English Literature Paper 2 – 2 hours 15 minutes

1. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes Answer one question on An Inspector Calls (from a choice of two) Answer one question on the poetry cluster you have studied from the Anthology Answer two questions on poems you haven’t seen before Section B – Poetry Section A – Modern text Section C – Unseen Poetry Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

2. Anthology Poetry – lesson three English Literature Paper 2 – 2 hours 15 minutes You will need your concept maps, highlighters and coloured pens and your anthologies Homework due FRIDAY Answer one question on the poetry cluster you have studied from the Anthology Section B – Poetry Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

3. Anthology Poetry – lesson one English Literature Paper 2 – 2 hours 15 minutes We have chosen to study the poems about POWER and CONFLICT In the exam, you have to compare two of the poems in a full essay. You have 45 minutes to do this. Answer one question on the poetry cluster you have studied from the Anthology There are 15 poems in the anthology that you need to know REALLY well. You will be given one poem and can choose the one you would like to compare it to. Section B – Poetry You will not have a choice of questions and you will not have an anthology – which is why it is so important that you know the poems well. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

4. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes There are three main ways to get marks in this exam; 1- Give your own thoughts and opinions on the poems and support them with quotes from the text. 2- Explain features like form, structure and language. 3- Describe the similarities and differences between poems and their contexts. Answer one question on the poetry cluster you have studied from the Anthology Section B – Poetry Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

5. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes . Poem 15 –CHECKING OUT ME HISTORY – John Agard John Agard was born in Guyana, a Caribbean country in South America, but he moved to Britain in 1977. His poetry often examines cultures and identities. ‘Checking Out Me History’ was published in 2007. https://www.youtube.com/watch?v=LFV_06_UidI Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

6. Work through your 5 step plan and add detailed annotations to your poem. As long as you can justify your interpretations, you cannot be wrong! Steps Remember Step 1: Work out the subject of the poem WHAT’S IT ABOUT? Step 2: Identify the purpose, theme or message THINK ABOUT WHY IT’S BEEN WRITTEN. WHAT IS THE MESSAGE? POET’S INTENTIONS? Step 3: Explore the emotions, moods or feelings TONE? LINKS TO CONTEXT TO JUSTIFY TONE? IDENTIFY LANGUAGE TECHNIQUES, KEY WORDS AND STRUCTURAL DEVICES– IMPACT OF EACH Step 4: Identify the techniques used in the poem SUGGEST IMPACT/EFFECT ON READER. READER REACTION? CONTEMPORARY VS MODERN? We, as readers are forced to consider/feel… Step 5: Include your thoughts and feelings about the poem Top Tips for Top Grades • Offer more than one interpretation and try to be insightful – think outside the box – say something everyone else won’t say • Explore links made within the poem - consider the semantic field, structure as a whole (cyclical, use of parallel syntax, similarities/differences between first and last lines) • Remain critical about the voice of the speaker or poet – what are they trying to accomplish? Are they successful? • Consider how the context influenced the poet’s views at the time and whether these views remain the same today Bronze– identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Applyexisting knowledge of key poetry terminology

7. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes . Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

8. Anthology Poetry – lesson sixteen Dem tell me Dem tell me Whadem want to tell me Bandage up me eye with me own history Blind me to me own identity Dem tell me bout 1066 and all dat dem tell me bout Dick Whittington and he cat But Toussaint L’Ouverture no dem never tell me bout dat Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

9. Anthology Poetry – lesson sixteen Toussaint a slave with vision lick back Napoleon battalion and first Black Republic born Toussaint de thorn to de French Toussaint de beacon of de Haitian Revolution Dem tell me bout de man who discover de balloon and de cow who jump over de moon Dem tell me bout de dish ran away with de spoon but dem never tell me bout Nanny de maroon Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

10. Anthology Poetry – lesson sixteen Nanny see-far woman of mountain dream fire-woman struggle hopeful stream to freedom river Dem tell me bout Lord Nelson and Waterloo but dem never tell me bout Shaka de great Zulu Dem tell me bout Columbus and 1492 but what happen to de Caribs and de Arawaks too Dem tell me bout Florence Nightingale and she lamp and how Robin Hood used to camp Dem tell me bout ole King Cole was a merry ole soul but dem never tell me bout Mary Seacole Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

11. Anthology Poetry – lesson sixteen From Jamaica she travel far to the Crimean War she volunteer to go and even when de British said no she still brave the Russian snow a healing star among the wounded a yellow sunrise to the dying Dem tell me Dem tell me whadem want to tell me But now I checking out me own history I carving out me identity Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

12. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes . 1- Work out what the poem’s about What’s the subject? Look at the Narrative Voice - whether it’s written in the first person (I), second person (you) or third person (he/she). Think about who the poem is addressing (eg; the narrator’s lover, the reader etc). Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

13. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes . 2- Identify the form and structure of the poem Is it rigid and regular or loose and irregular? Does the poem rhyme? Why has the poet chosen this form? What mood / effect does it create? How is the poem laid out? Are lines and stanzas regular / irregular? Does it use enjambment? How does it use punctuation? How does the ‘story’ of the poem evolve? How does the tone change? Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

14. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes . 3- What language is used to create these effects? How does the language support your comments about mood and tone? Look at any Language techniques that are used; eg; personification, alliteration, onomatopoeia. What is their effect? Focus on how language creates imagery. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

15. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes . 4- Identify the feelings and attitudes in the poem. What is the main emotion in the poem? Does it change? Does the poet want you to share his/her feelings? Or do they just want you to understand (empathise with) their feelings? How does the poem make you feel? Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

16. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes . Poem 15 –CHECKING OUT ME HISTORY – John Agard A SUMMARY – The narrator is talking about his identity and how it links to his knowledge of history. He was taught about British history but wasn’t taught about his Caribbean roots. He lists famous figures from history and questions why he doesn’t know about people from other cultures who did great things. He mentions men and women from diverse backgrounds who should be celebrated. At the end, he says he’s going to create his own identity based on his heritage. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

17. 1. “Dick Whittington and he cat”: The legend describes Whittington’s rise from poverty-stricken childhood with the fortune he made through the sale of his cat to a rat-infested country. • 2. Toussaint L’Ouverture: a ruler who led the slaves to victory in the Haitian Revolution • 3. Napoleon: a French statesman and military leader who led several successful campaigns during the French Revolutionary Wars • 4. Haitian Revolution: The Haitian Revolution was a successful anti-slavery and anti-colonial insurrection by self-liberated slaves against French colonial rule in Saint-Domingue, • 5. De cow who jump over de moon: Hey Diddle Diddle is an English nursery rhyme • 6. Nanny de maroon: Queen Nanny or Nanny (c. 1686 – c. 1755), a Jamaica National Hero, was an 18th-century leader of the Jamaican Maroons • 7.Lord Nelson a British flag officer in the Royal Navy • 8.Waterloo: The Battle of Waterloo was fought on Sunday, 18 June 1815; the battle marked the end of the Napoleonic Wars (1803-1815), which took the lives of 5 million people • 9. Shakade great Zulu: was one of the most influential monarchs of the Zulu Kingdom Bronze– identifythe skills required in the examSilver – identify the common themes across the poems studied Gold – understandhow to create and plan an answer Platinum - Applyexisting knowledge of the poems and complete plans for sample questions

18. 10. Columbus and 1492: Columbus left Spain in August 1492 with three ships, and after a stopover in the Canary Islands made landfall in the Americas on 12 October 11. Caribs and de Arawaks: Native people formerly inhabiting the Lesser Antilles, West Indies. They seem to have overrun the Lesser Antilles and to have driven out the Arawak about a century before the arrival of Christopher Columbus. 12. Florence Nightingale: Nightingale came to fame while serving as a manager and trainer of nurses during the Crimean War, in which she organised care for wounded soldiers 13. Robin Hood : Robin Hood is a legendary heroic outlaw 14. “ole King Cole”:Old King Cole" is a British nursery rhyme first attested in 1708 15. Mary Seacole: ABritish-Jamaican business woman and nurse who set up the "British Hotel" behind the lines during the Crimean War The narrator is talking about his identity and how it links to his knowledge of history. He was taught about British history but wasn’t taught about his Caribbean roots. He lists famous figures from history and questions why he doesn’t know about people from other cultures who did great things. He mentions men and women from diverse backgrounds who should be celebrated. At the end, he says he’s going to create his own identity based on his heritage. Bronze– identifythe skills required in the examSilver – identify the common themes across the poems studied Gold – understandhow to create and plan an answer Platinum - Applyexisting knowledge of the poems and complete plans for sample questions

