Analysing 'To Autumn' by John Keats

English

Understanding 'To Autumn' by John Keats

Understanding 'Excerpt from The Prelude' by William Wordsworth

Analysing 'Excerpt from The Prelude' by William Wordsworth

Comparing ‘To Autumn,’ ‘The Prelude’ and ‘Sonnet 43’

Understanding 'As Imperceptibly as Grief' by Emily Dickinson

Analysing 'As Imperceptibly as Grief' by Emily Dickinson

Understanding 'Death of a Naturalist' by Seamus Heaney

Analysing 'Death of a Naturalist' by Seamus Heaney

Comparing the poets' presentations of nature in the Eduqas anthology

Analysing a poem in detail in the Eduqas anthology

Writing two analytical responses in response to Eduqas poetry

Improving and rewriting analytical responses on poetry

In 'Poetry anthology continued', pupils used a range of reading skills to aid in the supported decoding of challenging poems. In 'Unseen Poetry', pupils use these reading skills to decode texts with independence.

In 'Poetry anthology' pupils compared the language, form and structure of a variety of poems. in 'Poetry anthology continued', pupils work on making more nuanced comparisons between poems.

In this unit, pupis read and analyse four poems from the Eduqas poetry anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. At the end of the unit, pupils analyse themes from across the anthology and practise crafting a sophisticated comparative essay.

Poetry anthology: continued study

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

{{ }} is the way in which the poet expresses their feelings towards the subject matter.

A writer's tone creates the {{ }} of the piece.

Which of the following words from Keats' 'To Autumn' does not suggest abundance?

as much evidence as you can find included

a few key bits of evidence from one stanza

a range of evidence taken from across the poem

carefully-selected and evaluated evidence

less evidence made up of longer quotations

Which of the following makes great evidence in an argument?

Which of the following words are monosyllabic?

He had collected stamps for years and had abundance of them.

During the harvest, farmers would hope to have an abundance of crops.

There was only one house on the street; there was an abundance of houses.

Which of the following sentences uses the word 'abundance' correctly?

In which century did Keats write 'To Autumn'?

"Who hath not seen thee oft amid thy store?"

"Close bosom-friend of the maturing sun;"

"Season of mists and mellow fruitfulness!"

"Where are the songs of spring? Ay, Where are they?"

"And gathering swallows twitter in the skies."

Which of the following is the first line of Keats' 'To Autumn'?

"The red-breast whistles from a garden-croft;"

"Thou watchest the last oozings hours by hours."

"For summer has o'er-brimm'd their clammy cells."

Which of the following is the last line of Keats' 'To Autumn'?

Complete the statement: 'To Autumn' is arguably a {{ }} for human mortality - the passing of time in one’s life as one grows older and approaches death. 

Which of the following statements about Keats are true?

What does Keats seem to miss in this line from 'To Autumn': "Where are the songs of spring? Ay, Where are they?"?

Analysing 'To Autumn' by John Keats

Lesson outcome

Content guidance