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'World and Lives'

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Why this why now

This unit uses and builds on pupils' thematic knowledge from 'Single poet study: Maya Angelou' and analytical comparison skills from 'Comparing poetry from the First World War'. With Maya Angelou, pupils explored how she used language, form and structure to describe bonds to people and place. In this unit, pupils analyse poems from a range of cultures and traditions, exploring how themes of identity and belonging are presented differently. This unit prepares pupils for the anthology's 'continued study' unit where they look at more complex poems and make nuanced comparisons across all poems.

Prior knowledge requirements

  • Pupils can use reading skills to decode texts.
  • Pupils can make clear inferences about texts.
  • Pupils can comment on the language choices of a poet.
  • Pupils can recognise and comment on some structural devices of poetry such as rhyme, rhythm, stanza and line length.
  • Pupils understand that the social and historical context of texts impacts our interpretation of them.
  • Pupils can write clear topic sentences.
  • Pupils can select evidence from a text to support their analysis.
  • Pupils can structure their arguments using single paragraph outlines.
  • Pupils have an understanding that power corrupts.
  • Pupils can use comparative conjunctions and correlative conjunctions to compare texts.

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Why this why now

This unit uses and builds on pupils' thematic knowledge from 'Single poet study: Maya Angelou' and analytical comparison skills from 'Comparing poetry from the First World War'. With Maya Angelou, pupils explored how she used language, form and structure to describe bonds to people and place. In this unit, pupils analyse poems from a range of cultures and traditions, exploring how themes of identity and belonging are presented differently. This unit prepares pupils for the anthology's 'continued study' unit where they look at more complex poems and make nuanced comparisons across all poems.

Prior knowledge requirements

  • Pupils can use reading skills to decode texts.
  • Pupils can make clear inferences about texts.
  • Pupils can comment on the language choices of a poet.
  • Pupils can recognise and comment on some structural devices of poetry such as rhyme, rhythm, stanza and line length.
  • Pupils understand that the social and historical context of texts impacts our interpretation of them.
  • Pupils can write clear topic sentences.
  • Pupils can select evidence from a text to support their analysis.
  • Pupils can structure their arguments using single paragraph outlines.
  • Pupils have an understanding that power corrupts.
  • Pupils can use comparative conjunctions and correlative conjunctions to compare texts.
Literature

'World and Lives'

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

32 lessons in unit

  1. 1

    Exploring connections and ideas across the AQA Worlds and Lives anthology

    I can explore the big ideas and connections between the poems in the AQA World and Lives anthology.
  2. 2

    Understanding connections between identity and artefacts in khan's 'pot'

    I can explain how khan presents the importance of artefacts in relation to culture.
  3. 3

    Analysing ideas of identity and cultural repatriation in khan's 'pot'

    I can explain how khan uses language and structure to express ideas of identity and cultural repatriation.
  4. 4

    Understanding heritage and marginalisation in Parker's 'The Jewellery Maker'

    I can understand how Parker presents the craft of the jewellery maker and how it might relates to ideas of heritage and marginalisation.
  5. 5

    Analysing ideas of marginalisation in Parker's 'The Jewellery Maker'

    I can explain how Parker uses language and structure to present ideas around creativity and marginalisation in 'The Jewellery Maker'.
  6. 6

    Exploring ideas of voice and identity in Berry's 'Homing'

    I can explain how Liz Berry presents the importance of voice and identity.
  7. 7

    Analysing ideas of voice and identity in Berry's 'Homing'

    I can explain how Berry uses onomatopoeia, phonetic dialect, and anaphora in order to consider ideas of voice and identity.
  8. 8

    Comparing ideas of identity in 'pot', 'The Jewellery Maker' and 'Homing'

    I can explore how khan, Parker and Berry express different ideas and concepts around identity.
  9. 9

    Understanding how Shelley critiques powerful institutions in 'England in 1819'

    I can explain how Shelley presents powerful institutions through a consideration of the language and Romantic context.
  10. 10

    Analysing how Shelley presents ideas of suffering in 'England in 1819'

    I can explain how Shelley uses language, structure and form to critique powerful institutions and express the concept of the suffering of ordinary people.
  11. 11

    Understanding ideas of youth and education in Dharker's 'A Century Later'

    I can explain how Dharker presents youth and education in 'A Century Later' particularly within the context of gender disparity within education across the world.
  12. 12

