1. Must I give up another nightTo hear you whinge and whineAbout how terribly grim you feelAnd what a dreadful swineYou are? You say you’ll never leaveYour wife and children. Fine;

2.Strangely apart, yet strangely close together,Silence between them like a thread to holdAnd not wind in. And time itself ’s a featherTouching them gently. Do they know they’re old,These two who are my father and my motherWhose fire from which I came, has now grown cold?

3.Rain splinters town.

Lizard cars cruise by;Their radiators grin.

Thin headlights stare –shop doorways keep their mouths shut.

4.Hurricane comeand hurricane gobut sea ... sea timelesssea timelesssea timelesssea timelesssea timeless

5.When men were all asleep the snow came flying,In large white flakes falling on the city brown,Stealthily and perpetually settling and loosely lying,Hushing the latest traffic of the drowsy town;

1. Read the unseen extract.2. What is the poem about?3. What feelings/ideas are

presented?4. What poetic features are used?

Poetry Revision

1. To understand how to respond to the unseen question.2. To explore a poem for its main ideas.3. To explain the effect of poetic techniques.4. To identify differences in quality from a range of

responses.

What progress will look like…

I am content if you know what to include in your unseen response.

I am happy if you know what to include in your unseen response and can make multiple comments on a quote.

I am ecstatic if you know what to include in your unseen response and can make multiple comments on a quote that are perceptive.

1. Explore how Vernon Scannell presents memories of his friends and stealing apples.

20 marks

What is the key word in the question?

What do you have to do?

How do we respond to this question perceptively?

How long should you spend? How much should you write?

Band 4 13-16

• Assured understanding of the poem’s content/ideas.• Assured explanation of how the writer uses language, structureand form to present the poem’s content/ideas.• Pertinent textual reference to support response.*Purposeful organisation and assured communication of ideas.Spelling, punctuation and grammar are almost always accurate,With minimal errors.

Band 5 17-20

• Perceptive understanding of the poem’s content/ideas.• Perceptive explanation of how the writer uses language,structure and form to present the poem’s content/ideas.• Convincing, relevant textual reference to support response.*Convincing organisation and sophisticated communication ofideas.Spelling, punctuation and grammar are consistently accurate.

Unseen

The Moment

The moment when, after many yearsof hard work and a long voyageyou stand in the centre of your room,house, half-acre, square mile, island, country,knowing at last how you got there,and say, I own this,

is the same moment when the trees unloosetheir soft arms from around you,the birds take back their language,the cliffs fissure and collapse,the air moves back from you like a waveand you can't breathe.

No, they whisper. You own nothing.You were a visitor, time after timeclimbing the hill, planting the flag, proclaiming.We never belonged to you.You never found us.It was always the other way round.

Margaret Atwood

1. I give you an onion.Its fierce kiss will stay on your lips,possessive and faithfulas we are,for as long as we are.

2.The telephone shatters the night’s dark glass.I’m suddenly awake in the new year airAnd in the moment it takes a life to passFrom waking to sleeping I feel you there.

3.In every cry of every Man,In every Infant’s cry of fear,In every voice, in every ban,The mind-forg’d manacles I hear:

4.I can teach yu of TimbuktuI can do more dan dance,I am not de problemI greet yu wid a smileYu put me in a pigeon holeBut I am versatile

1. Read the unseen extract.2. What is the poem about?3. What feelings/ideas are

presented?4. What poetic features are used?

5. We chase misprinted liesWe face the path of timeAnd yet I fightAnd yet I fightThis battle all aloneNo one to cry toNo place to call home

Poetry Revision

1. To understand how to respond to the unseen question.

2. To identify differences in quality from a range of responses.

What progress will look like…

I am content if you use the PEELP structure correctly.

I am happy if you also make an attempt at being perceptive in your PEELP.

I am ecstatic if you can rank responses on how perceptive they are.

Perceptive

SensitiveInsightfulSharpUniqueDiscerning

Hurricane comeand hurricane gobut sea ... sea timelesssea timelesssea timelesssea timelesssea timeless

Assured= Repetition = emphasises that the sea is important because it is ongoing and constant, suggesting its power.

Perceptive = Repetition = emphasises that the sea is important because it is constant and relentless, this suggest the power of the sea and how it isn’t effected by time and circumstance.

Success Criteria - PEELP

1. A point about the topic in the question.2. A relevant quote.3. Identify poetic devices and comment on their

effect/meaning – multiple comments. What does the feature tell the reader about the topic?

