When we two parted - Lord Byron
AO1 - Read, Understand and respond to ●
texts. Students should be able to: He is the victim of the betrayal –
how he wants to be seen. He was
the perfect gentleman. He paints
● Maintain a critical style and
himself as a truly loving man- a
develop an informed response
passive victim to deceitful women.
● Use textual references, including
● Lyric Poem- about an affair about a
Quotations, to support and
woman of high status.
illustrate interpretations.
AO2 – Analyse the language, form and ●
structure used by a write to create meanings Death connotations - ‘knell’ the
and effects using relevant subject feelings the sweet nice positive
terminology where appropriate. feelings are killed emotionally.
● Sensory writing – feeling and touch.
Physicality. It wasn’t something
emotional just physical, just to
contrast this Lordy was broken
hearted but she was broke.
● Form- the start if the poem follies
the beginning of the rhyme scheme
of a Shakspearan sonnet, this
happens at the line ‘the vow are
nor all broken’ there is also
‘caesura’ of a full stop to show that
things have changed and that there
love had been perfect until she
cheats with someone else.
● Accentual verse (same number of
stressed syllables) – line 5 and 7
break this rule. When he was
rejected. Breaking structure – his
broken feeling then. Rejected by his
lover, this made the poet feel cold
and rejected.
● Repetition of “long” and “years”
and “silence and tears”
● Full rhyme scheme of a sonnet until
the full stop before” thy vows are
all broken”
, ● Biblical form- ‘they knew not I
knew thee’ this shows a spiritual
sacred element of their affair.
● Masculine rhyme
● Use of “vows” – his affair as sacred
as a marriage. And he lines “they
know not I knew thee” by knowing
someone in the bible you have had
intercourse so are married in a
sense.
● Begins in the past, then to present,
then to future – will last forever
(victim)
● Word “thee” went out of fashion -
archaic use of a personal you.
Could also say the love is timeless,
and religious/sacred love he felt.
● Anaphora in the last stanza - stuck
in a repetitive nature of the pain.
● Cyclical ending or the poet's
feelings, he feels trapped this is
emphasised in anaphora.
● Grammatical emphasis- he does
‘Poetic inversion’ in varying word
order to focus on the silence rather
than the grief- to emphasise the
secrecy and isolation of the affair. A
broken person.
AO3 – Show understanding of the ● Massively famous ‘Mad,bad
relationships between texts and the contexts dangerous to know’ prrrr
in which they were written. Lived an excessive life after the age
of 10 so much so that he wasn’t
allowed to get into Oxford due to
his reputation of partying
● Romantic poet
● Had both homo and heterosexual
relationships
● Had many affairs, and illegitimate
children.
, ● Based on true story ‘Lady Francis’
Themes (I could link with others) ●
Human Nature
● Betrayal
● Unequal relationship and love
● Separation, reflecting on rejection
Notes ●
Story based on a real story – on
Lady Frances (affair) broke off for
her reputation but then she had
another affair and he was hurt
when he wrote the poem.
● Lyric poem collection -which is
where poets write about emotions.
His other lyric poems were also
ironically about betrayal by women,
not all published.
● Maybe mocking himself in his
younger years, satirical.
Comparisons ●
Walking away – Changing
relationships/ takes it well vs
doesnt forget it
● Porphyria’s lover – One sees their
relationship as wrong vs Byron
seeing their relationship as perfect
/ both had death connotations to
show separation / separation due
to death vs due to rejection
● Farmer’s bride – Both have unequal
relations / each have a dominating
person, this one is women
dominated because she moved on
and he is still static in his hurt for
her / have repetition and the last
stanza the height of male obsession
/ one is married but far vs one
being an affair but close.
, Walking Away – Cecil Day-Lewis
AO1 - Read, Understand and respond to ● Starts with the son’s first day in
texts. Students should be able to: school- it is a key memory, to show
the relationship.
● This is in the first 2 stanzas- the boy
● Maintain a critical style and
was first scared to let go, now the
develop an informed response
parent is scared to let go.
● Use textual references, including
● Natural/ religious imagery- shows
Quotations, to support and
the relationship as something
illustrate interpretations.
natural.
