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Unseen poetry homework booklet
Subject: English
Age range: 16+
Resource type: Worksheet/Activity
Last updated
28 February 2019
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Collated booklet of 6 WJEC unseen poems with a simple to use instruction sheet. Would be suitable for WJEC/EDUQAS/AQA
*I do not own the copyright for the poems but they are freely available on WJEC website
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Unseen Poetry Mark Scheme and Model Answers ( WJEC Eduqas GCSE English Literature )
Revision note.
English Senior Content Creator
Unseen Poetry Mark Scheme and Model Answers
The best way to improve any essay and build your exam skills is to know how you are assessed, and what skills you are being assessed on. Find out what Eduqas GCSE English Literature examiners are looking for in a Grade 9 essay:
Mark scheme
Example tasks, grade 9 model answer.
It is vital to plan your essay to achieve the highest marks. Examiners always stress that the best responses have a logical, well-structured argument. To achieve this in your essay, you must spend time planning your answer.
In Section C, you will be asked to write two essay questions on your two unseen poems.
Understanding the Eduqas GCSE English Literature mark scheme will help you to know exactly what you are being assessed on and how to improve.
In Section C, you are assessed on two assessment objectives: AO1 and AO2.
AO1 asks you to develop an informed personal response while maintaining a critical style throughout
AO2 asks you to analyse the language, form and structure used by the poets to create meanings and effects
The following model answers are based on different past papers for the Eduqas GCSE English Literature exam. The commentary is designed to highlight how to structure your response and integrate all aspects of the assessment objectives, so these models could be applied to any unseen poetry exam question.
We will now explore some exemplars using examination questions from Section C. The first unseen poem is called ‘Teacher’ by Carol Ann Duffy and we have included a full model answer on the poem to the shorter, first question below. The second unseen poem is called ‘Change’ by Dave Calder and we have included a couple of model paragraphs to show you how you might compare this to the Duffy poem in an exam. In both of these poems the poets write about teachers.
First, let’s read through the question and Duffy’s poem, taken from the May 2018 past paper.
The first question and full model answer
|
Write about the poem ‘Teacher’ by Carol Ann Duffy, and its effect on you. You may wish to consider: |
‘Teacher’
When you teach me, your hands bless the air where chalk dust sparkles.
And when you talk, the six wives of Henry VIII stand in the room like bridesmaids,
or the Nile drifts past the classroom window, the Pyramids baking like giant cakes on the playing fields.
You teach with your voice, so a tiger prowls from a poem and pads between desks, black and gold
in the shadow and sunlight, or the golden apples of the sun drop from a branch in my mind’s eye.
I bow my head again to this tattered, doodled book and learn what love is. |
|
[Introduction immediately engages with the poem and identifies central theme of reverence and admiration (AO1)] [Offers a personal and evaluative response (AO1)] [Analyses use of similes to convey the poet’s positive presentation of the teacher (AO2)] [Evaluates use of phonological devices in Duffy’s magical portrayal of the teacher (AO2)] |
This time we will focus on another exemplar using the second question. This second model paragraph shows how to begin to compare both poems.
The second question
|
Now compare ‘Change’ by Dave Calder and ‘Teacher’ by Carol Ann Duffy. You should compare: |
‘Change’ For months he taught us, stiff-faced. His old tweed jacket closely buttoned up, his gestures careful and deliberate.
We didn’t understand what he was teaching us. It was as if a veil, a gauzy bandage, got between what he was showing us and what we thought we saw.
He had the air of a gardener, fussily protective of young seedlings, but we couldn’t tell if he was hiding something or we simply couldn’t see it.
At first we noticed there were often scraps of leaves on the floor where he had stood. Later, thin wisps of thread like spider’s web fell from his jacket.
Finally we grew to understand the work. And on that day he opened his jacket, which to our surprise seemed lined with patterned fabric of many shimmering hues.
