Reviewing a response to ideas of belonging in the AQA Worlds and Lives anthology

English

Understanding ideas of identity and heritage in Robinson's 'A Portable Paradise'

Analysing ideas of identity and heritage in Robinson's 'A Portable Paradise'

Understanding ideas of inheritance and identity in Nichols' 'Like an Heiress'

Analysing ideas of nature and heritage in Nichols' 'Like an Heiress'

Understanding connections in Antrobus' 'With Birds You're Never Lonely'

Analysing the ideas of connections in Antrobus' 'With Birds You're Never Lonely'

Comparing ideas of nature and identity in Robinson, Nichols, and Antrobus' poems

Making connections across the AQA Worlds and Lives anthology

Analysing extended responses to power and authority in Shelley and Femi's poetry

Planning a response to ideas of belonging in the AQA Worlds and Lives anthology

Writing a response to ideas of belonging in the AQA Worlds and Lives anthology

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

In 'AQA World and Lives Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of culture and identity. In 'AQA World and Lives Poetry continued', pupils work on making more nuanced comparisons, focusing on the final three poems: *With Birds You're Never Lonely*, *The Jewellery Maker* and *A Wider View*

In this unit, pupis read and analyse three poems from the 'World and Lives' 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 the anthology, compare specific poems and craft a full analytical response.

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

'A feeling of being happy or comfortable as part of a particular group' is the definition of ...

'To think deeply or carefully about' is the definition of ...

'The act of writing a text again, in order to improve it or change it' is the definition of ..

It doesn't include an analysis of supporting detail.

It doesn't offer a subtle difference between the poems.

It doesn't offer a clear sense of argument.

What is the EBI for this introduction? 'Both Seneviratne's 'A Wider View' and khan’s 'pot' arguably suggest that connections to a specific place are vital to establishing a secure sense of belonging.'

Both the pot and the speaker feel connected to their geographical locations.

The pot doesn't feel rooted in a specific geographic location.

The pot feels more anchored to a location than the speaker.

What does the word "anywhere" in khan's 'pot' suggest in comparison to the specific place names in Seneviratne's 'A Wider View'?

khan's 'pot' can be read as a metaphor for {{ }} fears around location and identity.

analysis of language, form, and structure

Match the components of a single paragraph outline with their definition.

The speaker is trying to find out about her ancestor.

The speaker feels connected to her ancestor.

The speaker feels unfulfilled in her own life.

Which of the following is an accurate summary of Seneviratne's 'A Wider View'?

The poem details the creation of the pot.

The speaker laments the fact that the pot has been removed from its home.

The poem details the speaker returning the pot to its home and its creator.

Which of the following is an accurate summary of khan's 'pot'?

Which of the following words from khan's 'pot' suggests a sense of disconnection?

Which of the following words from Seneviratne's 'A Wider View' suggests a sense of connection?

'The quality of being clear and easy to understand' is the definition of ...

Reviewing a response to ideas of belonging in the AQA Worlds and Lives anthology

Lesson outcome

Content guidance