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Edexcel GCSE English Literature

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Edexcel GCSE English Literature GCSE ENGLISH LIT POETRY CLASHES AND COLLISIONS The Exam Structure You will answer two questions on poetry. The exam will last one hour and forty-five minutes and is worth 25% of your total GCSE. The exam is divided into two sections: Section A: Unseen Poetry Section B: Anthology Poems • You will answer 1 question in 2 parts. • You will be presented with a • Each part is worth 15 MARKS poem you have not studied. • This section is worth 30 MARKS • You read through the poem and answer the questions set. • In part (a) you will be asked a question about a named poem from the anthology This section is worth 20 MARKS collection you have studied. • In part (b) you will answer one question from a choice of two in which you will be expected to link/compare two poems. GCSE POETRY: Section B CLASHES AND COLLISIONS Foundation Tier Mark Scheme Section B: Anthology Poems: Part (a) questions Band Mark AO2: Explain how language, structure and form contribute to writer’s presentation of ideas, themes and settings • Little explanation of how the writer conveys his thoughts & feelings. 1 1-3 • Little relevant connection made between the presentation of thoughts & feelings and the language used. • Little relevant textual reference to support response. • Limited explanation of how the writer conveys his thoughts & feelings to create effect. • Limited relevant connection made between the presentation of thoughts & feelings and 2 4-6 the language used. • Limited relevant textual reference to support response. • Some explanation of how the writer conveys his thoughts & feelings to create effect. 3 7-9 • Some relevant connection made between the presentation of thoughts & feelings and the presentation of ideas. • Occasional relevant textual reference to support response. • Generally sound explanation of how the writer conveys his thoughts & feelings to create effect. 4 10-12 • Generally sound relevant connection made between his thoughts & feelings and the presentation of ideas. Mostly clear relevant textual reference to support response. • Sound explanation of how the writer conveys his thoughts & feelings to create effect. • Sound ,relevant connection made between his thoughts & feelings and the presentation 5 13-15 of ideas. • Clear relevant textual reference to support response. Foundation Tier Mark Scheme Section B: Anthology Poems: Part (b) questions Band Mark AO3: Make comparisons and explain links between texts. • Basic (or no) comparisons/links 1 1-3 • Basic (or no) evaluation of the different ways of expressing meaning. • Selection of examples is basic. • Limited (or no) comparisons/links 2 4-6 • Limited (or no) evaluation of the different ways of expressing meaning. • Selection of examples is limited. • Some comparisons and links • Some evaluation of the different ways of expressing meaning and achieving 3 7-9 effects. • Selection of examples is valid but undeveloped. • Generally sound comparisons and links 4 10-12 • Some clear evaluation of the different ways of expressing meaning and achieving effects. • Selection of examples is mostly appropriate; shows some support of the points being made. • Sound comparisons and links • Some clear evaluation of the different ways of expressing meaning and achieving effects. 5 13-15 • Selection of examples is mostly appropriate; shows some support of the points being made. Higher Tier Mark Scheme Section B: Anthology Poems Part (a) questions AO2: Band Mark AO2: Explain how language, structure and form contribute to writer’s presentation of ideas, themes and settings • Generally sound explanation of how the writer conveys his attitudes. 1 1-3 • Generally sound relevant connection made between the presentation of attitudes and the language used. • Mostly clear, relevant textual reference to support response. • Sound explanation of how the writer conveys his attitudes to create effect. 2 4-6 • Sound relevant connection made between the presentation of attitudes and the presentation of ideas. • Clear, relevant textual reference to support response. • Thorough explanation of how the writer conveys his attitudes to create effect. • Sustained relevant connection made between the presentation of attitudes and the 3 7-9 presentation of ideas. • Sustained, relevant textual reference to support response. • Assured explanation of how the writer conveys his attitudes to create effect. 4 10-12 • Relevant connection made between attitudes and the presentation of ideas. • Pertinent textual reference to support response. • Perceptive explanation of how the writer uses attitudes to create effect. • Discriminating, relevant connection made between attitudes and the presentation of 5 13-15 ideas. • Convincing, relevant textual reference to support response. Higher Tier Mark Scheme Section B: Anthology Poems Part (b) questions Band Mark AO3: Make comparisons and explain links between texts. • Generally sound comparisons and links. 