extend your thinking @ bishop justus 6 th form

Miss L. Hamilton

Extend your Thinking @ Bishop Justus 6

th Form

Year 12: AS Level English‘Struggle for Identity in

Modern Literature’Lesson Two

Literary Techniques: Alliteration, assonance, caesura, enjambement, hyperbole, sibilance, symbol, simile, metaphor, stanza, allusion, rhyme, rhythm, meter, personification, irony, satire Formula Words: portrays, suggests, emphasises, represents, reflects, illustrates, highlights

LQ: Can I analyse a poem effectively?

Miss L. Hamilton


th Form

HomeworkDue: next lessonCreate a collage

depicting society’s view of women and the

woman’s body


Homework extends learning

Good Progress: Interesting ideas clearly communicated in a structured analytical paragraph

Excellent progress: Unique ideas well explored and communicated using terminology and extended

vocabulary

Outstanding progress: Creative and unique ideas well analysed using impressive vocabulary and embedding

second quotations to evidence understanding

How much progress will you make today?



th FormLiterary Techniques: Alliteration, assonance, caesura, enjambement, hyperbole, sibilance, symbol, simile, metaphor, stanza, allusion, rhyme, rhythm, meter, personification, irony, satire Formula Words: portrays, suggests, emphasises, represents, reflects, illustrates, highlights

Miss L. Hamilton


th Form

Starter: Class Revision Task

Do I confidently understand the literary techniques?

Literary technique quiz…



Miss L. Hamilton


th Form

Introduction: Class Reading and Summarising Task

Read the poem ‘Diet’ and summarise it in 10 words



Ext: Can you

summarise it in 3

words? Why

have you chosen

these words?

Miss L. Hamilton


th Form

Task 1: Group Analysis Task

You will be given a stanza each – annotate it for the following:•Form•Structure•Language



Ext: What’s the message

of the poem and how is it conveyed?

Miss L. Hamilton




Form Structure Language

Sonnet Enjambement SimileBallad Caesura Metaphor

Continuous Verse Rhythm PersonificationMonologue Rhyme AlliterationCouplets Split lines Assonance

Repetition SibilanceMetre

Miss L. Hamilton


th Form

Task 2: Group Analysis Task Write an analytical paragraph about the poem, using both AO1 and AO2:‘How does Duffy use language and/or structure to portray a message to the reader?’



Excellent Progress: Clear, articulate PEE paragraph explaining the effect of Duffy’s language/structural choices on the reader using literary terms and keywords (formula)

Outstanding Progress: Sophisticated, confident PEE paragraph explaining the effect of Duffy’s language/structural choices on the reader using the formula and embedding more than one quotation

Ext: Can you

use impressive

vocabulary

and think of

unique points?

Good Progress: Clear, articulate PEE paragraph explaining the effect of Duffy’s language/structural choices on the reader

Miss L. Hamilton


th Form

AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression

• Communicate relevant knowledge and understanding• Use appropriate terminology to support interpretation• Structure and organise the response • Communicate through expressive and accurate writing



Miss L. Hamilton


th Form

AO2: Demonstrate detailed critical understanding in analysing the ways in which form, structure and language shape meanings in literary texts

•Identify relevant aspects of form, structure and language Explore how writers shape meaning and create effectsUse specific references to texts to support the response



Miss L. Hamilton




In T.S Eliot’s poem “The Love Song of J.Alfred.Prufrock”, the speaker says “I should have been a pair of ragged claws/Scuttling across the floors of silent seas” ; Eliot’s metaphor creates powerful imagery and clearly demonstrates Prufrock’s dissatisfaction with himself which emphasises his self-disgust to the reader.

Effect on reader

(AO1/AO2)

Clearly explaining purpose/effect

(AO1)

Literary technique

(AO2)Modelled Example:

Miss L. Hamilton


th Form

Plenary: Group Task

Share your paragraphs and peer assess using the criteria



Excellent Progress: Clear, articulate PEE paragraph explaining the effect of Duffy’s language/structural choices on the reader using literary terms and keywords (formula)

Outstanding Progress: Sophisticated, confident PEE paragraph explaining the effect of Duffy’s language/structural choices on the reader using the formula and embedding more than one quotation

Ext: What

can you

learn from other

people’s work?

Good Progress: Clear, articulate PEE paragraph explaining the effect of Duffy’s language/structural choices on the reader

Good Progress: Interesting ideas clearly communicated in a structured analytical paragraph

Excellent progress: Unique ideas well explored and communicated using terminology and extended

vocabulary

Outstanding progress: Creative and unique ideas well analysed using impressive vocabulary and embedding

second quotations to evidence understanding

How much progress will you make today?




extend your thinking @ bishop justus 6 th form

Documents

satire formula words

bishop justus

formliterary techniques

wordsliterary techniques

form task

poem diet

highlights miss

unique ideas