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INFORMATION FOR SESSION FACILITATOR Length: 3.5 hours Be prepared for poetry Session Outcomes: By the end of this session you will be able to: Explain the challenges of teaching poetry Apply analytical techniques to unseen poetry Apply scaffolding techniques from QTS Scaffolding session and consider their impact on learning of lower attaining pupils Plan lessons on an unseen poem and a pre-1914 poem for KS4 pupils

Links to Teachers Standards: TS 2: Promote good progress and outcomes by pupils TS 4: Plan and teach well-structured lessons TS 5: Adapts teaching to respond to the strengths and needs of all pupils Summary of Content: Trainees will consider how to teach pupils to analyse poetry, including unseen poetry, in preparation for GCSE English Literature. They will reflect and refine their current approach to supporting lower attaining pupils, and apply scaffolding techniques to their own practice. Links to other sessions: This session addresses trainees lack of confidence in teaching poetry. It also develops the scaffolding skills introduced in the QTS Scaffolding to support lower attaining pupils and prepares trainees for pre-1914 poetry session. Resources: selection of unseen poems; GCSE Eng. Lit. past papers and Examiners Report on poetry Be prepared for poetry

Do Now Reflect on teaching poetry: What are your headline thoughts on teaching poetry? How do your pupils respond to poetry lessons? What is successful? What are the barriers? Session Outcomes By the end of this session you will be able to: Explain the challenges of teaching poetry

Apply analytical techniques to unseen poetry Apply scaffolding techniques and consider their impact on learning of lower attaining pupils Plan lessons on an unseen poem and a pre-1914 poem for KS4 pupils TDF Session links TS 2: Promote good progress and outcomes by pupils

Gather information about pupils prior learning needs TS 5: Adapts teaching to respond to the Take some steps to address pupils strengths and needs of all pupils barriers to learning 5 Do Now Review Discuss: What are your headline thoughts on teaching poetry? How do your pupils respond to poetry lessons? What is successful?

What are the barriers for you or your pupils? Intense Abstract Obscure 7 A Martian sends It says It could be Mechanical bird with wings Model T is a room with a lock A haunted apparatus sleeps

Adults go to a punishment room 8 About his person It says It could be Five pounds fifty in change exactly Slashed, beheaded, stopped, expiry A final demand in his own hand A ring of white unweathered skin 9

Assessing poetry How is knowledge and understanding of poetry assessed in GCSE English Literature? Which assessment objectives are used? Which AO gets the most marks? English Literature AOs AO1: Read, understand and respond to texts. 37% AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. 43% AO3: Show understanding of the relationships between texts and the

contexts in which they were written. 15% AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. 5% GCSE Literature Paper 2 Section B Taught Anthology: AO1 AO2 AO3 1. Compare how poets present ideas about power in Ozymandias and in ONE other poem from Power and Conflict. 30 marks Section C Unseen: AO1 AO2 2.

In On Aging how does the poet present the speakers attitudes to growing old? 24 marks 3. In both Jessie Emily Schofield and On Aging the speakers describe their attitudes to the effects of growing old. What are the similarities and/or differences between the ways the poets present these attitudes? 8 marks 12 Examiners Report 2018 Section B

Information about Rameses II, Stormont and the IRA, or Elizabeth BarrettBrowning's father's disapproval did not help most to answer questions, whereas what did help was thorough knowledge of the cluster of poems. Section C The unseen poem actually enabled some lower ability students to write with empathy and understanding and outperform their section A and section B responses. Students would really benefit from remembering that this task is all about the ways as stipulated in the question. 13 Spot the difference: The ways the poets present their ideas: A. Angelou resents the idea that just because she's old, people might feel she is useless "like a sack left on a shelf" while Judy Williams sees her grandmother as

fragile rather than useless: "wet head felt delicate as a birdskull". B. Angelou uses the image of a "sack left on a shelf" to show her resentment at people's perception of the old as useless, while Judy Williams presents a gentler picture through the simile "wet head felt delicate as a birdskull", showing her grandmother to be fragile and vulnerable. 14 Convert these to AO2 A. Angelou does not want to be pitied and says Dont bring me no rocking chair, whereas Williams sees her grandmother as weakened by age like a learning child. B. In On Aging the poet speaks as an old person, so the message is authentic and powerful, whereas Williams is speaking for her grandmother, and can only imagine her thoughts.

C. Angelou wants us to see past the stereotypes of old age and acknowledge her relevance, asking for understanding not sympathy. D. Angelou uses imperatives Stop! Hold! Dont! to challenge our assumptions and detach herself from our sympathy. E. Williams sees her grandmother diminished by age and imagines her more colourful past. F. Williams chooses images from her grandmothers past, imagined chestnut hair and wedding dress silk on a widow, implying that all the best things are behind her. 15 AO2 ways: the creation of a mood / tone the use / effect of particular word choices the use / effect of description structural elements titles

sound patterning imagery perspective / voice tense punctuation 16 Dual Coding Form, structure and language To see the difference between these three terms, think of a house: the whole building is the poem's form the rooms are the poem's structure the furniture is the poem's language

Adding detail: Form Type of poem e.g. sonnet, ballad, lyric, narrative, dramatic monologue Number of lines, stanzas Layout Rhyme Rhythm Voice Structure Language

Order and arrangement of ideas The choice of words and their and events effects e.g. Beginning what idea / event Simile, metaphor is presented first? Personification Development how does that Hyperbole idea, event unfold? Repetition Volta change of direction End what thoughts are we left with?

Alliteration, onomatopoeia Enjambment 18 Section C 2018 AQA On Aging Jessie Emily Schofield Form:

Form: Structure: Structure: Language: Language: 19 Whats the title? Someone has gone and left the swing

Still swinging, slowly Slower, slow and now It stops, and someone else is coming Someone has gone and left the chair Still rocking, slowly Missin g out words can stimula te thinkin g

Slower, slow and now It stops, and there is silence In the room. John Mole 1990 20 Work with the challenge: The Sick Rose O Rose thou art sick! The invisible worm, That flies in the night In the howling storm Has found out thy bed

Of crimson joy, Create a culture of error Accept all responses Acknowledge the tricky bits Explore why its hard Use this as the basis for analysis And his dark secret love Does thy life destroy. William Blake 1. What questions would you ask to help pupils explore Blakes poem? 2. What aspects of form, structure and language would you

introduce? 21 To His Coy Mistress Andrew Marvell (1621 1678) was one of a group of metaphysical poets writing about thoughts and feelings. He was also a politician and a satirist; he held office under Oliver Cromwell and was an MP for Hull in Charles II reign. In pairs:

Plan a lesson based on one section of To His Coy Mistress Prepare a 3 minute section to model to the group Be prepared to comment on your plan and discuss others plans. 22 To His Coy Mistress 23 Session Outcomes

By the end of this session you will be able to: Explain the challenges of teaching poetry Apply analytical techniques to unseen poetry Apply scaffolding techniques from QTS Scaffolding session and consider their impact on learning of lower attaining pupils

Plan lessons on an unseen poem and a pre-1914 poem for KS4 pupils ? Questions? @TeachFirst @teachfirstuk Evaluation Please take a few minutes to complete an evaluation of todays training day http://bit.ly/TFTime2Teach

(case sensitive) 26 Tissue by Imtiaz Dharker There was some beautiful writing about Tissue which proved to have its own powerful effect on the students. Examiners Report 2018 27

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