19. Anthology Poetry – lesson sixteen Emphasises separateness of the British education system from himself. Repetition of ‘Dem’ and ‘Me’ creates a sense of ‘them and us’. Dem tell me Dem tell me Whadem want to tell me Bandage up me eye with me own history Blind me to me own identity Dem tell me bout 1066 and all dat dem tell me bout Dick Whittington and he cat But Toussaint L’Ouverture no dem never tell me bout dat Phonetic spelling of Caribbean accent -narrator’s voice links to his identity. Deliberate attempt to hide history, Image of bandage is ironic – bandages should aid healing, but her they’ve caused blindness. METAPHOR for not allowing him to see his own history. Repeated phrasing shows that heritage and personal identity are connected. Dismisses British history – assumes the reader knows it. Uses pantomime as example – makes British history seem trivial compared to Toussaint. Double negative sounds assertive and angry. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

20. 1. “Dick Whittington and he cat”: The legend describes Whittington’s rise from poverty-stricken childhood with the fortune he made through the sale of his cat to a rat-infested country. • 2. Toussaint L’Ouverture: a ruler who led the slaves to victory in the Haitian Revolution • 3. Napoleon: a French statesman and military leader who led several successful campaigns during the French Revolutionary Wars • 4. Haitian Revolution: The Haitian Revolution was a successful anti-slavery and anti-colonial insurrection by self-liberated slaves against French colonial rule in Saint-Domingue, • 5. De cow who jump over de moon: Hey Diddle Diddle is an English nursery rhyme • 6. Nanny de maroon: Queen Nanny or Nanny (c. 1686 – c. 1755), a Jamaica National Hero, was an 18th-century leader of the Jamaican Maroons • 7.Lord Nelson a British flag officer in the Royal Navy • 8.Waterloo: The Battle of Waterloo was fought on Sunday, 18 June 1815; the battle marked the end of the Napoleonic Wars (1803-1815), which took the lives of 5 million people • 9. Shakade great Zulu: was one of the most influential monarchs of the Zulu Kingdom Bronze– identifythe skills required in the examSilver – identify the common themes across the poems studied Gold – understandhow to create and plan an answer Platinum - Applyexisting knowledge of the poems and complete plans for sample questions

21. 10. Columbus and 1492: Columbus left Spain in August 1492 with three ships, and after a stopover in the Canary Islands made landfall in the Americas on 12 October 11. Caribs and de Arawaks: Native people formerly inhabiting the Lesser Antilles, West Indies. They seem to have overrun the Lesser Antilles and to have driven out the Arawak about a century before the arrival of Christopher Columbus. 12. Florence Nightingale: Nightingale came to fame while serving as a manager and trainer of nurses during the Crimean War, in which she organised care for wounded soldiers 13. Robin Hood : Robin Hood is a legendary heroic outlaw 14. “ole King Cole”:Old King Cole" is a British nursery rhyme first attested in 1708 15. Mary Seacole: ABritish-Jamaican business woman and nurse who set up the "British Hotel" behind the lines during the Crimean War The narrator is talking about his identity and how it links to his knowledge of history. He was taught about British history but wasn’t taught about his Caribbean roots. He lists famous figures from history and questions why he doesn’t know about people from other cultures who did great things. He mentions men and women from diverse backgrounds who should be celebrated. At the end, he says he’s going to create his own identity based on his heritage. Bronze– identifythe skills required in the examSilver – identify the common themes across the poems studied Gold – understandhow to create and plan an answer Platinum - Applyexisting knowledge of the poems and complete plans for sample questions

22. Anthology Poetry – lesson sixteen Succession of short lines slows the pace – suggests he’s breaking off from his main point to recall his memory. Toussaint a slave with vision lick back Napoleon battalion and first Black Republic born Toussaint de thorn to de French Toussaint de beacon of de Haitian Revolution Dem tell me bout de man who discover de balloon and de cow who jump over de moon Dem tell me bout de dish ran away with de spoon but dem never tell me bout Nanny de maroon Images of light and vision contrast with the blindness of his formal education. Strong rhymes and broken syntax show importance of oral communication. Repetition makes it sound like a chant, creating a confident and forceful mood.. Uses nursery rhymes as an example of British history – makes it seem trivial but also links it to the tradition of reciting poems out loud. Simple rhyme scheme emphasises the silliness of the white history he’s been taught. Rhymes build up to last line – highlights what he wasn’t taught. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

