Stick the images around the poem and draw arrows to show where they link to relevant words/phrases in the

poem.

Feel free to add any relevant words/explanations to the images or poem

Stick the images around the poem and draw arrows to show where they link to relevant words/phrases in the

poem.

This Session’s Learning Objectives

• To be able to analyse and deconstruct a poem.

• To be able to collate relevant detail to use in response to an exam question.

FEEDBACK

• Present your group’s annotated poem.

• Explain why you’ve placed the images where you have.

• Did other groups identify any other links to the poem.

What the examiners are looking for

Examiners will be looking for evidence that you:

• understand the ideas, attitudes and feelings presented in the poems. Hopefully going beyond the obvious meaning by presenting alternative interpretations convincingly.*

• are able to select and use relevant evidence (quotations) from the poems. Where possible, these should be short and embedded.*

• demonstrate how the poets use a range of linguistic devices, structure and presentation to communicate their ideas; comment on how successful the device is (eg: this metaphor is effective as it appropriately highlights… )*

• make clear and developed comparisons throughout the whole response.

Structure, Language, Attitudes & Ideas

• These are the things you must write about in the exam.

• Read the notes relating to Island Man/ Hurricane Hits England

• Complete the Personal Response box at the bottom

• Complete the worksheet to record notes for one other poem from your cluster that focuses on a place(s)

ACTIVITY

Feedback

•Which poem did you choose and why?

•Read through your notes

•What similarities did you discover?

•What differences did you discover?

It took a hurricane, to bring her closerTo the landscape.Half the night she lay awake,The howling ship of the wind,Its gathering rage,Like some dark ancestral spectre.Fearful and reassuring.Talk to me HuracanTalk to me OyaTalk to me ShangoAnd Hattie,My sweeping, back-home cousin.Tell me why you visitAn English coast?What is the meaningOf old tonguesReaping havocIn new places?The blinding illumination,Even as you short-Circuit usInto further darkness?What is the meaning of treesFalling heavy as whales

Their crusted rootsTheir cratered graves?O why is my heart unchained?Tropical Oya of the Weather,I am aligning myself to you,I am following the movement of your winds,I am riding the mystery of your storm.Ah, sweet mystery,Come to break the frozen lake in me,Shaking the foundations of the very trees within me,Come to let me knowThat the earth is the earth is the earth.

Any questions/concerns from yesterday’s session?

This Session’s Learning Objectives

• How to plan a response

• How to write a good response.

ACTIVITY

Read the example then highlight/underline and label where the student has ‘Introduced the S.L.A.P’ and remembered the top tips.

PLANNING YOUR RESPONSE

• You have 10 minutes to plan your response. • Do share ideas with people on your table. • Feel free to use any resources from yesterday’s session.

Once your plan is complete, you should feel confident and ready to write the opening of your response.

Compare how feelings towards places are presented in Hurricane Hits England/Island Man

and one other poem.