Donne
present love here?
What are his
feelings towards
the flea in the
poem?
Can you spot the
element of Carpe
Diem?
Complete poetry
grid on this poem
and Marvell’s
poem.
15
The Passionate
Shepherd to His
Love (Sir
Christopher
Marlowe) & The
Nymph’s Reply (Sir
Walter Raleigh)
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1-5
16
Cecil Day Lewis
‘Come Live With
Me…’
17
To His Mistress
Going to Bed – John
Donne
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