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God's grandeur


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God's grandeur

  1. 1. To understand the assessment criteria and format of Q1. To explore and analyse the poem ‘God’s Grandeur’
  2. 2. The extracts used in Question 1 will relate to at least one of the four key areas: • Ideas of progress: industry and empire • The position of women in Victorian society • Social problems: urban poverty and the working class • Evolving attitudes: culture, religion and science. The wording of the question will usually include some of the key words or phrases from these topics. Students are required to refer to at least one example of their wider reading in each genre when answering Question 1. There needs to be evidence that you have studied a collection of poems by a writer <ul><li>Success Criteria: </li></ul><ul><li>explore the ways the writer’s thoughts and feelings about aspects of Victorian life are presented in the extract </li></ul><ul><li>• establish a range of links between the extract and their wider reading </li></ul><ul><li>• refer to all three literary genres when writing about their wider reading, commenting on the writers. choices of form, structure and language, as well as subject matter. </li></ul>
  3. 3. Ideas of progress: industry and empire The Industrial Revolution <ul><li>When Queen Victoria opened the Great Exhibition on 1 May 1851, her country was the world's leading industrial power, producing more than half its iron, coal and cotton cloth. </li></ul>Allegory on the significance of steam power, c.1850  © Victorian Britain experienced the effects of the industrial revolution. Large scale factory systems and production-line manufacturing were introduced. But the human cost of industry became a central topic of debate. Goods could be produced more cheaply and efficiently than before.
  4. 4. <ul><li>The Victorian age saw increasing debate over religious belief. In the middle of the century science began to challenge the creation myth of the bible (Lyell and Darwin) and also humankind’s position in the world. </li></ul>• Evolving attitudes: culture, religion and science. In 1851, Charles Kingsley wrote that “The young men and women are fast parting from their parents and each other [….] wandering towards sheer materialism […]”
  5. 5. Non fict. Extract on religion. <ul><li>Non fict. Extract on industry </li></ul>What do the extracts tell us about the Victorian concerns? How do the writer’s present their thoughts and feelings on these topics?
  6. 6. Read the poem- how does it link? <ul><li>Choose 4 key words and analyse them. </li></ul>
  7. 7. How does the poet create a sense of energy and movement? <ul><li>Comment on: </li></ul><ul><li>dynamic verbs in the poem </li></ul><ul><li>a sound effect created by rhyme </li></ul><ul><li>a sound effect created by alliteration </li></ul><ul><li>How does this reflect the poet’s thoughts and feelings about religion and/or nature? </li></ul>
  8. 8. Form and structure <ul><li>The poem is in the form of a petrarchan sonnet. </li></ul><ul><li>The first 8 lines (octet) introduce an idea </li></ul><ul><li>The final 6 (sestet) develop and complete it </li></ul>Octet: What is the contrast between man and God described? What effect does the internal rhyme have? Find a line of monsyllables. What effect does this have? Sestet: Hopkins offers reassurance in a quick simple line. Which line is it and what does it mean?
  9. 9. <ul><li>How is faith in nature expressed in the poem? </li></ul><ul><li>How is faith in God expressed in the poem? </li></ul>
  10. 10. <ul><li>How can you compare this poem to your wider reading? Look at similarities and differences. </li></ul>