Planning a comparative response to ideas of transience in unseen poetry
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Lesson details
Learning outcome
I can plan a comparative response to unseen poetry on ideas of transience.
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.
Teacher tip
It would be useful for pupils to share the notes they gathered on Robertson's 'Donegal' to see how any differences in ideas or opinions might help others develop their own ideas.
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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