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L3E groupings

Stay organized for your English literature exams! Get a writing pad, separate folder, and Class notes for Poetry, Drama, Prose, and Essays. Actively participate in lessons, complete homework on time!

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L3E groupings

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  1. L3E groupings

  2. Good Morning L3s! What was your favourite children’s book and why?

  3. L3 expectations • You will all be expected to purchase a writing pad and a separate folder specifically for these lessons. • You will have to bring an English folder with you every lesson so that all your material can be correctly organised as you will be bombarded with information. All of this will be used for your exam revision so it is vital that you are organised from the beginning. • It should be divided as follows: Class notes for: Poetry; Drama; Prose; Essays and feedback; Course booklet • Actively participate in lessons and complete all homework on time!

  4. Working style Accessing the Learning platform . . .

  5. AS Contemporary Poetry Question Type AO1, 2, 4 assessed One comparative essay question from a choice of two. Compare the ways in which the poets explore . . . . In [named poem] and one other poem of your choice from the poetry anthology. In your answer you should consider the following: •the poets’ development of themes •the poets’ use of language and imagery •the use of other poetry techniques AL Contemporary Poetry Question Type AO1, 2, 4 assessed One comparative essay question from a choice of two. Read …. [unseen poem] and re-read ….[from the anthology]. Compare the methods both poets use to . . . [explore strong emotions etc]

  6. AO1 Articulate, informed, creative responses to literary texts, using associated concepts and terminology and coherent, accurate written expression AO2 Analyse ways in which MEANINGS are shaped in literary texts AO4 Explore CONNECTIONS across literary texts AOs

  7. The Furthest Distance I’ve Travelled; • Giuseppe; • Out of the Bag; • Effects; • The Fox in the National Museum of Wales; • Genetics; • From the Journal of a Disappointed Man; • Look We Have Coming to Dover!; • Fantasia on a Theme of James Wright; • Please Hold; • You, Shiva and My Mum; • Song; • On Her Blindness; • Ode on a Grayson Perry Urn •Eat me; •Chainsaw Versus the Pampas Grass; •Material; •Inheritance; •A Leisure Centre Is Also a Centre of Learning; •History; •The War Correspondent; •An Easy Passage; •The Deliverer; •The Map-Woman; •The Lammas Hireling; •To My Nine-Year-Old Self; •A Minor Role; •The Gun;

  8. A Poetic Race through Time We are going to examine some art work from some important literary periods. When examining the images you must consider: • What does this suggest about the society of the time? • How do things appear to be similar to / different from other periods?

  9. Try matching the texts you have in front of you with the pictures ...

  10. Group 1 C. Queme quyssewes then that coyntlych closed, His thik thrawen thyghes with thwonges to tachched; And sithen the brawden bryne of bright stel rynges Umbeweved that wyy, upon wlonk stuffe, And wel bornyst brace upon his both armes, With godecowters and gay, and gloves of plate … Gawain and the Green Knight c 1375 G. A povre wydwe, somdel stape in age, Was whilom dwellyng in a narwe cotage Biside a greve, stondynge in a dale. This wydwe, of which I telle yow my tale, Syn thilke day that she was last a wyf, In pacience ladde a ful symple lyf, For litel was hir catel and hir rente. The Nun’s Priest’s Tale Chaucer c 1343-1400 What might these poems be about? Can you decipher any of the words? Are they recognisable as poems? In what way? 4. Very few people were able to read in the 14th Century, so poetry was part of an oral tradition. Drawing on your experience of Speaking and Listening at GCSE, what Persuasive/Rhetorical techniques are used in these poems?

  11. Group 3 F. See what delights in sylvan scenes appear! Descending Gods have found Elysium here. In woods bright Venus with Adonis stray'd, And chaste Diana haunts the forest shade. Come lovely nymph, and bless the silent hours, When swains from shearing seek their nightly bow'rs; When weary reapers quit the sultry field, And crown'd with corn, their thanks to Ceres yield. This harmless grove no lurking viper hides, But in my breast the serpent Love abides. Summer Alexander Pope (1688-1744) B. Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date. Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature’s changing course, untrimmed; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st, Nor shall death brag thou wand’rest in his shade, When in eternal lines to Time thou grow’st. So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. Sonnet 18 Shakespeare 1564-1616 A. I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. I Wandered Lonely as a Cloud Wordsworth 1770-1850 • What do you notice about the subject matter and form of poems B and F? 2. How do they differ to A?

  12. Group 2 H Who’s for the game, the biggest that’s played, The red crashing game of a fight? Who’ll grip and tackle the job unafraid? And who thinks he’d rather sit tight? Who’ll toe the line for the signal to ‘Go!’? Who’ll give his country a hand? Who wants a turn to himself in the show? And who wants a seat in the stand? Who knows it won’t be a picnic – not much- Yet eagerly shoulders a gun? Who would much rather come back with a crutch Than lie low and be out of the fun? Come along, lads – But you’ll come on all right – For there’s only one course to pursue, Your country is up to her neck in a fight, And she’s looking and calling for you.  Who’s for the Game? By Jessie Pope 1868-1941 D. Well she ask me – hunh - In de parlour – hunh; And she colled me – hunh – Wid her fan – hunh; An’ she whispered – hunh – To her mother – hunh; ‘Mama, I love dat – hunh – Dark-eyed man’ – hunh. Work song from the American South What’s the purpose of these poems? What do you notice about the form/layout? What do you notice about the language used?

  13. Group 4 Coot The coot was a pint of stout, It slipped out from The Ferry during a fight. Mathematically white, it was plunged by its beak in mathematical black. To uppity swans it does not signify. The same goes for Joe Duck. Kingfisher Blue. I mean green. Blue, green. Gone from A Spelthorne Bird List Richard Price (2005) E. I have eaten the plums that were in the icebox and which you were probably saving for breakfast Forgive me they were delicious so sweet and so cold This Is Just to Say William Carlos Williams (1883 - 1963) Are these poems? If so, in what way? How are they different to other poems you have studied?

  14. Home Learning Read Billy Collins poem and complete First Reading grid by next Thursday

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