23. Anthology Poetry – lesson sixteen Link to vision – she can see into the future. Connects nanny to nature and water – she seems like a spiritual person. She’s also associated with hope and liberty. Nanny see-far woman of mountain dream fire-woman struggle hopeful stream to freedom river Dem tell me bout Lord Nelson and Waterloo but dem never tell me bout Shaka de great Zulu Dem tell me bout Columbus and 1492 but what happen to de Caribs and de Arawaks too Dem tell me bout Florence Nightingale and she lamp and how Robin Hood used to camp Dem tell me bout ole King Cole was a merry ole soul but dem never tell me bout Mary Seacole Suggests that she’s passionate. Linked to warmth and light. European coloniser compared to native American cultures that resisted slavery – restriction contrasted with freedom. Also a reminder that there’s always more than one version of history, but he’s only been taught one – that of the colonists. Figures from British folklore and nursery rhymes contrast with Mary Seacole, an important real life figure. Makes Florence nightingale’s work sound unimportant and basic. Linked to folklore and nursery rhyme characters in the stanza – undermines her! Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

24. Anthology Poetry – lesson sixteen Seems more real and relevant than the scenes from white history.. From Jamaica she travel far to the Crimean War she volunteer to go and even when de British said no she still brave the Russian snow a healing star among the wounded a yellow sunrise to the dying Dem tell me Dem tell me whadem want to tell me But now I checking out me own history I carving out me identity Suggests she was defiant and brave METAPHOR links her to the wider universe. Images suggest light, hope and warmth Repeats phonetic lines from the first stanza – reminds us of the narrator’s anger. Emphatic final word – sums up the main theme. He’s going to use his own history to create his identity.. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

25. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes Poem 15 –CHECKING OUT ME HISTORY – John Agard . FORM AND STRUCTURE The narrator uses a mixture of stanza forms, suggesting he’s breaking the confining language rules he’s been taught. The Caribbean history stanzas have shorter lines and more broken syntax than the British history stanzas – this emphasises them and makes them seem more serious. The rhyme schemes are also different – the British stanzas have lots of rhymes, making them sound childish. The poem alternates between historical and fictional figures from Caribbean and British culture, emphasising the differences between them. The British figures are skipped over quickly, with little respect, whereas the Caribbean figures are covered in more detail. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

26. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes Poem 15 –CHECKING OUT ME HISTORY – John Agard . LANGUAGE Metaphors of vision and blindness – The narrator says that his education kept his true heritage hidden from him. Images of light are positive because they suggest an awareness of your own identity. Oral poetry features - The narrator uses techniques from oral poetry, such as repetition, strong rhythms, chanting and phonetic spellings. This links the poem to the oral tradition of reciting poetry aloud and telling stories, which are used as a way of communicating history. The use of Caribbean phonetic spellings creates a sense of pride in his background, and the use of standard English in lines 46-49 emphasises that the figures from his Caribbean heritage should feature in the teaching of history. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

27. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes . Poem 15 –CHECKING OUT ME HISTORY – John Agard FEELINGS AND ATTITUDES Anger– The narrator’s angry because the education system didn’t teach him about his culture. He was unaware of his heritage even though it’s an important part of who he is. Admiration – He respects the Caribbean figures he describes in the poem. He admires their achievements and wants to tell their stories to show the important role they played in history. Celebration- At the end he says he will embrace his own identity in a positive way. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it.

28. Anthology Poetry Plan to respond to the question: Compare the ways poets present ideas about the power of man in ‘ ’ and one other poem from ‘Power and Conflict’ Don’t forget – personal response! Select poems and plan responses to this question – you will answer this on Monday 29th January with no anthology and only the given poem. Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum – Analyse a poem from the anthology, considering your own interpretation of it. Bronze– identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – planyour response to an example poemPlatinum – Analyse how a previous example is successful

29. Anthology Poetry – lesson sixteen English Literature Paper 2 – 2 hours 15 minutes . Poem 15 –CHECKING OUT ME HISTORY – John Agard Why do you think the poet uses both male and female figures from history in the poem? What is the effect of the lack of punctuation in the poem? What natural images does the poet use and why are they important? Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum– Analyse a poem from the anthology, considering your own interpretation of it.

30. English Literature Paper 2 – 2 hours 15 minutes For the rest of today’s lesson… . • Create key quotes pages for each of the poems to go on the wall. These need to have the name of the poem and be closely annotated with: • Structural techniques/form • Linguistic devices • Links to context • Reader reaction (modern vs contemporary) • Poet’s message/intentions • Themes • Feelings/attitudes Bronze–identifyskills required in the examSilver – understandwhat the examiner will be looking for Gold – Interpret a poem from the anthology Platinum– Analyse a poem from the anthology, considering your own interpretation of it.