informal words, phrases, or expressions characteristic of everyday conversation

informal language consisting of unconventional words/phrases specific to certain groups or cultures

words or phrases used to express emotion, surprise, or emphasis, often inserted into a sentence

a poetic form in which a single character speaks, revealing their thoughts, feelings, and motivations

shared features, traits, or characteristics among individuals, groups, or things

Analysing the poem ‘The Man He Killed’ by Thomas Hardy

English

Comparing experiences of war in poetry

Understanding the poem 'Exposure'

Analysing the poem 'Exposure'

Understanding the poem ‘War Photographer’ by Carole Satyamurti

Analysing the poem ‘War Photographer’ by Carole Satyamurti

Comparing experiences in Owen's 'Exposure' and Satyamurti's 'War Photographer'

Understanding the poem ‘The Man He Killed’ by Thomas Hardy

Understanding the poem 'Charge of the Light Brigade'

Analysing the poem 'Charge of the Light Brigade'

Understanding the poem ‘What Were They Like?’ by Denise Levertov

Analysing the poem ‘What Were They Like?’ by Denise Levertov

Comparing how poets convey the hopelessness of war in Edexcel's Conflict poetry

Understanding the poem ‘Belfast Confetti’ by Ciaran Carson

Analysing the poem ‘Belfast Confetti’ by Ciaran Carson

Exploring the Romantic poets in the Edexcel 'Conflict' anthology

Understanding the poem ‘A Poison Tree’ by William Blake

Analysing the poem ‘A Poison Tree’ by William Blake

Understanding the poem 'The Destruction of Sennacherib' by Lord Byron

Analysing the poem 'The Destruction of Sennacherib' by Lord Byron

Understanding the poem 'Extract from the Prelude'

Analysing the poem 'Extract from The Prelude'

Exploring different types of conflict in Edexcel’s Conflict anthology

Understanding the poem ‘Half-caste’ by John Agard

Analysing the poem ‘Half-caste’ by John Agard

Understanding the poem ‘The Class Game’ by Mary Casey

Analysing the poem ‘The Class Game’ by Mary Casey

Understanding the poem 'No Problem' by Benjamin Zephaniah

Analysing the poem 'No Problem' by Benjamin Zephaniah

Analysing model answers on Edexcel conflict poetry

Planning a written response on Edexcel conflict poetry

Writing excellent model answers on Edexcel conflict poetry

In 'Edexcel Conflict Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of power and conflict. In 'Edexcel Conflict Poetry continued', pupils work on making more nuanced comparisons between poems.

In 'A World at War: Poetry', pupils explore how poets present the atrocities of World War One through their poetry. In 'Edexcel Conflict Poetry', pupils analyse how a variety of different wars have been presented through poetry.

In this unit, pupis explore 12 of the 15 poems from the 'Conflict' anthology. Pupils complete two lessons on each poem: one on understanding and one on analysis. Pupils study the poems in a thematically linked order so they can complete comparative and thematic lessons at key points in the unit.

Poetry anthology: first study

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

unconventional words/phrases specific to certain groups or cultures

words, phrases, or expressions characteristic of everyday conversation

words/phrases inserted into a sentence to express emotion or surprise

sentence or utterance used to convey strong, intense emotions

Match these types of informal language to the correct definitions.

"We should have sat us down to wet / Right many a nipperkin"

"Because he was my foe, / Just so: my foe of course he was"

Match these types of informal language to the correct quotations from 'The Man He Killed'.

the slow reveal of the character’s/speaker’s personality

What are the three main conventions of a dramatic monologue?

There are three main types of dramatic monologue: romantic, psychological/philosophical and {{}}.

Which of these quotations from 'The Man He Killed' use repetition and/or mirroring?

the first line of each stanza is repeated in line 4 of the same stanza

both stanzas use non-standard grammar to mimic spoken language

both link to the idea of the speaker and the other man enjoying a drink together

Hardy uses anaphora in both stanzas and nowhere else in the poem

What important link is there between the first and fifth stanza of 'The Man He Killed'?

the words and phrases chosen by the poet to convey meaning and emotion

the arrangement of a poem, including rhyme scheme and poem type

the organisation and sequencing of ideas, imagery, and narrative

Match each of the following words to the correct definitions.

a sentence used to make statements or express facts, opinions, or observations

a sentence used to ask questions or seek information

a sentence used to give commands or instructions

a sentence used to express strong emotions 

He did not want to visit the museum again.

The cake isn't ready yet as it's only been in the oven for five minutes.

The shopping centre, first opened in 1982, has a wide range of different shops.

Which of these sentences contains a contraction?

Thomas Hardy's 'The Man He Killed' was influenced by which military conflict?

imaginative stories, often featuring characters and events that are not real

information spread to promote a particular cause, often biased or misleading

information about current events, typically reported by journalists

promotional messages or communication aimed at influencing consumer behaviour

a story someone has written about their own life

an introduction to a text that isn't considered part of the main body of work

a written conversation between two or more characters

This lesson was made for home learning during the pandemic.

Analysing the poem ‘The Man He Killed’ by Thomas Hardy

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.