Then he smiled and sighed. And with this movement the lining rippled and instantly the room was filled with a flickering storm of swirling butterflies. |
|
[Integrates quotes and references from the poem to support developed points (AO1)] [Examines the shift in the poem used by the poet to effectively reveal aspects of the teacher (AO2)] [Explores use of tense and its intended effect on both poems (AO2)] |
Below you will find a full-mark Grade 9 model answer for the Unseen Poetry comparison question (see above for a full-mark response to the first poetry question). The commentary labelled in each section of the essay illustrates how and why it would be awarded Grade 9. The commentary is relevant to any comparative question because it models how to structure an answer by incorporating the relevant assessment objectives.
|
Read the two poems, ‘Watching a Dancer’ by James Berry and ‘The Busker’ by Gerard Benson. In both of these poems the poets write about people performing. Compare ‘The Busker’ by Gerard Benson and ‘Watching a Dancer’ by James Berry. You should compare: |
‘Watching a Dancer’ She wears a red costume for her dance. Her body is trim and shapely and strong. Before she begins she waits composed, waiting to hear the music start. The music moves her. She hears it keenly. The music pulses her body with its rhythms It delights her. It haunts her body into patterns of curves and angles. She rocks. She spins. She stretches entranced. She looks she could swim and could fly. She would stay airborne from a leap. Her busy head, arms, legs, all know she shows how the music looks. Posture changes and movements are the language of the sounds, that she and the music use together and reveal their unfolding story |
‘The Busker’ His elbow jerks, an old mechanical toy. Feet planted astride, knees flexed, one instep Arched over the cobbles, he scratches a tune From a bony violin, grating the spine. His left hand, a dancing spider, performs Its polka on the taut web strings, his right, Daintier than a lady taking tea, Guides the thin bow in dangerous little stabs, Littering the yard with snips and snaps of sound, Sharper than pins. Coins drop into his hat, But sparingly, and pigeons on pink unhurried feet Waddle, chatting by; refuse, point-blank, to dance. |
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[Introduction includes succinct and clear focus on the task and a comparison of both poems (AO1)] [Analyses the use of literary devices to convey particular moods and themes (AO2)] [Provides direct references to the poem to support analysis (AO1)] [Analyses use of language to signify thematic differences between the two poems (AO2)] [Contrasts are explored in detailed and developed analysis (AO2)] [Evaluates use of present tense by both poets, noting the differing aspects in each poem (AO1)]
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Author: Nick Redgrove
Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.
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Unseen Poetry: Independent Guided Resources How? •Use this booklet to help you and use the structures you have learnt to approach unseen poetry •Practice reading and understanding a range of poems to help you approach these. Contents •Analysis reminder & comparison connectives •Place Mats to help with planning tasks
We've got you covered. Our detailed revision booklet provides GCSE English students with a comprehensive guide to Unseen Poetry, including past-paper questions, an AQA-style mark scheme to accurately assess progress, tips for unlocking the poems, and so much more! Take a look at our GCSE Unseen Poems Booklet. How to 'Open' an Unseen Poem.
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Resource type: Worksheet/Activity. Excellent quality, tried and tested resources for both the English and Welsh curriculum...come in and have a look! Don't forget to leave a review :) File previews. pdf, 141.96 KB. Collated booklet of 6 WJEC unseen poems with a simple to use instruction sheet. Would be suitable for WJEC/EDUQAS/AQA.
Beyond's AQA Unseen Poetry Comparison Homework Task Booklet is ideal for English Literature GCSE students looking to improve their Unseen Poetry analysis. The resource provides students with a guide to Unseen Poetry Comparison to help plan their response to the question and give them a framework to answering questions in the real exam. This resource pack also includes a What, How, Why Approach ...
Example tasks. The following model answers are based on different past papers for the Eduqas GCSE English Literature exam. The commentary is designed to highlight how to structure your response and integrate all aspects of the assessment objectives, so these models could be applied to any unseen poetry exam question.
Challenge your pupils to independently applying their skills of comparing two unseen poems using this mini homework task booklet. Recently Viewed and Downloaded › Recently Viewed › Recently Downloaded . Close x. ... AQA Unseen Poetry Comparison Homework Task Booklet. GCSE Poetry Analysis Prompt Sheet. Responding to a Poem Mindmap Worksheet.