1 1-3 • Some clear evaluation of the different ways of expressing meaning and achieving effects. • Selection of examples is mostly appropriate; shows some support of the points being made. • Sound comparisons and links. 2 4-6 • Some clear evaluation of the different ways of expressing meaning and achieving effects. • Selection of examples is appropriate; shows some support of the points being made. • Specific and detailed comparisons and links. 3 7-9 • Developed evaluation of the different ways of expressing meaning and achieving effects. • Selection of examples is detailed, appropriate and supports the points being made. • Assured comparisons and links. 4 10-12 • Pertinent evaluation of the different ways of expressing meaning and achieving effects. • Selection of examples is assured, appropriate and supports the points being made. • Discriminating comparisons and links showing insight. • Perceptive evaluation of the different ways of expressing meaning and achieving effects. 5 13-15 • Selection of examples is discriminating, fullysupports the points being made. Lesson Objectives WHAT YOU WILL HAVE TO DO. To familiarise with the features of the unit. To look at the mark scheme and discover how to gain the most marks. To make a note of the assessment objectives. Give a SOUND explanation of how the writer uses literary techniques to create effect. Use quotations and poetry terminology to support a CLEAR response. (11-15 marks – D/C) Give a THOROUGH explanation of how the writer uses literary techniques to create effect. Use quotations and poetry terminology to support a SUSTAINED response. (16-20 marks C/B) Give a PERCEPTIVE explanation of how the writer uses literary techniques to create effect. Use quotations &poetry terminology to support a CONVINCING & DISCRIMINATING response. (B grade) What you will have to do... You will study the following key features of poetry: voice imagery language choice rhyme and rhythm tone and mood form and structure. You will understand how the writer uses these key features to present ideas, themes and settings. This unit represents 25% of the total assessment weighting of the GCSE. What you will have to do... You will answer one two-part question in this section on the collection of poems they have studied from the Edexcel Poetry Anthology. The whole exam time is 1 hour 45 minutes. There are two sections in the examination paper – students answer one question on an unseen poem in section A and one question on their poetry collection studied in section B. Clean copies of the Anthology may be used in the examination. In Section B, Students must answer one two-part question. You must answer on two poems from the collection of poems they have studied and may choose to answer on two named poems or one named poem and a poem of their choice. Students will consider the meaning of the poems, how the poems have been crafted, and comparison between the two poems. Students should support their answers with examples from both poems. You will be assessed on your ability to... AO2: Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings - 32.5% AO3: Make comparisons and explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects - 17.5% Invasion Choman Hardi Parade’s End Daljit Nagra Exposure – Wilfred Owen August 6, 1945 – Alison Fell O What is that Sound W.H. Auden Conscientious Objector The Drum Belfast Confetti – Ciaran Carson Edna St.Vincent Millay John Scott Hitcher Caste Simon Armitage Half Your Dad Our Did What? Sharpeville Ingrid de Kok Sophie Hannah John Agard Cousin Kate Christina Rossetti Click to choose your The Class Game Mary Casey Catrin – Gillian Clarke poem! Exposure – Wilfred Owen Lesson Objectives Wilfred Owen ‘Exposure’ To use the background context of the poem to develop our understanding of the content and tone. To use the correct terminology in our discussion and annotations. To use P.E.E to develop at least a sound and clear response. Give a SOUND explanation of how the writer uses literary techniques to create effect. Use quotations and poetry terminology to support a CLEAR response. (11-15 marks – D/C) Give a THOROUGH explanation of how the writer uses literary techniques to create effect. Use quotations and poetry terminology to support a SUSTAINED response. (16-20 marks C/B) Give a PERCEPTIVE explanation of how the writer uses literary techniques to create effect. Use quotations &poetry terminology to support a CONVINCING & DISCRIMINATING response. (B grade) Write down all the words you associate with WAR in a bubble map WAR Do you think it is unusual to write poetry about war? Explain your answer... WORLD WAR ONE 1914 - 1918 • World War 1 or the First World War, 1914 – 1918, was the first war that involved nations spanning more than half the globe. • The war was fought by the Allies on one side, and the Central Powers on the other. • The assassination of Archduke Franz Ferdinand in Sarajevo was the spark that caused war to be declared. He was the heir to the Austrian throne and was murdered by Serbian nationalist Gavrilo Princip. • The World War 1 was commonly called “The Great War” or sometimes “the war to end wars” until World War II started .
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