POETRY
Mr S Cox
POWER AND
CONFLICT
,ABOUT:
This booklet is designed to support you through the study of poetry for your English Lessons.
The work in this booklet can be used in a number of ways: a regular homework, revision aid,
class resource or even just a catch up material if you have missed a topic.
One thing this booklet is not however, is a quick fix. The exercises and information in this
booklet are not made so you can just skip through or answer a few questions and then move
on. If you do not read the instructions you will find that the work is not always correct and if
you do not take the time to answer carefully in full sentences you will probably find that you
don’t practise your ability to answer questions as effectively as you would like.
The keys to success in English are:
1-Read lots, it honestly helps (there are studies into this and everything)
2-Start early, if you leave it all to the end you wont give it time to settle in your mind, the
things you are probably best at are those you practise every day for years, English is the same.
3-Work hard, it is no use just being smart because if you expect to coast through on your
intelligence you may be disappointed, and if not in your GCSE’s then your A levels or Degree,
trust me when I say it comes back to haunt you!
Best of luck!
By the way, y
o
pages you wo u may see this logo and co
rk
come with ea through. This is your qu lourful boxes on many of th
ch topic, you estions or thin e
these properl sh kin
y and label y ould make sure you take g points that
book or on p our work app the time to d
a ro o
topic title, pa per then you should alway priately. If you work in a
ge number a s m a ke sure there
nd que is
where you are stion number so it is easy to a clear
working from know
.
The works included in this booklet have been heavily influenced by the work of other teachers and academics. The textual samples are from the
Power and Conflict Cluster from the AQA Anthology and the creator of this booklet claims no credit for any of the textual extracts.
,CONTENTS:
1– KEY TERMS
2– OZYMANDIUS
3– LONDON
4– PRELUDE (EXTRACT)
5– MY LAST DUCHESS
6– CHARGE OF THE LIGHT BRIGADE
7– EXPOSURE
8– STORM ON THE ISLAND
9– BAYONET CHARGE
10– REMAINS
11– POPPIES
12– WAR PHOTOGRAPHER
13– TISSUE
14– THE EMIGREE
15– CHECKING OUT ME HISTORY
16– KAMIKAZE
17– THEMES, STRUCTURE AND REVISION
, TEACHING AND LEARNING
f this There is more than one way to skin a cat, this booklet can be
m a k e t he most o
w to d a stu-
AKA: Ho s a t eacher an
used to fit whatever you want, you can teach from or simply
s s a
booklet in
cla ideas and make it an online revision or cover tool, whatever, here are some
ge n e r al teaching
e
dent, som y o u could fo
llow. ideas of how you can incorporate it into your lesson.
t u re s
struc
LOOKING AT THE POEMS:
Depending on the size of the poem and the lesson it would make sense that they can take more than one lesson to explore.
A good way to structure the work over those lessons are:
STARTERS: Initially mind maps or key images to explore what students already understand of context to do with the
poem, another helpful tool is to look at certain lines in isolation (either as a group or in pairs) to see what students think
this shows about the poem. Later lessons can involve quick recaps and pop quizzes to remind students of key quotes,
themes or technical features
DEVELOPMENT: It is advised before showing or relying too heavily on the information in the book to get students to
begin by looking at the poem and annotating themselves. Additional annotations can be worked through in groups or a
class with direction, weaker groups could be given key terms to look for or lines to explore and thus guide their
learning.
It is then recommended (ideally on the next page in their book/folder) to summarise context, themes and structure (as we
do in the booklet), to allow students to access revision notes in their own words.
REINFORCE: Call it a plenary if you will but to show something has sunk in I would recommend they evaluate/
summarise the poem producing PEE paragraphs to support their findings. This could be through a given direction or
simply asking “explore 3 ways this poem shows power/conflict”
LOOKING AT THEMES/STRUCTURE
Towards the back of the booklet, poems are linked by theme of structural styles to help students build on their
understanding as well as compare and contrast,
STARTERS: Initially they could be given give words/themes and be asked to pick the 3 poems they would link here and
why, weaker groups could simply give 1-2. Recapping poems is also useful and students can try and talk for 30-60 seconds
on a poem, whoever can get closest without repeating ideas wins.
DEVELOPMENT: It is advised to summarise how the poems (those given or which you decide) fit the themes, It would be
useful to find 3/4 quotes for each poem based around those themes, this will allow students to quickly revise key poems and
ideas.
REINFORCE: Each theme/structural element has a sample task where students are advised to treat it like an exam. They
should do a standard 4-6 paragraph essay with introduction and conclusion. At this point it is also useful to look at the exam
mark scheme and really apply students knowledge to what they are being asked to perform.
SUGGESTION:
Although power points can be useful we have steered away here. Any of these resources of information can be
copied over to a slide, but try and avoid repeating information for the sake of it, if they are watching a slide they are
not watching you. It may be useful to include key video and images for help with context or readings but these are
all additional elements which will fit your own teaching/learning style.
