9H4

Term 3B

Power and Conflict Poetry

Week 5 Booklet

London

Name: …Teacher: Ms Kirk a.kirk@khb.bham.sch.uk

TA: Ms Pettinger m.pettinger@khb.bham.sch.uk

The most important lesson is the Essay in lesson 4. Please make sure that you email your answer for this to me:

a.kirk@khb.bham.sch.uk by Friday

What must I do?

Please use a different colour when you type your answers

Send the longer pieces of writing to your teacher

You can type your longer writing answers into an email

You can write your answers on a piece of paper, take a picture and send it to your teacher

Please email your completed work to your class teacher by Friday each week.

You must reflect on your progress. Self-assessment tasks are in green.

Where can I get help?

Use your computer, laptop or phone to check things on the internet

Ask an older person in your household

Check words in a dictionary

Email the Teaching Assistant that supports your group

Don’t forget you can stretch the boxes as your write your answers.

Lesson 1 London by William Blake

Starter: Poetic Devices

Put a line (or colour match) to link the device with the definition

Alliteration Using words that sound like the sound they make (eg. Crash, Bang, Ping)

Oxymoron A figure of speech in which contrasting terms are brought together (e.g. ‘sweet sorrow’)

Rhyming couplet Repeated sounds at the beginning of words in a sentence or passage of language

Simile A direct comparison of two things without using ‘like’or ‘as’ – when one thing is said to be another

Soliloquy A pair of rhymed lines, of any metre

Onomatopoeia When one thing is compared to another using ‘like’ or ‘as’

Personification When a character in a play speaks directly to the audience-as if thinking aloud about their feelings

Metaphor Giving human characteristics to a non-human object

Check your answers!

Alliteration Repeated sounds at the beginning of words in a sentence or passage of language

Oxymoron A figure of speech in which contrasting terms are brought together (e.g. ‘sweet sorrow’)

Rhyming couplet A pair of rhymed lines, of any metre

Simile When one thing is compared to another using ‘like’ or ‘as’

Soliloquy When a character in a play speaks directly to the audience-as if thinking aloud about their feelings

Onomatopoeia Using words that sound like the sound they make (eg. Crash, Bang, Ping)

Personification Giving human characteristics to a non-human object

Metaphor A direct comparison of two things without using ‘like’or ‘as’ – when one thing is said to be another

London by William Blake

Task 1: William Blake – The Poet’s Point of View

Read the contextual information about William Blake – the poet who wrote London.

Write down, in full sentences, 4 things you have learnt about Blake from these paragraphs.

William Blake published two collections of poems, ‘Songs of Innocence’ (1789),

and ‘Songs of Experience’ (1794). The subtitle for these collection of poems was,

‘Showing the Two Contrary States of the Human Soul’.

The earlier collection had a general focus on innocence, happiness, and views of

childhood with a sense of optimism, sympathy.

The poem London appeared in the ‘Songs of Experience’ collection where the

themes that were considered were harsher and angry.

The beliefs of the poet were considered quite radical for the time. He wrote about

issues and themes that were considered contentious, such as: poverty, the church

and its influence on society, suffering and misery, child labour, and morality in

society.

1.

2.

3

4.

Task 2: ‘London’ by William Blake

Click on the link below and watch a discussion on William Blake and the things he wrote about in his poem ‘London’

https://www.youtube.com/watch?v=lo0GMqqEuus

This is a twenty minute lesson that analyses the poem, ‘London’.

You could listen to it to get more information about the themes and devices in the poem.

https://www.youtube.com/watch?v=zHp8eVi27Nw

Task 3: Read through the poem

You can also listen to the poem, as you read it! https://www.youtube.com/watch?v=12z2a1L1pk4

London

I wander thro' each charter'd street,

Near where the charter'd Thames does flow. And mark in every face I meetMarks of weakness, marks of woe.

In every cry of every Man,In every Infants cry of fear,In every voice: in every ban,The mind-forg'd manacles I hear

How the Chimney-sweepers cryEvery blackning Church appalls, And the hapless Soldiers sighRuns in blood down Palace walls

But most thro' midnight streets I hearHow the youthful Harlots curseBlasts the new-born Infants tear And blights with plagues the Marriage hearse

Task 4: Using the information you found out from watching the Video Clips complete highlight information in the poem and fill in the table below:

Find the following devices:

Device Line from the poem (evidence)

Repetition

Anaphora

Rhyme

Metaphor

Task 5:

Some of the words from the poem are quite difficult. Write the definitions for each word and explain what they mean in the poem. Look at the example below to help you.

