Brighter Thinking Poetry GCSE English Literature for AQA Teacher’s Resource GCSE English Literature for AQA: Poetry Teacher’s Resource CAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 8BS, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/ukschools/9781107455467 (Free online) www.cambridge.org/ukschools/9781107455436 (Cambridge Elevate-enhanced Edition) © Cambridge University Press 2015 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 A catalogue record for this publication is available from the British Library ISBN 978-1-107-455467 Free online ISBN 978-1-107-455436 Cambridge Elevate-enhanced Edition Additional resources for this publication at www.cambridge.org/ukschools Cover image © Alfred Eisenstaedt/Getty Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. NOTICE TO TEACHERS The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use only. Worksheets and copies of them remain in the copyright of Cambridge University Press. The publishers would like to thank Marcella McCarthy for her contribution to this Teacher’s Resource. 1 © Cambridge University Press Contents Introduction from the Series Editor 3 13 The Emigrée – Carol Rumens 63 Digital assets on Cambridge Elevate 4 14 Kamikaze – Beatrice Garland 65 Assess to Progress on Cambridge Elevate 5 15 Checking Out Me History – John Agard 67 Comparison grids 7 Cluster 1: Love and relationships 1 When We Two Parted – Lord Byron 8 2 Love’s Philosophy – Percy Bysshe Shelley 10 3 Porphyria’s Lover – Robert Browning 12 4 Sonnet 29 – ‘I think of thee!’ – Elizabeth Barrett Browning 14 5 Neutral Tones – Thomas Hardy 16 6 The Farmer’s Bride – Charlotte Mew 18 7 Walking Away – Cecil Day-Lewis 21 8 Letters from Yorkshire – Maura Dooley 23 9 Eden Rock – Charles Causley 25 10 Follower – Seamus Heaney 27 11 Mother, any distance – Simon Armitage 29 12 Before You Were Mine – Carol Ann Duffy 31 13 Winter Swans – Owen Sheers 33 14 Singh Song! – Daljit Nagra 35 15 Climbing My Grandfather – Andrew Waterhouse 37 Cluster 2: Power and conflict 1 Ozymandias – Percy Bysshe Shelley 39 2 London – William Blake 41 3 (Extract from) The Prelude – William Wordsworth 43 4 My Last Duchess – Robert Browning 45 5 The Charge of the Light Brigade – Alfred Lord Tennyson 47 6 Exposure – Wilfred Owen 49 7 Storm on the Island – Seamus Heaney 51 8 Bayonet Charge – Ted Hughes 53 9 Remains – Simon Armitage 55 10 Poppies – Jane Weir 57 11 War Photographer – Carol Ann Duffy 59 12 Tissue – Imtiaz Dharker 61 2 © Cambridge University Press Introduction from the Series Editor Change and challenge in GCSE English Literature The student books are organised so that students can use them as they read through the texts. In each cluster, The changes to GCSE English Literature will have a there is a unit dedicated to each poem, featuring the full significant impact on teaching and learning, as well as on text for ease of reference. These units will help students course planning and management. to appreciate the artistry of the poets in a variety of • First, the curriculum will be more rigidly defined than creative ways, to notice important aspects of ideas and in previous GCSEs, with limited scope for teachers’ writing craft, and give prompts to practise skills and choices of texts and tasks, as set texts are prescribed develop notes so that students can use them later as for study. revision. By approaching each poem on its own merits • Second, the mode of assessment will be very different; and learning to understand the skill of poetic writing it will be based entirely on end-of-course exams, as a whole, students will be more confident when it without reference to texts in the exam room. Though comes to approaching a brand-new unseen poem in the upcoming cohorts of students will quickly accept examination. what will become the normal situation for them, these The units that follow focus on the new core areas of the changes will require adjustment by teachers used to poetry assessment: comparing poems and approaching previous systems. unseen poems. These units help students to develop Some of the AQA set texts are the same as those from their skills and their responses even further, with a clear previous GCSE specifications, so you will be able to build focus on exam response skills. on established knowledge and practice when resourcing and producing materials. Some of the new texts are This Teacher’s Resource well suited for engaging students at Key Stage 4. What is This Teacher’s Resource provides a companion to the different, and possibly more challenging, is the emphasis GCSE English Literature for AQA: