If you can’t beat ’em, join ’em …. I’m going to try this in a revision lesson – here are a couple of examples – then get the students to work up their own for the other poems … It’s best to choose one word if possible, the shorter the better -an acrostic for The… Continue reading Revising poetry through acrostics?
This lesson stands as a one off. We focused on exploring language through Blake’s use of iambic tetrameter (four iambic beats per line – unstressed/stressed) and how the metre was broken by trochees to draw our attention to particular words/lines. We also looked at Blake’s original version which contains some capitalised nouns that are not… Continue reading William Blake’s London
In a previous blog, we looked at comparing The Prelude with Storm on the Island – see here Here are some examples of the essays the students wrote in response to an exam type question: Example 1: notice how the student compares throughout using those ‘coat-hanger’ statements (“both poets…”) to hang the ideas off. The first paragraph could… Continue reading A Postscript to The Prelude …
Lesson on William Blake’s poem London is here: https://www.dropbox.com/s/0jretobtbxjy6ul/London.pptx?dl=0
Here are the slides from this week’s lessons. The PPT is available here: https://www.dropbox.com/s/8c2fmlz1vqopfv7/My%20Last%20Duchess%20form%20and%20structure.pptx?dl=0 We began with a short refresher on the poem: The next lesson was centred on the use of structural features – caesura in particular, so it’s worth thinking about what we mean by structure and form. This analogy was useful: This was a… Continue reading Comparing My Last Duchess with Ozymandias
Hi everyone I’ve put the lessons on The Prelude/Storm on the Island and this week’s lessons on My Last Duchess here: https://www.dropbox.com/sh/jfceaprbw6j6fzm/AACAcT3GQHUaeRUdubMMQl3da?dl=0
Remember to think about the poem’s ‘big idea’. Stating this at the start of your essay helps you to stay focused on what you want to say. It enables you to provide a conceptualised response which the examiners love and is a key feature of an AQA level 6 response.