Duffy and Armitage assessment

1. Duffy and Armitage assessment Poetry Comparison Essay

2. Analytical Assessment - Poetry LO: to understand how to plan and structure a poetry comparison essay on the writing of Duffy and Armitage. SA: Peer marking our answers on ‘Mother, any distance greater’. • Assessment • Show understandingand express yourself clearly. • Use and analyse key quotes where necessary. • Ensure spelling, grammar and punctuation is accurate. Further Challenge: You can evaluate the language used by the poets. (In other words, explore a range of meanings behind the quotes you have selected from the poems.)

3. Poetry Terms Test Write down the answers to the following test on the sheet provided. • Simile • Personification • Tone • Colloquial • Expletive • Metaphor • Caesura • Hyperbole • Enjambment • alliteration

4. Learn the poetic terms and spellings we learned today.

5. The Task: • Duffy and Armitage both write poems featuring unusual narrators. Compare two poems, one from each poet, focusing on how the characters could be considered an outsider or unusual. You will need to quote extensively from the poems in your answer. (Level 7)

6. Complete One PEA • Look at the guide to analysis on page 35 of your booklets. Choose one quote and follow the steps provided.

7. Understanding How Your Work is Marked Individual Work • Using the level descriptors on the next slide, write your ‘Top Five Tips’ for attaining a level 7 for this essay. Timed Pair Share • You have one minute to explain your ideas to your partner. • Add any new ideas or insights into your notes.

8. Level Descriptors

9. Organising Your Work • Which poems are you going to write about? Choose one poem from each of the columns in the table below:

10. Planning: Writing Your Introduction • Name the two poems you are going to use. • Explain what the poems are about and how the narrators are unusual or outsiders. (Make sure that you are engaging with the keywords in the task: unusual characters or narrators who can be considered as outsiders) • Make sure that you are comparing the poems – using comparative markers such as: • However • In contrast • Similarly Task: now write your introduction using the guidelines above

11. Peer Assessment • In pairs, read through your introductory paragraphs and make notes on: • Is the paragraph focused on the task? Highlight the key words from the question. • Have you started to compare the poems and the ideas presented? Underline the comparative marker. • Is your writing clear and well expressed?

12. Analytical Assessment LO: (same as yesterday) SA: verbal revision on poetic techniques. Review of poems chosen for comparison (revision given for homework). Comparison =

13. Planning Your Work: Main Development

14. Unusual characters / Narrators Poem 1 ‘Didn’t even swerve’ Poem 2 ‘I’m going to change the world.’

15. Comparative Essay On Duffy and Armitage. LO: Same as last lesson. We are carrying on. SA: Sample Paragraph Complete the task given on the sheet. Further Challenge: You can evaluate the language used by the poets. (In other words, explore a range of meanings behind the quotes you have selected from the poems.)

16. SA: A Short Example – Stealing and Hitcher. • Firstly, the narrators of both poems could be described as spiteful and unfeeling characters. In ‘Stealing’ that narrator explains, ‘part of the thrill was knowing that children would cry in the morning.’ This indicates to the reader that one of his primary motivations in stealing the snowman was because he knew that it would distress the children who had worked so hard to create it. This alienates the reader to a large extent because the thief has no compassion for his victims. Similarly, the speaker in ‘Hitcher’ is equally callous. However in this poem the actions of the protagonist had deathly consequences. The speaker here shows little remorse for his actions and blatantly asserts that he ‘let him have it’, proudly confessing that he mercilessly attacked the hippie ‘six times with the krocklok.’ The fact that he ‘didn’t even swerve’ conveys his emotional negligence in the aftermath of the attack and shocks the reader.

17. Peer Marking Now use your knowledge to peer mark your partner’s work. • Clear expression. • Knowledge and understanding evident. • Key quotes chosen and embedded. • Close analysis of language. • Effective use of comparative marker (similarly, likewise etc) • Correct spelling, grammar and punctuation. • Write WWW and EBI.

18. Comparative Essay Note for Planners • Essay Due: Wednesday 1st May. • Approx. 1000 words. • Look at the checklist on page 36 before submitting. Two prizes given for this assessment. • 1st – Highest grade attained. • 2nd – Most improved analytical writing (since Christmas) You have the remainder of the lesson to finish your plan and draft your essay in your exercise book. Remember that the more you get completed in class, the less you will need to do at home.

19. Writing the paragraphs of your main development: An example • Paragraphs 2 – 3: Look at how the narrator is presented in the opening two stanzas of ‘Education for Leisure’. Use two or three examples of PEA to present a character is unusual or an outsider. • Paragraph 4: Now look at the first stanza of ‘My Father Thought it …’ Write a PEA paragraph to present how the central protagonist is also unusual or an outsider. Is this in the same way as ‘Education for Leisure’? (Consider where you can put in your comparative marker)

20. Please finish your comparative point for tomorrow.

21. Sample Structure (Continued) • Paragraph 5 – 6: Next, look at the how Duffy continues to present the central protagonist in ‘Education for Leisure’ as an outsider/unusual. (two or three examples of PEA needed again) • Paragraph 7: Look at the second stanza of ‘My Father Thought it …’ • Paragraphs 8 – 9: How does Duffy conclude her poem? What becomes more apparent about the narrator at the end of the poem? • Paragraph 10: The final stanza of ‘My Father Thought it …’ How does Armitage increase the sense of isolation surrounding the narrator?

22. Peer Marking • Clear expression. • Knowledge and understanding evident. • Key quotes chosen and embedded. • Close analysis of language. • Effective use of comparative marker (similarly, likewise etc) • Correct spelling, grammar and punctuation. • Write WWW and EBI.

23. Using your plan, write the first two paragraphs of your essay.

24. Alternatives to ‘This shows …’ • Reveals • Demonstrates • Indicates • Suggests • Highlights • Infers • Insinuates • Evokes

25. Peer Marking

26. Writing Conclusions • This needs to re-iterate the points you have made in your introduction – using different words.

27. Feedback WWW • Understanding of the task. • Engaging to read. • Some effective use of pathetic fallacy etc. EBI • Develop plot – what is happening in story. • Proof reading work to ensure spelling, grammar and punctuation is accurate.