English Unseen Poetry Booklet (First Four Only for Revision)

AO1 Read, understand and respond to texts. Students should be able to:• maintain a critical style and develop an informed personal response •use textual references, including quotations, to support and illustrate interpretations AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO2 Use of AO2 Use of Q1 AO1 Use of Q2 Level terminology terminology and 24 mark comparison and 8 mark Band and effect of effect of question quotations question techniques techniques 7-8 6 Critical, exploratory, Judicious, Exploratory, 21-24 conceptualised; Band 4 Top analysed convincing Judicious, precise. Top Thoughtful, 5 Examined, 17-21 developed; Apt, High effective integrated Clear, explained; 5-6 4 Clear, Thoughtful, 13-16 Effective, Band 3 Mid understanding comparative supportive Mid Some explained; 3 Explained, 9-12 References to Low mid identified effects support, range Some references 3-4 Supported, 2 terminology, Band 2 Relevant, some 5-8 relevant; Comments Low Identifies Low comparison on references methods Possibly uses Simple, relevant; 1-2 Some links 1 terminology, 1-4 Reference to Band 1 between text and Bottom awareness of relevant detail(s) Bottom reader choices 0 0 No work worthy of any marks Are there groups of Narrative viewpoint How the sentence words that belong Repeated symbols structures or to a particular Sentence structure and specific punctuation punctuation semantic field? reflect feelings or Opening and Closing What difference emotions within the Semantic field does this make to text. How does it Rhythm the atmosphere of Timeframe change or develop? the text? Considering how the narrative choice Can you identify a enhances the Analysing rhythm to the text? meaning of the text STRUCTURE Is it written in a overall. WHY do we particular style or hear the 'story' from could be... form? that perspective? Looking at the Is the timeline straightforward, or is there PERSONIFICATION Analysing how a opening and closing a flash back or flash METAPHOR repeated symbol lines to see how Look out for words that forward? Does the event SIMILE (motif), idea of they are connected. occur in the distant past, can have more than one Which specific emotion are ALLITERATED SOUND recent past or does it meaning. What further you encouraged to feel as a theme runs through What impact do REPETITION describe an ongoing ideas or images could they result of the words used? a whole text. they have on the event? Why would this CONTRAST create? reader? matter? ONOMATOPOEIA ASSONANCE Choose adjectives, adverbs, Identify the specific verbs and nouns to techniques that have been Analysing explode- how do these used in the text. Consider LANGUAGE words suggest what the what impact they have character or setting is upon the tone? could be... like? Consider the language a RHETORIC Which words help you character uses in his or her EMOTIVE LANGUAGE identify the tone or mood speech. Is it timid? MODAL VERBS of the character? How do Authoritative? Apologetic? DIRECT ADDRESS the words imply his or her Something else? What PREPOSITIONS feelings or attitude? What might this reveal about IMPERATIVE VERBS are the reasons why? their character? HYPERBOLE Hard Frost by Andrew J Young Frost called to the water Halt First Frost by Andrei Vosnesensky And crusted the moist snow with sparkling salt; Brooks, their one bridges, stop, A girl is freezing in a telephone booth, And icicles in long stalactites drop. huddled in her flimsy coat, And tench in water-holes her face stained by tears Lurk under gluey glass like fish in bowls. and smeared with lipstick. In the hard-rutted lane She breathes on her thin little fingers. At every footstep breaks a brittle pane, Fingers like ice. Glass beads in her ears. And tinkling trees ice-bound, Changed into weeping willows, sweep the ground; She has to beat her way back alone Dead boughs take root in ponds down the icy street. And ferns on windows shoot their ghostly fronds. First frost. A beginning of losses. But vainly the fierce frost The first frost of telephone phrases. Interns poor fish, ranks trees in an armed host, Hangs daggers from house-eaves It is the start of winter glittering on her cheek, And on the windows ferny ambush weaves; the first frost of having been hurt. In the long war grown warmer The sun will strike him dead and strip his armour. 1. In 'First Frost' how does the poet present the speakers feelings towards love? 24 marks 2. In both ‘First Frost’ and ‘Hard Frost’ the speakers describe the weather. What are the similarities and/or differences between the ways the poets present those feelings? 8 marks Last Lesson of the Afternoon by D H Lawrence Mrs Tilscher's Class by Carol Ann Duffy When will the bell ring, and end this weariness? In Mrs Tilscher's class How long have they tugged the leash, and strained apart, You could travel up the Blue Nile My pack of unruly hounds! I cannot start with your finger, tracing the route Them again on a quarry of knowledge they hate to hunt, while Mrs Tilscher chanted the scenery. ”Tana. Ethiopia. Khartoum. Aswan.” I can haul them and urge them no more. That for an hour, then a skittle of milk No longer now can I endure the brunt and the chalky Pyramids rubbed into dust. Of the books that lie out on the desks; a full threescore A window opened with a long pole. Of several insults of blotted pages, and scrawl The laugh of a bell swung by a running child. Of slovenly work that they have offered me. I am sick, and what on earth is the good of it all? This was better than home. Enthralling books. What good to them or me, I cannot see! The classroom glowed like a sweetshop. Sugar paper. Coloured shapes. Brady and Hindley So, shall I take faded, like the faint, uneasy smudge of a mistake. My last dear fuel of life to heap on my soul Mrs Tilscher loved you. Some mornings, you found she'd left a gold star by your name. And kindle my will to a flame that shall consume The scent of a pencil slowly, carefully, shaved. Their dross of indifference; and take the toll A xylophone's nonsense heard from another form. Of their insults in punishment? — I will not! - Over the Easter term the inky tadpoles changed I will not waste my soul and my strength for this. from commas into exclamation marks. Three frogs What do I care for all that they do amiss! hopped in the playground, freed by a dunce What is the point of this teaching of mine, and of this followed by a line of kids, jumping and croaking Learning of theirs? It all goes down the same abyss. away from the lunch queue. A rough boy told you how you were born. You kicked him, but stared What does it matter to me, if they can write at your parents, appalled, when you got back A description of a dog, or if they can't? home What is the point? To us both, it is all my aunt! That feverish July, the air tasted of electricity. And yet I'm supposed to care, with all my might. A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. You asked her I do not, and will not; they won't and they don't; and that's all! how you were born and Mrs Tilscher smiled I shall keep my strength for myself; they can keep theirs as well. then turned away. Reports were handed out. Why should we beat our heads against the wall You ran through the gates, impatient to be grown Of each other? I shall sit and wait for the bell. the sky split open into a thunderstorm. 1. In 'Mrs Tilcher's Class' how does the poet present the speakers feelings towards school? 24 marks 2. In both ‘Last Lesson’ and ‘Mrs Tilcher's Class’ the speakers describe their time at school. What are the similarities and/ or differences between the ways the poets present those feelings? 8 marks Ex-miner by Adrian Burke Abandoned Farmhouse By Ted Kooser He was a big man, says the size of his shoes The man next door to me was a miner on a pile of broken dishes by the house; Until the dust filled his lungs like coal-sacks; a tall man too, says the length of the bed Now he’s good for nothing so he says. in an upstairs room; and a good, God-fearing man, says the Bible with a broken back Now he walks in slippers and leans on walls, on the floor below the window, dusty with sun; And eats the clean air while his eyes fix on but not a man for farming, say the fields cluttered with boulders and the leaky barn. Reaching the bottom of his garden. A woman lived with him, says the bedroom wall His wife hides the Woodbines* ‘for his own good’, papered with lilacs and the kitchen shelves The pub’s half-a-day’s walk away for him covered with oilcloth, and they had a child, And it’s cruel crawling to the privy**. says the sandbox made from a tractor tire. Money was scarce, say the jars of plum preserves So few pleasures remain to him and canned tomatoes sealed in the cellar hole. And the winters cold, say the rags in the window frames. That he takes a grim-sour joy in rudeness It was lonely here, says the narrow country road.

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