Poetry Student Book, upon response to unseen poetry, and comparison of the with a focus on differentiated activities and attainment unseen poems in the exam. for setting student targets. The emphasis throughout, As the new GCSE ‘closed-book’ conditions exclude as with the student books, is on engaging the reader as reference to available content in the exam, it may seem an active interrogator of the text and on helping them to as though this puts a greater premium on memory. reflect on the text’s relevance to themselves and others. However, in the experience of examiners over the years, At certain points throughout each unit guide, you will it is not always the case that students produce their find markers for Extension topics. Extension activities best work in response to previously seen texts. The new are available in the Cambridge Elevate-enhanced Edition emphasis on response to unseen texts requires a greater of this teacher’s resource. They provide additional focus on transferable skills rather than on content. opportunities for interrogating the text and delving Our response to the new ‘closed-book’ GCSEs is a skills- deeper into topics and themes raised in the student based approach to English Literature. We focus on the book. assessment objectives underpinning the new GCSE: Markers for Key words and Key ideas indicate further these are not fundamentally different from those that content available in the Cambridge Elevate-enhanced came before, with a familiar focus on personal response Edition. to texts and analysis of writers’ ideas and writers’ craft. Combined with the wide range of engaging and The student books stimulating materials on Cambridge Elevate, this Teacher’s Resource will help you successfully meet the All the student books in this series are based on what challenges of the new GCSE by ensuring progression, students need to be successful in the new GCSE. They achievement and – most importantly – an enjoyable are all designed to support students in meeting the experience for you and your students. assessment objectives and succeeding under the conditions they will find in the exams. Most importantly, Peter Thomas they are built on an understanding of what skills matter across all texts and across all exam questions: the skills of responding, interpreting, analysing, comparing, evaluating and contextualising. These core skills are systematically reinforced throughout the books by reference to authors’ ideas and their relevance to readers then and now, as well as to authors’ craft in a genre by structure and use of language. 3 © Cambridge University Press Digital assets on Cambridge Elevate The Cambridge Elevate-enhanced Edition of GCSE English You might choose to set Textplorations either as group Literature for AQA: Poetry Student Book features a voice activities or homework projects. recording of every poem, including some readings by the Overall, the series aims to provide a blended resource poets themselves. in which print books, digital editions, video and audio The prime purpose of these audio clips is to bring combine to give a 21st-century flavour to English a variety of ways to experience the poems into the Literature teaching and learning. classroom and into students’ individual learning. Being able to hear the poems, rather than simply seeing them written down, will aid memory and help some students note rhythm, rhyme and language devices that they might have difficulty recognising in the printed word. The Cambridge Elevate-enhanced Edition also features additional content called ‘Textplorations’. These Textplorations help your students access certain poems in a new way; whether by creating a storyboard or editing together a short film to a specific brief. We have provided short clips and rough footage to be edited together, and encourage students to record their own reading of the poem as a soundtrack. Rather than specify particular software for the purpose, the clips are provided in downloadable zip files for your students to access on whichever program they feel most confident using. These zip files are easiest to access from a desktop or laptop. There are three poems from each cluster which feature Textplorations: Cluster 1 ‘Neutral Tones’: create a poem film for the Thomas Hardy Society’s YouTube account to encourage a younger audience. ‘Mother, any distance’: create a storyboard for a poem film you would contribute to a BBC Arts documentary about Simon Armitage. ‘Before You Were Mine’: create a poem film for Channel 4 on the theme of ‘memories’, to be screened before the evening news.