4. How does the reader react?5. Personal response – compliment, criticise, say

how you feel.

The Apple RaidDarkness came early, though not yet cold;Stars were strung on the telegraph wires;Street lamps spilled pools of liquid gold;The breeze was spiced with garden fires.

That smell of burnt leaves, the early dark,Can still excite me but not as it didSo long ago when we met in the Park – Myself, John Peters and David Kidd.

We moved out of town to the district whereThe lucky and wealthy had their homesWith garages, gardens, and apples to spareRipely clustered in the trees’ green domes.

We chose the place we meant to plunderAnd climbed the wall and dropped down to The secret dark. Apples crunched underOur feet as we moved through the grass and dew.

The clusters on the lower boughs of the treeWere easy to reach. We stored the fruitIn pockets and jerseys until all threeBoys were heavy with their tasty loot.

Safe on the other side of the wallWe moved back to town and munched as we went.I wonder if David remembers at allThat little adventure, the apples’ fresh scent?

Strange to think that he’s fifty years old,That tough little boy with scabs on his knees;Stranger to think that John Peters lies cold In an orchard in France beneath apple trees.

Vernon Scannell

1. 4 ideas linked to memories or stealing apples.2. Link your 4 ideas to 4 poetic features (at least

one structural).3. Personally respond to the 4 features.

1. Explore how Vernon Scannell presents memories of his friends and stealing apples.

20 marks

Group paragraphsCompetition – Which group can write the best PEELP on the Apple raid question?

1 person is team leader – organises ideas1 person is the writer – Neat!1 person is responsible for making sure there are multiple comments and features identified.1 person is responsible for the vocabulary.1 person is responsible for the personal response.1 person is responsible for checking its accuracy and whether it answers the question.

This is about your best paragraph, your most perceptive work.

Select the most interesting area of the poem to write about.

PEELP1. A point about the topic in the question.2. A relevant quote.3. Identify poetic devices and comment on their

effect/meaning – multiple comments. What does the feature tell the reader about the topic?

4. How does the reader react?5. Personal response – compliment, criticise, say how you

feel.

Band 5 17-20

• Perceptive understanding of the poem’s content/ideas.• Perceptive explanation of how the writer uses language, structure and form to present the poem’s content/ideas.• Convincing, relevant textual reference to support response.*Convincing organisation and sophisticated communication of ideas.Spelling, punctuation and grammar are consistently accurate

Being perceptiveSensitiveInsightfulSharpUniqueDiscerning reminiscing

Success Criteria

Which group’s was the best? What were the weaknesses?What were the strengths?

1 person is team leader – organises ideas1 person is the writer – Neat!1 person is responsible for making sure there are multiple comments and features identified.1 person is responsible for the vocabulary.1 person is responsible for the personal response.1 person is responsible for checking its accuracy and whether it answers the question

Group Evaluation

What were the weaknesses?What were the strengths?Which one was better?

The Rules of Unseen

- PEELP.- 45 minutes – 10 reading/planning, 30 writing,

5 checking.- 4 paragraphs minimum.- Know the topic.- Comment on language and structure.- Personally evaluate or respond.

The Rules of Unseen

- PEELP.- 45 minutes – 10 reading/planning, 30 writing,

5 checking.- 4 paragraphs minimum.- Know the topic.- Comment on language and structure.- Personally evaluate or respond.

Unseen Mock.

Blackberry-PickingLate August, given heavy rain and sunFor a full week, the blackberries would ripen.At first, just one, a glossy purple clotAmong others, red, green, hard as a knot.You ate that first one and its flesh was sweetLike thickened wine: summer's blood was in itLeaving stains upon the tongue and lust forPicking. Then red ones inked up and that hungerSent us out with milk cans, pea tins, jam-potsWhere briars scratched and wet grass bleached our boots.Round hayfields, cornfields and potato-drillsWe trekked and picked until the cans were fullUntil the tinkling bottom had been coveredWith green ones, and on top big dark blobs burnedLike a plate of eyes. Our hands were pepperedWith thorn pricks, our palms sticky as Bluebeard's.We hoarded the fresh berries in the byre.But when the bath was filled we found a fur,A rat-grey fungus, glutting on our cache.The juice was stinking too. Once off the bushThe fruit fermented, the sweet flesh would turn sour.I always felt like crying. It wasn't fairThat all the lovely canfuls smelt of rot.Each year I hoped they'd keep, knew they would not.

