New
New
Year 11
AQA

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

I can analyse a model answer against a success criteria.

New
New
Year 11
AQA

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

I can analyse a model answer against a success criteria.

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Lesson details

Key learning points

  1. Analysing model answers allows us to explore how we might frame ideas and how to avoid misconceptions.
  2. An effective introduction should clearly set out the argument of the essay in relation to the question.
  3. An effective conclusion summarises the argument and gestures to what it might say about society.
  4. One misconception is to interweave quotations from both poems but not effectively analyse them.
  5. Another misconception is to point out differences between the poems but not effectively analyse them.

Keywords

  • Misconception - a view or opinion that is incorrect because it is based on faulty thinking or understanding

  • Dehumanisation - the process of depriving a person or group of positive human qualities

  • Oppression - prolonged cruel or unjust treatment or exercise of authority

  • Visceral - felt in or as if in the internal organs of the body

  • Antagonist - a person who actively opposes or is hostile to someone or something

Common misconception

That referencing any contextual information about the poets is useful.

Contextual information needs to enhance your argument and understanding of the poem for it to be meaningful.

It may be useful to recap Shelley's 'England in 1819' and Femi's 'Thirteen' before looking at the model answers.
Teacher tip

Equipment

You will need access to a copy of the AQA World and Lives anthology for this lesson.

Content guidance

  • Depiction or discussion of discriminatory behaviour

Supervision

Adult supervision recommended

Licence

This content is © Oak National Academy Limited (2024), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

Lesson video

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6 Questions

Q1.
Starting with the first, place the structural components of an analytical essay in order from beginning to end.
1 - Thesis statement
2 - Topic sentence
3 - Supporting detail
4 - Concluding sentence
5 - Conclusion
Q2.
Imagine your question is: 'Compare the ways that ideas about power and authority are presented in 'England in 1819' and one other poem from ‘Worlds and Lives.' Which poems might you choose?
Correct answer: 'Thirteen'
'With Birds You're Never Lonely'
Correct answer: 'A century later'
'On an Afternoon Train ...'
Q3.
Prolonged cruel or unjust treatment or exercise of authority is ...
Correct answer: oppression.
repression.
expression.
Q4.
We might interpret the image of a "supernova" as representing ...
hope.
Correct answer: futility.
powerlessness.
Q5.
Which structural technique do both Shelley and Femi use in 'England in 1819' and 'Thirteen'?
anaphora
Correct answer: enjambment
regular rhyme
Q6.
Which image from Shelley's '1819' compares the monarchy to a parasite?
Correct Answer: "leechlike", leechlike, leech, leech like

6 Questions

Q1.
A person who actively opposes or is hostile to someone or something is known as an ...
Correct Answer: antagonist
Q2.
Match the keyword with its definition.
Correct Answer:misconception,a view that is incorrect because of faulty thinking or understanding

a view that is incorrect because of faulty thinking or understanding

Correct Answer:visceral,felt in or as if in the internal organs of the body

felt in or as if in the internal organs of the body

Correct Answer:dehumanisation,depriving a person or group of positive human qualities

depriving a person or group of positive human qualities

Q3.
What are the qualities of an effective conclusion?
It summarises the main points of your argument.
Correct answer: It reminds the reader of the most significant quotations.
It introduces a new poem for comparison.
Correct answer: It refers to abstract ideas and the context.
Q4.
Which quotation from Femi's 'Thirteen' links to the concept of ordinary people being "prey" in Shelley's 'England in 1819'?
"patted"
Correct answer: "cornered"
"stars"
Q5.
If "lots" are use to determine someone's fate, what does this suggest?
Correct answer: that the outcome is uncertain and subject to chance
that the decision is predetermined and fixed
that the process is straightforward and predictable
that the result is likely to be unpleasant
Q6.
Both Shelley’s 'England in 1819' and Femi’s 'Thirteen' talk about ideas of ...
Correct answer: power
judgement
Correct answer: authority
war

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