    Analysing the concepts of strength and resistance in Dharker's 'A Century Later'

    I can explain how Dharker uses natural imagery, personification, caesuras and enjambment to express the concepts of strength and resistance in ‘A Century Later’.
  13. 13

    Comparing ideas of temporality in 'England in 1819' and 'A Century Later'

    I can explain the similarities and differences between how Dharker and Shelley present ideas of time and temporality.
  14. 14

    Understanding ideas of identity and heritage in Mundair's 'Name Journeys'

    I can understand how Mundair presents the concept of identity, heritage and migration in 'Name Journeys'.
  15. 15

    Analysing ideas of identity and heritage in Mundair's 'Name Journeys'

    I can explain how Mundair uses metaphorical language and a subversion of the ghazal form to express ideas of identity and heritage in ‘Name Journeys’.
  16. 16

    Understanding Berry's 'On an Afternoon Train from Purley to Victoria, 1955'

    I can understand how Berry presents ideas of migration, connection, difference, and journeys within ‘On an Afternoon Train from Purley to Victoria, 1955’.
  17. 17

    Analysing Berry's 'On an Afternoon Train from Purley to Victoria, 1955'

    I can explain how Berry uses contrast and structural progression to express ideas of connection and humanity in 'On an Afternoon Train from Purley to Victoria, 1955'.
  18. 18

    Understanding ideas of power imbalance in Femi's 'Thirteen'

    I can explain how Femi presents concepts of power imbalance.
  19. 19

    Analysing ideas of prejudice and perception in Femi's 'Thirteen'

    I can explain how Femi uses star imagery, caesuras, and structural choices to express ideas of prejudice and perception in 'Thirteen'.
  20. 20

    Comparing liminality, physicality and voice in AQA Worlds and Lives poetry

    I can explain and compare how Mundair, Berry, and Femi express concepts of liminality, physicality and voice.
  21. 21

    Understanding mankind and nature in Wordsworth's 'Lines Written in Early Spring'

    I can explain how Wordsworth presents the relationship between man and nature in 'Lines Written in Early Spring'.
  22. 22

    Analysing mankind and nature in Wordsworth's 'Lines Written in Early Spring'

    I can explain how Wordsworth uses language and structure to present the beauty of nature and the imperfection of mankind in 'Lines Written in Early Spring'.
  23. 23

    Understanding how Brontë presents nature in 'Shall earth no more inspire thee'

    I can explain how Brontë presents the voice and purpose of nature in 'Shall earth no more inspire thee'.
  24. 24

    Analysing how Brontë presents nature in 'Shall earth no more inspire thee'

    I can explain how Brontë uses personification and a regular structure to present ideas about nature in 'Shall earth no more inspire thee'.
  25. 25

    Comparing Wordsworth and Brontë's views on nature

    I can explain the similarities and differences in how Wordsworth and Brontë present nature in ‘Lines Written in Early Spring’ and ‘Shall earth no more inspire thee’.
  26. 26

    Understanding how Eliot presents London in 'In a London Drawingroom'

    I can explain how Eliot presents the industrialisation of London in 'In a London Drawingroom'.
  27. 27

    Analysing oppression and pessimism in Eliot's 'In a London Drawingroom'

    I can explain how Eliot uses language and structure to create a pessimistic tone and oppressive atmosphere in 'In a London Drawingroom'.
  28. 28

    Understanding ideas of time, identity and place in Seneviratne's 'A Wider View'

    I can explain how Seneviratne connects ideas of the past and present and presents ideas of time, identity and place in ‘A Wider View’.
  29. 29

    Analysing ideas of time, identity and place in Seneviratne’s 'A Wider View'

    I can understand how Seneviratne uses structure and language to express ideas of time, identity and place in 'A Wider View'.
  30. 30

    Comparing ideas of place in 'In a London Drawingroom' and 'A Wider View'

    I can explain the similarities and differences in how Eliot and Seneviratne present ideas of place and identity.
  31. 31

    Planning a written response on the AQA Worlds and Lives anthology

    I can conceptualise and plan a comparative response to ‘How do poets present ideas about migration in two poems from the Worlds and Lives anthology?’
  32. 32

    Writing a comparative response on the AQA Worlds and Lives anthology

    I can write an successful answer comparing two poems from the Worlds and Lives anthology.

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