Seamus Heaney

1. Explore how Seamus Heaney presents memories of blackberry picking. 20 marks

10 minutes reading and planning

30 minutes writing PEELP

5 minutes checking

We penetrated deeper and deeper into the heart of darkness. It was very quiet there. At night sometimes the roll of the drums behind the curtain of trees would run up the river and remain sustained faintly, as if hovering in the air high over our heads, till the first break of day ... The dawn were heralded by a chill stillness; the wood-cutters slept, their fires burned low; the snapping of a twig would make you start. We were wanderers on a prehistoric planet ... But suddenly, as we struggled round a bend, there would be a glimpse of rush walls, of peaked grass-roof, a burst of yells, a whirl of black limbs, a mass of hands clapping, of feet stamping, of bodies swaying, of eyes rolling, under the droops of heavy and motionless foliage.

Multiple interpretations – What is this extract about?Which line is the most interesting?

What progress will look like…

I am content if you can make key points about Our Sharpeville.

I am happy if you can also link poetic features to the topic of the question.

I am ecstatic if you can also perceptively explain the writer’s ideas and decide on the ‘best’ evidence to support your explanation.

Poetry Revision

1. To understand how to respond to the first Anthology question.

2. To explore a poem for its main ideas.3. To explain the effect of poetic techniques.

Collection B: Clashes and Collisions

3 (a) Explore how the writer presents the violent events in ‘Our Sharpeville’.Use evidence from the poem to support your answer.(15)

Answer 3(b)(i) OR 3(b)(ii)

EITHER(b) (i) Compare how the writer of ‘Belfast Confetti’ explores different violent eventsfrom those in ‘Our Sharpeville’.Use evidence from the poems to support your answer.You may include material you used to answer 3(a). (15)

OR(ii) Compare how the writers of ‘Our Sharpeville’ and one poem of your choicefrom the ‘Clashes and Collisions’ collection reflect on the effects of violence onsociety.Use evidence from the poems to support your answer.You may include material you used to answer 3(a). (15)

(Total for Question 3 = 30 marks)

Clashes and Collisions3aBand 4 10-12• Assured explanation of how the writer conveys ideas tocreate effect.• Relevant connection made between the topic and thepresentation of ideas.• Pertinent textual reference to support response.Band 5 13-15• Perceptive explanation of how the writer uses ideas tocreate effect.• Discriminating, relevant connection made between the topicand the presentation of ideas.• Convincing, relevant textual reference to support response.

3bBand 4 10-12• Assured comparisons and links.• Pertinent evaluation of the different ways of expressingmeaning and achieving effects.• The selection of examples is assured, appropriate and supportsthe points being made.Band 5 13-15• Discriminating comparisons and links showing insight.• Perceptive evaluation of the different ways of expressingmeaning and achieving effects.• The selection of examples is discriminating and fully supportsthe points being made.

I was playing hopscotch on the slatewhen the miners roared past in lorries,their arms raised, signals at a crossingtheir chanting foreign and familiar,like the call and answer of road gangsacross the veld, building hot arteriesfrom the heart of the Transvaal mine.

I ran to the gate to watch them pass.And it seemed like a great caravanmoving across the desert to an oasisI remembered from my Sunday school book:olive trees, a deep jade pool,men resting in clusters after a long journey,the danger of the mission still around them,and night falling, its silver stars just like the onesyou got for remembering your Bible texts.

Then my grandmother called from behind the front door,her voice a stiff broom over the steps:"Come inside; they do things to little girls."

For it was noon, and there was no jade pool.Instead, a pool of blood that already had a living nameand grew like a shadow as the day lengthened.The dead, buried in voices that reached my gate,the chanting man on ambushed trucks,these were not heroes in my town,but maulers of children,doing things that had to remain nameless.And our Sharpeville was this fearful thingthat might tempt us across the well swept streets.

If I had turned I would have seenbrocade curtains drawn tightly across sheer net ones,known there were eyes behind both,heard the dogs pacing in the locked yard next door.But, walking backwards, all I felt was shame,at being a girl, at having been found at the gate,at having heard my grandmother lieand at my fear her lie might be true.Walking backwards, called back,I returned to the closed rooms, home.

3 a) Explore how the writer presents the violent events in ‘Our Sharpeville’.Use evidence from the poem to support your answer.

