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?

LO: How do I plan and write a response to 27.2? LO: Exam practice: Unseen poetry questions 27.1 and 27.2 AQA English Lit Paper 2 Section C Powerpoint: 23 slides. Lesson includes: starter activity, lesson objective, which methods to compare recap, AO1 and AO2 recap, two unseen poems, practice exam questions, 7 steps to responding to unseen poem, comparison table, structure of introduction, model introduction, struture of comparative response, model comparative paragraph, WHAT, WHERE, HOW, WHY analysis, exam practice tasks, plenary.

LO: How do analyse the language used by a writer to create meanings and effects using relevant subject terminology? 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: Edgar Allan Poe: Romance. Powerpoint: 12 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: How many differences can you list between these two birds? What could these two birds symbolise? Key question: What is subject terminology? Recap: Subject terminology – language techniques Key question: Read extract from poem. What is a lyre? What is it used for? What could it symbolise? Answer: a lyre is a stringed musical instrument played by the ancient Greeks. Music played on a lyre accompanied the performance of epic poems Unseen poem: Edgar Allan Poe: Romance. Glossary. Exam question: In ‘Romance’, how does the poet present the speaker’s feelings about growing up? – 7 steps to understanding an unseen poem AO1 and AO2. I DO: How do I write an analytical language? Model paragraph analysing language. YOU DO: Use this model to help you write your own paragraph analysing language. Plenary: Peer Assessment - Read through your partner’s response. Highlight and annotate their response to show where they have demonstrated WHAT WHERE HOW WHY. Write a brief commentary below their work in which you explain the following: What went well (WWW). What do they need to do in order to improve? (EBI).

LO: How do I read, understand and respond to an unseen poem? 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: William Blake:* A Poison Tree*. 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: How many links can you make between these two images? (Anger/Tree) Key question: What might happen if you dwell on a negative emotion rather than dealing with it? Unseen poem: William Blake: A Poison Tree. Glossary Exam question: In A Poison Tree, how does the poet present the speaker’s feelings about anger? – 7 steps to understanding an unseen poem AO1 and AO2. How do I structure my unseen poetry essay?: Go through steps 1-5 The Introduction: 3 sentence model. I DO: Model introduction YOU DO: Use this model to help you write an introduction focusing on A Poison Tree. SELF-ASSESSMENT: Use this model to help you improve your own introduction. How do I write an analytical paragraph?: WHAT WHERE HOW WHY model. Model paragraph analysing language YOU DO: Use this model to help you write your own paragraph analysing language. Plenary: Peer Assessment - Read through your partner’s response. Highlight and annotate their response to show where they have demonstrated WHAT WHERE HOW WHY. Write a brief commentary below their work in which you explain the following: What went well (WWW). What do they need to do in order to improve? (EBI). Use your peer’s feedback to help you improve your response.

LO: How do I plan and write a response to 27.1? 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: Thomas Hardy: The Voice. Powerpoint: 19 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: How do these images link? Blue dress and autumn leaves. Both blow in the wind. Key question: what language form and structural techniques can I analyse? Recap: AO1 and AO2 Exam question: In The Voice, how does the poet present the speaker’s feelings about loss? Unseen poem: Thomas Hardy: The Voice. Glossary. 7 steps to understanding an unseen poem AO1 and AO2. The Introduction: 3 sentence model. I DO: Model introduction YOU DO: Use this model to help you write an introduction focusing on The Voice. SELF-ASSESSMENT: Use this model to help you improve your own introduction. WE DO: How do I write an analytical language? Model paragraph analysing language. YOU DO: Use this model to help you write your own paragraph analysing language. Plenary: Peer Assessment - Read through your partner’s response. Highlight and annotate their response to show where they have demonstrated WHAT WHERE HOW WHY. Write a brief commentary below their work in which you explain the following: What went well (WWW). What do they need to do in order to improve? (EBI).

LO: How do I compare language, form and structure used by writers to create meanings and effects? A complete lesson including starter, unseen poems, exam question, model responses, plenary that explores a Paper 2-style AQA English Literature unseen poetry question based on the following poems: Grace Hazard Conkling: Cedars and Nicolaus Lenau: The Oak-Wood. Powerpoint: 15 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: Which words make the forest sound MYSTERIOUS? Which words make the forest sound SACRED? Key question: What language form and structural techniques can I compare? Unseen poems: Read both poems: Grace Hazard Conkling: Cedars and Nicolaus Lenau: The Oak-Wood¬ – 7 steps to read and understand Exam question: In Cedars and The Oak-Wood the speakers describe the woods. What are the similarities and/or differences between the ways the woods are presented? How do I structure my poetry comparison essay?: 5 steps Task: Comparison table. The structure of a comparative paragraph: Go through points. I DO: Model comparative paragraph (first half). YOU DO: Use this model to help you write the second half of the comparative paragraph. SELF-ASSESSMENT: Check the model paragraph. Now write your own paragraph comparing form and structure. What makes this comparative paragraph successful? Use the example to help you write your own comparative paragraph about a DIFFERENT method and effect. Plenary: Peer Assessment - Read through your partner’s response. Highlight and annotate their response to show where they have demonstrated WHAT WHERE HOW WHY. Write a brief commentary below their work in which you explain the following: What went well (WWW). What do they need to do in order to improve? (EBI).

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?

Unseen Poetry AQA English Literature Paper 2 Section C - 27.1 and 27.2 Powerpoint including over 100 slides split into 7 lessons and final exam style questions 27.1 and 27.2 Typically, lessons include: starter activity, lesson objective (linked to AOs), one unseen poem (or two for comparative lessons), glossary, practice exam questions, model responses, WHAT, WHERE, HOW, WHY analysis, pupil tasks, plenary. 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

Dickens’ vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Stevenson’s vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Stevenson’s vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Stevenson’s vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Stevenson’s vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Stevenson’s vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Stevenson’s vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Stevenson’s vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Dickens’ vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Dickens’ vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Dickens’ vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.