Word Add the definition Read the word in context

What does the line mean?

chartered Mapped out or legally defined

‘I wander through each chartered

street,’

The speaker is saying that he’s walking all the recognised, known streets of London, potentially powerless to change what is happening.

woe ‘Marks of weakness, marks of woe.’

manacles ‘The mind-forged manacles I hear.’

appals ‘Every black’ning church appals,’

hapless ‘And the hapless soldier’s sigh.’

Task 6: Summary

In your own words, write a summary about what William Blake sees in London’.

(eg. Write down what the poem is about and what is happening in the streets of London as Blake walks alongside the River Thames)

Lesson 2: Unseen Poetry Comparison Part of your GCSE Literature exam will include writing about poems

that you have never seen or studied before. These are called ‘Unseen Poems’.

This question will ask you to compare the methods used in two unseen poems.

This question is seeing if you can compare language, structure, form and other methods used by a writer.

Task 1: Read the poem below and see if you can find the following poetic devices:

Device Write down the line from the poem (evidence)

Personification

Simile

Listing

Metaphor

Composed Upon Westminster Bridge, September 3rd, 1802

Earth has not anything to show more fair:Dull would he be of soul who could pass byA sight so touching in its majesty;This City now doth, like a garment, wearThe beauty of the morning; silent, bare,Ships, towers, domes, theatres, and temples lieOpen unto the fields, and to the sky;All bright and glittering in the smokeless air.Never did sun more beautifully steepIn his first splendour, valley, rock, or hill;Ne’er saw I, never felt, a calm so deep!The river glideth at his own sweet will:Dear God! the very houses seem asleep;And all that mighty heart is lying still!

By William Wordsworth

Task 2: Now read the second poem below:

Winter Night: Edinburgh

Night falls quickly as turning back a clock

but the City is alive with light.

Shops and cafes deny the darkness,

throw light at the street like baited hooks.

Offices spill workers onto pavements,

the yellow drip of lamps washing colour

from their faces as they pass beneath.

Cars, trapped in a magnetic flow, controlled

by coloured lights, thrust beams at the blackness.

It can be seen for miles, this Metropolis:

glowing orange like a prehistoric fire.

By Andrew Forster

Task 3: Annotation

See if you can find and annotate the following poetic devices in the poem above:Highlight them in the poem.

Personification Simile 1 Metaphor 1

Enjambment Simile 2 Metaphor 2

Task 4: Comparing

The images below are both of London, can you identify the similarities and differences between the pictures? Make a list in the table below:

Similarities(Things that are the same in both images)

Differences(Things that are different)

Task 5: Identify similarities and differences in the ways the poets present their cities by filling in the grid below.

GCSE-Style Question:

Compare the ways the poets describe the cities. [8 marks]

Poem 1:

‘Composed Upon Westminster Bridge’

Poem 2:

‘Winter Night: Edinburgh’

Title: Title:

Language: Language:

Form (type of poem, rhythm, rhyme?): Form (type of poem, rhythm, rhyme?):

Structure (line length, stanza lengths, focus shifts, compare the start and end?):

Structure (line length, stanza lengths, focus shifts, compare the start and end?):

Task 6: Read the sample answer. What mark would you give them?

Sample Answers

Wordsworth and Forster both use metaphorical language to make the cities sound alive. Wordsworth says that London is wearing the ‘beauty of the morning’ ‘like a garment’, and describes the city using the metaphor of a ‘mighty heart’. He also personifies the Thames – it ‘glideth at his own sweet will.’ This suggests that the city has a ‘will’ of its own, independent from the people who live in it. Similarly, Forster says that Edinburgh is ‘alive with light’ and personifies the city’s ‘shops and cafes’, saying they use light like ‘baited hooks’ to draw customers in. As in Wordsworth’s poem, this makes the reader think of the city as a living being which is independent of the people who love there.

Read through the paragraph above and then put an ‘X’ for the mark you would give in the table below:

(Use the marking criteria below to help you make your decision)

1-2 marks 3-4 marks 5-6 marks 7-8 marks

Marking Criteria

Now explain your reasons for giving it that mark: