pptx, 14.28 MB
pptx, 14.28 MB

LO: How do I develop an informed, personal interpretation supported by textual references?

A complete lesson including starter, unseen poem, exam question, model responses, plenary that explores a Paper 2-style AQA English Literature unseen poetry question based on the following poem: Robert Frost: The Road Not Taken.

These resources can be adapted for use with different poems and questions by other exam boards.

Powerpoint: 13 slides.

AQA English Lit Paper 2 Section C Unseen Poetry

Purpose of unit of work: To master questions 27.1 and 27.2

Form: Exam paper responses

Assessment Objectives:

  • AO1 - Read, understand and respond to texts, maintaining a critical style and developing an informed personal response, using textual references including quotations to support and illustrate interpretations (12 marks).
  • AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate (12 marks).
  • AO2 - Comparison of AO2 (8 marks)

STIMULATE AND GENERATE
Focus on engagement, discussion and building cultural capital

CAPTURE, SIFT AND SORT
Sifting the outcomes from the first phase to fit where we are heading. What skills do pupils need to learn in order to be successful in the next phase?
Focus on teaching, modelling and developing key skills and processes linked to success criteria

CREATE, REFINE AND EVALUATE
More independent application of skills learnt. This is the stage that needs most differentiation and allows/enables writers to work at different rates and pitches. Self, peer and teacher review happens throughout this phrase.
Write extended responses to exam questions, provide feedback and refine work

Starter: ‘two roads diverging’ Which road would you take? Why? How important is the choice you make?

Key question: who is ‘in charge’ of the meaning of a poem?

Unseen poem: Robert Frost: The Road Not Taken. Glossary

Comprehension check: Show summary of meaning of the poem

Interpretation check: Focus on the feelings and the overall message of the poem. What do you think the point being made might be?

Exam question: In The Road Not Taken, how does the poet present ideas about making choices? Steps to understanding an unseen poem: AO1 4 steps.

Task: Show 3 different interpretations of the poem.
Which do you agree with most and why?

Discuss: Are there any comments that you disagree with? Why? Do you have your own interpretation of the poem which is different?

Plenary: Key question: who is ‘in charge’ of the meaning of a poem?

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Unseen Poetry Scheme of Work (7 lessons + exam practice)

Unseen Poetry AQA English Literature Paper 2 Section C - 27.1 and 27.2 A fully resourced unit of work that explores Paper 2-style AQA English Literature unseen poetry questions based on the following poems: Robert Frost: *The Road Not Taken* William Blake:* A Poison Tree* Christina Rossetti: *A Birthday* Edgar Allan Poe: *Romance* Grace Hazard Conkling: *Cedars* Nicolaus Lenau: *The Oak-Wood* Thomas Hardy: *The Voice* Robert Frost: *Stopping by Woods on a Snowy Evening* E. F. Hayward: *Back to Nature* These resources can be adapted for use with different poems and questions by other exam boards. This powerpoint bundle includes over 100 slides split into 7 complete lessons and final exam style questions 27.1 and 27.2 AQA English Lit Paper 2 Section C Unseen Poetry Purpose of unit of work: To master questions 27.1 and 27.2 Form: Exam paper responses Assessment Objectives: - AO1 - Read, understand and respond to texts, maintaining a critical style and developing an informed personal response, using textual references including quotations to support and illustrate interpretations (12 marks). - AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate (12 marks). - AO2 - Comparison of AO2 (8 marks) STIMULATE AND GENERATE Focus on engagement, discussion and building cultural capital CAPTURE, SIFT AND SORT Sifting the outcomes from the first phase to fit where we are heading. What skills do pupils need to learn in order to be successful in the next phase? Focus on teaching, modelling and developing key skills and processes linked to success criteria CREATE, REFINE AND EVALUATE More independent application of skills learnt. This is the stage that needs most differentiation and allows/enables writers to work at different rates and pitches. Self, peer and teacher review happens throughout this phrase. Write extended responses to exam questions, provide feedback and refine work Lesson objectives: How do I develop an informed, personal interpretation supported by textual references? How do I read, understand and respond to an unseen poem? How do I analyse the form and structure used by a writer to create meanings and effects? How do analyse the language used by a writer to create meanings and effects using relevant subject terminology? How do I compare language, form and structure used by writers to create meanings and effects, using relevant subject terminology? How do I plan and write a response to 27.1? How do I plan and write a response to 27.2? Exam practice: Unseen poetry questions 27.1 and 27.2

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