AO3 make comparisons and explain
links between texts, evaluating
writers’ different ways of
expressing meaning and
achieving effects.
Chapter 1 Character and voice
3
texts, evaluating writers’ different ways of expressing
meaning and achieving effects
Learning Objectives
• To develop students’ ability to compare the poems
• To relate the Assessment Objectives to the poems
• To develop students’ writing skills for the exam
Required resources
• Poem texts and video/audio online at
Activity 3
4
1 Character and voice
1
a
Starter
My learning
In this section you will learn how to:
• compare poems and address the
Assessment Objectives
Read the explanation of the Assessment
Objective
• develop
writing skills and
practise exam-style
on page 22 of the Student Book, clarifying
questions.
2
Comparing the ‘Character and
Activity
1
voice’ poems
M01_LIT_SB_AQA_8501_U01.indd 22
Comparing the ‘Character and
voice’ poems
The Assessment Objective you will be
focusing on in this part of the chapter is:
AO3 make comparisons and explain
links between texts, evaluating
writers’ different ways of
expressing meaning and
achieving effects.
example, both the speakers seem resentful towards men but are they
equally resentful? What does each one resent?
(Les Grands Seigneurs)
Use quotations or refer to specific parts of the poem to support what
you think.
Comparing ideas and themes
And here you come
with a shield for a heart
and a sword for a tongue
(Medusa)
GradeStudio
Explore the similarities and differences between these details.
1 How are the descriptions of men introduced?
2 What do the metaphors tell us about the speaker’s attitude to men?
3 Think about the rhythms of the lines. What do the rhythms stress?
Read the poems ‘Les
Grands Seigneurs’ and ‘Medusa’, then
Sample answer B
complete
the
activitiesThebelow.
To achieve a B on
this AO3
women’s relationships with men seem to have changed
descriptor, you need to make
a developed comparison in
terms of ideas or themes. The
following extract from a sample
answer would hit the grade B
requirement.
22
Activity 1
Activity 2
Using your list of similarities and differences from Activity 1, decide
how different each of the poems are for each point you made. For
example, both the speakers seem resentful towards men but are they
equally resentful? What does each one resent?
M01_LIT_SB_AQA_8501_U01.indd 22
Use quotations or refer to specific parts of the poem to support what
you think.
© Pearson Education Limited 2010
GradeStudio
M01_LITA_TB_AQA_8518_U01.indd 36-37
3/12/09 13:00:44
5
Plenary
a Students swap their responses to Activity 3 with a
partner, annotating to show where in their writing
they have:
• identified a relevant detail
• commented on its use in, and contribution to,
the poem
• commented on its effect on the reader.
b Ask volunteers for examples from their or their
partner’s writing which demonstrate the above
bullet points. Allow 3 minutes for students to add
to their writing to ensure they have covered all
three bullet points.
3/12/09 13:00:44
Suggested answers
Activities 1/2
Similarities:
• both speakers are women
• both speakers emphasise their power
• both women are unhappy with the treatment they
have received.
the man is described
unfavourably from the start
and by the end his ‘heart’
Differences:
and ‘tongue’ are transformed
• the speaker in ‘Medusa’ responds to her unhappiness
to weapons. The man in ‘Les
Grands Seigneurs’ seems to
aggressively; the speaker in ‘Les Grands Seigneurs’
be getting his own way, but
responds to her subjugation with resignation and
the man in ‘Medusa’ has a
regret
less certainComparing
fate.
the ‘Character and voice’ poems
immediately after marriage. In Medusa’s case the change begins
You should have found lots to say to form the basis of a detailed comparison.
Choosing details about which you have plenty to say is a key skill.
with ‘a suspicion, a doubt, a jealousy’ which then ‘grew in my mind’
suggesting a slow change whereas, in ‘Les Grands Seigneurs’, the
23
Activity 3
change is instant, occurring ‘overnight’. Medusa’s change is far
Focusing on ideas and themes
in the
two
poems,changes
list as
more dramatic,
though:
she physically
(we many
don’t know
Find a detail from each poem that you could compare. For example:
M01_LIT_SB_AQA_8501_U01.indd 23
3/12/09 13:00:46
whetheras
thisyou
happens
in ‘Les
Seigneurs’),
and the
comes
similarities and differences
can,
forGrands
example:
both
theman
speakers
with ‘a sword for a tongue’, prepared for violence. The man in
I was their queen. I sat enthroned before them,
are women; both women
resent men; Medusa is aggressive while the
Out of reach. We played at courtly love
‘Les Grands Seigneurs’, on the other hand, seems to be in control,
woman in ‘Les Grands Seigneurs’
seems
clicking his fingers,
and the passive.
woman seems passive.