Mr S Cox
POWER AND
CONFLICT
,ABOUT:
This booklet is designed to support you through the study of poetry for your English Lessons.
The work in this booklet can be used in a number of ways: a regular homework, revision aid,
class resource or even just a catch up material if you have missed a topic.
One thing this booklet is not however, is a quick fix. The exercises and information in this
booklet are not made so you can just skip through or answer a few questions and then move
on. If you do not read the instructions you will find that the work is not always correct and if
you do not take the time to answer carefully in full sentences you will probably find that you
don’t practise your ability to answer questions as effectively as you would like.
The keys to success in English are:
1-Read lots, it honestly helps (there are studies into this and everything)
2-Start early, if you leave it all to the end you wont give it time to settle in your mind, the
things you are probably best at are those you practise every day for years, English is the same.
3-Work hard, it is no use just being smart because if you expect to coast through on your
intelligence you may be disappointed, and if not in your GCSE’s then your A levels or Degree,
trust me when I say it comes back to haunt you!
Best of luck!
By the way, y
o
pages you wo u may see this logo and co
rk
come with ea through. This is your qu lourful boxes on many of th
ch topic, you estions or thin e
these properl sh kin
y and label y ould make sure you take g points that
book or on p our work app the time to d
a ro o
topic title, pa per then you should alway priately. If you work in a
ge number a s m a ke sure there
nd que is
where you are stion number so it is easy to a clear
working from know
.
The works included in this booklet have been heavily influenced by the work of other teachers and academics. The textual samples are from the
Power and Conflict Cluster from the AQA Anthology and the creator of this booklet claims no credit for any of the textual extracts.
,CONTENTS:
1– KEY TERMS
2– OZYMANDIUS
3– LONDON
4– PRELUDE (EXTRACT)
5– MY LAST DUCHESS
6– CHARGE OF THE LIGHT BRIGADE
7– EXPOSURE
8– STORM ON THE ISLAND
9– BAYONET CHARGE
10– REMAINS
11– POPPIES
12– WAR PHOTOGRAPHER
13– TISSUE
14– THE EMIGREE
15– CHECKING OUT ME HISTORY
16– KAMIKAZE
17– THEMES, STRUCTURE AND REVISION
, TEACHING AND LEARNING
f this There is more than one way to skin a cat, this booklet can be
m a k e t he most o
w to d a stu-
AKA: Ho s a t eacher an
used to fit whatever you want, you can teach from or simply
s s a
booklet in
cla ideas and make it an online revision or cover tool, whatever, here are some
ge n e r al teaching
e
dent, som y o u could fo
llow. ideas of how you can incorporate it into your lesson.
t u re s
struc
LOOKING AT THE POEMS:
Depending on the size of the poem and the lesson it would make sense that they can take more than one lesson to explore.
A good way to structure the work over those lessons are:
STARTERS: Initially mind maps or key images to explore what students already understand of context to do with the
poem, another helpful tool is to look at certain lines in isolation (either as a group or in pairs) to see what students think
this shows about the poem. Later lessons can involve quick recaps and pop quizzes to remind students of key quotes,
themes or technical features
DEVELOPMENT: It is advised before showing or relying too heavily on the information in the book to get students to
begin by looking at the poem and annotating themselves. Additional annotations can be worked through in groups or a
class with direction, weaker groups could be given key terms to look for or lines to explore and thus guide their
learning.
It is then recommended (ideally on the next page in their book/folder) to summarise context, themes and structure (as we
do in the booklet), to allow students to access revision notes in their own words.
REINFORCE: Call it a plenary if you will but to show something has sunk in I would recommend they evaluate/
summarise the poem producing PEE paragraphs to support their findings. This could be through a given direction or
simply asking “explore 3 ways this poem shows power/conflict”
LOOKING AT THEMES/STRUCTURE
Towards the back of the booklet, poems are linked by theme of structural styles to help students build on their
understanding as well as compare and contrast,
STARTERS: Initially they could be given give words/themes and be asked to pick the 3 poems they would link here and
why, weaker groups could simply give 1-2. Recapping poems is also useful and students can try and talk for 30-60 seconds
on a poem, whoever can get closest without repeating ideas wins.
DEVELOPMENT: It is advised to summarise how the poems (those given or which you decide) fit the themes, It would be
useful to find 3/4 quotes for each poem based around those themes, this will allow students to quickly revise key poems and
ideas.
REINFORCE: Each theme/structural element has a sample task where students are advised to treat it like an exam. They
should do a standard 4-6 paragraph essay with introduction and conclusion. At this point it is also useful to look at the exam
mark scheme and really apply students knowledge to what they are being asked to perform.
SUGGESTION:
Although power points can be useful we have steered away here. Any of these resources of information can be
copied over to a slide, but try and avoid repeating information for the sake of it, if they are watching a slide they are
not watching you. It may be useful to include key video and images for help with context or readings but these are
all additional elements which will fit your own teaching/learning style.