Planning

Opening points about the violent events:1.2.3.

Language/structural features to discuss:1.2.3.

3a Success Criteria

1. 3 paragraphs2. Opening sentences relating to the topic and an

answer to the question.3. Personal response/evaluation in each

paragraph.4. Language and structural features identified and

commented on.5. Key words re-quoted.6. Effect/impact on the reader discussed.

Poetry Revision

1. To understand how to respond to the second Anthology question.

2. To explore a 2 poems for their similarities and differences.

3. To explain the effect of poetic techniques.

Half-caste

Parade’s End

Belfast Confetti

Our Sharpeville

Exposure

Catrin

Your Dad Did What?

The Class Game

Cousin Kate

Hitcher

The Drum

O What is that Sound

Conscientious Objector

August 6, 1945

Invasion

In pairs…1. The 3 obvious question topics

for each poem. (think theme, idea, emotion.)

2. The poem’s message about each topic.3. The best structural and language features and quote.

What progress will look like…

I am content if you can identify key ideas and features of a poem.

I am happy if you can make comparisons between ideas in 2 poems.

I am ecstatic if you can draft 2 PEELP to compare the presentation of ideas.

Collection B: Clashes and Collisions

3 (a) Explore how the writer presents the violent events in ‘Our Sharpeville’.Use evidence from the poem to support your answer.(15)

Answer 3(b)(i) OR 3(b)(ii)

EITHER(b) (i) Compare how the writer of ‘Belfast Confetti’ explores different violent eventsfrom those in ‘Our Sharpeville’.Use evidence from the poems to support your answer.You may include material you used to answer 3(a). (15)

OR(ii) Compare how the writers of ‘Our Sharpeville’ and one poem of your choicefrom the ‘Clashes and Collisions’ collection reflect on the effects of violence onsociety.Use evidence from the poems to support your answer.You may include material you used to answer 3(a). (15)

(Total for Question 3 = 30 marks)

Which poems are perfect for each other?

And which are more awkward to match?

John Agard uses metaphors to express his passion and belief that mixed race people should be celebrated not discriminated against. An example of this is the lines, “When yu say half-caste/yu mean Tchaikovsky/sit down at dah piano/an mix a black key/wid a white key/is a half-caste symphony?” Agard uses a metaphor to compare the mixture of race to the mixture of keys on a piano. He is suggesting that Tchaikovsky’s ‘symphony’ is celebrated and acclaimed and the same should be done with mixed race people. In my opinion Agard successfully uses this metaphor because not only does it emphasise that prejudice towards a race shouldn't be tolerated but the comparison is memorable and makes intelligent links to an expected subject.

In Contrast Daljit Nagra uses metaphors to express his sadness at the racial treatment of the family. An example of this is the line, “From gold to the brown of our former colour.” Nagra is comparing the destruction of the car to the racial torment of the family. The words ‘former colour’ suggest that they have given up trying to be something they are not. In my opinion the poet is successful at creating sadness with this metaphor because it emphasises how the family have surrendered to racism and can’t escape their situation. It also makes the reader feel angry that they have to put up with this treatment.

P

E

E

LP

LP

E

E

P

Example

Half-caste

Parade’s End

Belfast Confetti

Our Sharpeville

Exposure

Catrin

Your Dad Did What?

The Class Game

Cousin Kate

Hitcher

The Drum

O What is that Sound

Conscientious Objector

August 6, 1945

Invasion

In fours...1. Which topics do you have in

common?2. Pick one to focus on.3. Are you similar or different in

your message on the topic?4. Draft two paragraphs together

– one on each poem, comparing the how they present ideas on the topic.

Swap with another 4 and mark using the success criteria.

3b Success Criteria

1. 4 paragraphs – 2 on each poem2. Opening sentences relating to the topic and answering the

question.3. Personal response/evaluation in each paragraph.4. Language and structural features identified and commented

on.5. Key words re-quoted.6. Effect/impact on the reader discussed.7. Comparative connectives used.8. And explanation of similarity/difference9. An overall evaluation

Practice makes perfect

EITHER• (b) (i) Compare how the writer of ‘Hitcher’ explores

different issues of mental health to those in August 6th 1945. (15)

OR• (ii) Compare how the writers of ‘Hitcher’ and one

poem of your choice from the ‘Clashes and Collisions’ collection reflect on ideas linked to mental health. (15)