(Les Grands Seigneurs)
36
Sample answer
Activity 3
a Read the GradeStudio extract to the class. Ask:
How has the writer of the sample answer made a
‘developed comparison in terms of ideas/themes,
22
Write two or three paragraphs exploring
all the similarities
with detail’?
How and
could
Men are described more
differences you can find, asking yourself:
this paragraph be further
• How do the women see themselves?
favourably by the woman in
• What is implied in each poem about the men’s attitude to the
‘Les Grands Seigneurs’ as
developed?
women? How is each attitude implied?
she compares them to birds
• Is anything implied aboutbtheStudents
women’s feelings
findnow?
a further
which are all beautiful in
• How does each detail fit into the poem as a whole?
their own way. In ‘Medusa’,
detail from the poems
the man is described as
which
can be compared
Comparing writers’
methods
simultaneously defensive
and aggressive, with his
Now you need to think about the
similarities
and differences
in terms
directly.
Take
feedback
to
‘shield’ and ‘sword’. That
of the methods the writers use, and why they use them. For example:
ensure understanding.
said, the men in ‘Les Grands
both poems have short last lines, but they create different effects
Seigneurs’ do not get away
c Give students a clear
both refer to animals, but in ‘Les Grands Seigneurs’ animals are
unscathed: a ‘peacock’ is a
frame
in which
used as metaphors for men,time
whereas
in ‘Medusa’
they areto
literal.
metaphor for vanity, and
perhaps arrogance, and
complete
thecomparisons
second part
These are fairly simple links, though,
rather than
which
‘cockatoos’ manages to
explore or analyse. Better marks
can
usually
be
achieved
by
taking
two
of the activity: writing
suggest both sexuality and
details or quotations which have some similarity and exploring them.
silliness. This description
two or three paragraphs,
comes early in the poem
exploring the detail,
its 4
Activity
though: by the end of the
Look at:
poem men, in the form
use, its contribution
to the
The best and worst
of the speaker’s husband,
of times were men: the
peacocks
and
the
cockatoos,
poem and its effect on the
are revealed as sexist and
the nightingales, the strutting pink flamingos.
reader.
domineering. In ‘Medusa’
Assessment
Objective 3 is1.52,
brokenstudents
into two parts:
a Using
Worksheet
record all
comparing
ideas
and
themes
in
the
poems,
withcan
detailthink
the similarities and differences they
comparing
the
ways
writers
use
language
or
structure
of the Assessment Objective’s
of in the two poems in the first column onor form,
1understanding
Character
and voice
with detail.
demands.
the
worksheet. The second column is for their
In responding to the exam question, you will need to address both
b Explain to students that, in this lesson, they are
responses
these parts. to Activity 2.
My
learning
Assessment
going to compare ‘Les Grands Seigneurs’
and Objective:
b Take feedback, ideally compiling students’
The Assessment Objective you will be
Comparing
‘Medusa’.
responses
on a ideas
copy ofand
the themes
worksheet projected
In this section you will learn how to:
focusing on in this part of the chapter is:
Read
the
poems
‘Les
Grands
Seigneurs’
and ‘Medusa’, then
c • Display
poems
on the
by
onto the whiteboard, using Wordbox.
compareboth
poems
and address
thewhiteboard, side
AO3 make comparisons and explain
complete the activities below.
links between texts, evaluating
side,
using Wordbox
Assessment
Objectives in the Digital Anthology.
writers’ different ways of
Activity 1
Assessment
Objective 3 is broken into two parts:
poems.
expressing meaning and
• Re-read
develop the
writing
skills and
achieving effects.
Focusing on ideas and themes in the two poems, list as many
d Ask
students
to describe the speaker in each
practise
exam-style
comparing ideas and
themes
in the poems,
with
detail
similarities
and differences
as you can, for
example:
both the speakers
poem,
providing evidence where appropriate.
are women; both women resent men; Medusa is aggressive while the
questions.
in ‘Lesuse
Grands
Seigneurs’ seems
comparing the wayswoman
writers
language
or passive.
structure or form,
Draw the characters on the board as described,
with
detail.
annotating with quotations. Depending on
your
Activity 2
artistic skills, you may want to ask a volunteer
Using your
list of similarities
differences
Activity 1, decide
In responding to the exam
question,
youand
will
needfrom
to address
both
how different each of the poems are for each point you made. For
student to take this role!
these parts.
