Go through the poem circling, highlighting or underlining evidence for each of these key questions. Right so I'm sitting the English Literature Paper 2 Poetry GCSE exam (AQA) on 23rd May and I've been putting off revising because poetry is pretty much the bane of my life. As for the similarities and differences chose one of each (if possible) and go into detail of the chosen similarities or differences. That method can also be used for the unseen poem too. I never wrote an introduction or conclusion for English essays, on poetry, so I wouldn't know how to word it - sorry... You know if your question is like this '' Compare the ways poets use structure to develop ideas about a relationship in ‘Sonnet 43’ (page 58) and one other poem from Relationships'' Would you be able to use this structure but just do one similarity, and one difference for each e.g. similarity in content, difference in content, similarity in language, difference in language, similarity in attitudes, difference in attitudes, similarity in structure, difference in structure and similarity in self and difference in self. (if that makes sense...) (and use the PEAR/PEEL structure) Hope this makes sense...Compare the ways poets present tension between humans and nature in ‘Storm on the Island’ and one other poem from ‘Power and conflict’.
When helping students to deal with aspects of language and structure, a teacher might provide a tool to help students structure their thinking and note-making (the acronym FLIRTS, for example, which stands for The Power and Conflict cluster could be usefully divided into poems about power and legacy; poems about the power of natural world and conflict with humans; poems about conflict that can happen as a result of culture and belonging; poems about war and conflict.
Thinking about the poems in these clusters will guide students toward making a helpful choice of second poem.
’ allows students to consider the writers’ methods. ’ offers the opportunity to explore deeper layers of meaning, authorial intent and conceptual interpretations.
However, it’s important to think of this approach as flexibly as possible.
An activity might encourage students to think about the form of the text, the structure, or the recurrence of particular types of language. Or they might attempt to write a poem or description using words sorted by their function.
As a first encounter with Seamus Heaney’s ‘Storm on the Island’, students might consider what the poem could be about by exploring the nouns. Alternatively, a teacher might encourage students to engage intellectually or emotionally with the poem by exploring a still image, a moving image clip or by sharing a story.
First off, you are going to want to thoroughly read through and annotate the poem. Once you've mastered this technique, the writing will be easy!
Read the poem carefully at least twice through to make sure you can understand each line's literal meaning.
The subsequent process of the shared reading of the poem in its entirety and the ensuing discussion is a great opportunity to model the of reading, understanding and thinking analytically.
A series of prompts – or something akin to ‘Key Questions’ – can work as a framework for class discussion, enabling students to think, and ultimately write, about the poems and also to provide a ‘schema’ to help them build and consolidate their knowledge and understanding.