Love is proved in the letting go
● Changing nature of this
relationship.z
AO1 - Read, Understand and respond to ●
texts. Students should be able to: He is the victim of the betrayal –
how he wants to be seen. He was
the perfect gentleman. He paints
● Maintain a critical style and
himself as a truly loving man- a
develop an informed response
passive victim to deceitful women.
● Use textual references, including
● Lyric Poem- about an affair about a
Quotations, to support and
woman of high status.
illustrate interpretations.
AO2 – Analyse the language, form and ●
structure used by a write to create meanings Death connotations - ‘knell’ the
and effects using relevant subject feelings the sweet nice positive
terminology where appropriate. feelings are killed emotionally.
● Sensory writing – feeling and touch.
Physicality. It wasn’t something
emotional just physical, just to
contrast this Lordy was broken
hearted but she was broke.
● Form- the start if the poem follies
the beginning of the rhyme scheme
of a Shakspearan sonnet, this
happens at the line ‘the vow are
nor all broken’ there is also
‘caesura’ of a full stop to show that
things have changed and that there
love had been perfect until she
cheats with someone else.
● Accentual verse (same number of
stressed syllables) – line 5 and 7
break this rule. When he was
rejected. Breaking structure – his
broken feeling then. Rejected by his
lover, this made the poet feel cold
and rejected.
● Repetition of “long” and “years”
and “silence and tears”
● Full rhyme scheme of a sonnet until
the full stop before” thy vows are
all broken”
, ● Biblical form- ‘they knew not I
knew thee’ this shows a spiritual
sacred element of their affair.
● Masculine rhyme
● Use of “vows” – his affair as sacred
as a marriage. And he lines “they
know not I knew thee” by knowing
someone in the bible you have had
intercourse so are married in a
sense.
● Begins in the past, then to present,
then to future – will last forever
(victim)
● Word “thee” went out of fashion -
archaic use of a personal you.
Could also say the love is timeless,
and religious/sacred love he felt.
● Anaphora in the last stanza - stuck
in a repetitive nature of the pain.
● Cyclical ending or the poet's
feelings, he feels trapped this is
emphasised in anaphora.
● Grammatical emphasis- he does
‘Poetic inversion’ in varying word
order to focus on the silence rather
than the grief- to emphasise the
secrecy and isolation of the affair. A
broken person.
AO3 – Show understanding of the ● Massively famous ‘Mad,bad
relationships between texts and the contexts dangerous to know’ prrrr
in which they were written. Lived an excessive life after the age
of 10 so much so that he wasn’t
allowed to get into Oxford due to
his reputation of partying
● Romantic poet
● Had both homo and heterosexual
relationships
● Had many affairs, and illegitimate
children.
, ● Based on true story ‘Lady Francis’
Themes (I could link with others) ●
Human Nature
● Betrayal
● Unequal relationship and love
● Separation, reflecting on rejection
Notes ●
Story based on a real story – on
Lady Frances (affair) broke off for
her reputation but then she had
another affair and he was hurt
when he wrote the poem.
● Lyric poem collection -which is
where poets write about emotions.
His other lyric poems were also
ironically about betrayal by women,
not all published.
● Maybe mocking himself in his
younger years, satirical.
Comparisons ●
Walking away – Changing
relationships/ takes it well vs
doesnt forget it
● Porphyria’s lover – One sees their
relationship as wrong vs Byron
seeing their relationship as perfect
/ both had death connotations to
show separation / separation due
to death vs due to rejection
● Farmer’s bride – Both have unequal
relations / each have a dominating
person, this one is women
dominated because she moved on
and he is still static in his hurt for
her / have repetition and the last
stanza the height of male obsession
/ one is married but far vs one
being an affair but close.
, Walking Away – Cecil Day-Lewis
AO1 - Read, Understand and respond to ● Starts with the son’s first day in
texts. Students should be able to: school- it is a key memory, to show
the relationship.
● This is in the first 2 stanzas- the boy
● Maintain a critical style and
was first scared to let go, now the
develop an informed response
parent is scared to let go.
● Use textual references, including
● Natural/ religious imagery- shows
Quotations, to support and
the relationship as something
illustrate interpretations.
natural.
Love is proved in the letting go
● Changing nature of this
relationship.z