Assessment Objective:
Focusing on ideas and themes in the two poems, list as many
similarities and differences as you can, for example: both the speakers
are women; both women resent men; Medusa is aggressive while the
woman in ‘Les Grands Seigneurs’ seems passive.
with ‘a suspicion, a doubt, a jealousy’ which then ‘grew in my mind’
terms of ideas or themes. The
following extract from aGradeStudio
sample
suggesting a slow change whereas, in ‘Les Grands Seigneurs’, the
answer would hit the grade B
change is instant,
occurring ‘overnight’. Medusa’s change is far
Find a detail from each poem that you could compare. For example:
A*
requirement.
more
dramatic,
though: she physically changes (we don’t know
To
achieve
an
A*
on
this
AO3
I was their queen. I sat enthroned before them,
this happens in ‘Les Grands Seigneurs’), and the man comes
descriptor, you whether
need to make
Out of reach. We played at courtly love
an evaluative comparison
of for a tongue’, prepared for violence. The man in
with ‘a sword
ideas and/or meanings
and/ Seigneurs’, on the other hand, seems to be in control,
‘Les Grands
(Les Grands Seigneurs)
Wasn’t I beautiful?
or techniques. In the following
clicking his fingers, and the woman seems passive.
extract both techniques and ideas
Wasn’t I fragrant and young?
are compared. The best answers
(Medusa)
will always do this.
http://anthology.aqa.org.uk
Student Book, pages 22–23
Worksheet 1.52
•
•
Activity 1
Activity 2
Explain that this is an
Using your list of similarities and differences from Activity 1, decide
opportunity for students to develop
how different each of the poems are for each point you made. For
example, both the speakers seem resentful towards men but are they
their points of comparison using
equally resentful? What does each one resent?
Worksheet 1.52. Use the modelled
Use quotations or refer to specific parts of the poem to support what
you think.
example in the Student Book and
perhaps one other from
the class’s
GradeStudio
responses compiledSample
on the answer
whiteboard.
Remind students of
B
Comparing
the
‘Character
and
voice’
poems
To
achieve
a
B
on
this
AO3
the need for evidence to support each point.
Take
feedback,
The
women’s
relationships
with men seem to have changed
descriptor, you need to make
immediately
after marriage. In Medusa’s case the change begins
again compiling notes
on the
whiteboard
using Wordbox.
a developed
comparison
in
Comparing the ‘Character and voice’
poems (1)
Assessment Objectives
• AO3: make comparisons and explain links between
Activity 2
complete the activities below.
Wasn’t I beautiful?
Wasn’t I fragrant and young?
(Medusa)
Write two or three paragraphs exploring all the similarities and
differences you can find, asking yourself:
• How do the women see themselves?
• What is implied in each poem about the men’s attitude to the
women? How is each attitude implied?
• Is anything implied about the women’s feelings now?
• How does each detail fit into the poem as a whole?
Comparing writers’ methods
Now you need to think about the similarities and differences in terms
of the methods the writers use, and why they use them. For example:
both poems have short last lines, but they create different effects
• the speaker in ‘Medusa’ idolises her man; the speaker
in ‘Les Grands Seigneurs’ is, apparently, idolised by
men
GradeStudio
• Medusa’s unhappiness is reflected in a physical (and
A*
Sampleperhaps
answer
metaphorical)
change to herself; the change
To achieve an
on this AO3 in ‘Les Grands Seigneurs’ is expressed by
inA*situation
descriptor, you need to make
the speaker through metaphors of disrespect and
an evaluative comparison of
insignifi
ideas and/or
meaningscance.
and/
or techniques. In the following
extract both techniques and ideas
are compared. The best answers
will always
do this.
Examples
of details
Activity 3
to compare:
• the use of metaphor: ‘filthy snakes’ in ‘Medusa’ and ‘a
Men are described more
bit of fluff ’ in ‘Les Grands Seigneurs’
favourably by the woman in
•
attitudes
toasmen: ‘Greek god’ in ‘Medusa’ and
‘Les Grands Seigneurs’
‘performing
seals’ in ‘Les Grands Seigneurs’.
she compares them to birds
which are all beautiful in
their own way. In ‘Medusa’,
the man is described as
simultaneously defensive
AQA Working with the Anthology: Achieve an A* 37
and aggressive, with his
‘shield’ and ‘sword’. That
said, the men in ‘Les Grands
17/12/09
Seigneurs’ do not get away
11:48:58