Planning a comparative response to ideas of transience in unseen poetry
I can plan a comparative response to unseen poetry on ideas of transience.
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- Year 11
- AQA
Planning a comparative response to ideas of transience in unseen poetry
I can plan a comparative response to unseen poetry on ideas of transience.
Copyrighted materials: to view and download resources from this lesson, you’ll need to be in the UK and
Lesson details
Key learning points
- You might begin gathering ideas by highlighting word(s) or images that relate to the theme of the question.
- Then, you might annotate the connotations of those word(s) and images.
- Next, you might consider how the structural elements relate to the theme of the question.
- Then, you might organise your ideas by theme in order to find common themes across both poems.
Keywords
Transience - the state or fact of lasting only for a short time
Coherent - logical and well organised; easy to understand and clear
Logical - characterised by or capable of clear, sound reasoning
Theme - a central, unifying idea
Progression - the act of changing to the next stage of development
Common misconception
That you should only look for differences between poems in a comparative response.
A comparative response involves analysing and exploring the similarities and differences in how two poems present an idea or concept.
Equipment
You will need a copy of Michael Laskey’s ‘Nobody’ and Robin Robertson’s ‘Donegal’ which are available in the additional materials.
Content guidance
- Depiction or discussion of sensitive content
Supervision
Adult supervision recommended
Licence
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