Year 10 - English
Analysing ideas of voice and identity in Berry's 'Homing'
'World and Lives'
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
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.
Lesson Summary
You will learn to explain how Berry uses onomatopoeia, phonetic dialect, and anaphora in order to consider ideas of voice and identity.
Key Notes
- Berry may have personified the accent in order to show the emotional connection between voice and individual.
- Berry uses vivid sound imagery such as onomatopoeia and cacophony within the poem.
- Berry's juxtaposition of the regular stanzas yet the irregular rhyme may represent the struggle of the accent to escape.
- Arguably, the anaphora emphasises the speaker's desire to form a connection and shared identity with the speaker.
Vocabulary To Learn
- dialect: a particular form of a language which is peculiar to a specific region or social group
- onomatopoeia: words that imitate the natural sound associated with their meaning
- guttural: being or marked by utterance that is strange, unpleasant, or disagreeable
- cacophonous: involving or producing a harsh, discordant mixture of sounds
- anaphora: repetition of words or phrases in the first part of successive clauses
Common Mistakes To Avoid
- Students sometimes think that poets always try to make their poems sound pleasing.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Berry may have personified the accent in order to show the emotional connection between voice and individual. Berry uses vivid sound imagery such as onomatopoeia and cacophony within the poem.
2. Define this language term and use it in a sentence. 'dialect'
a particular form of a language which is peculiar to a specific region or social group.
3. Correct this common English misunderstanding.
Mistake: Students sometimes think that poets always try to make their poems sound pleasing. Correction: Poets may use harsh or disagreeable sounds within their poetry in order to emphasise meaning.
More Lessons In This Unit
- Analysing Berry's 'On an Afternoon Train from Purley to Victoria, 1955' Study Guide
- Analysing how Brontë presents nature in 'Shall earth no more inspire thee' Study Guide
- Analysing how Shelley presents ideas of suffering in 'England in 1819' Study Guide
- Analysing ideas of identity and cultural repatriation in khan's 'pot' Study Guide
- Analysing ideas of identity and heritage in Mundair's 'Name Journeys' Study Guide
- Analysing ideas of marginalisation in Parker's 'The Jewellery Maker' Study Guide
- Analysing ideas of prejudice and perception in Femi's 'Thirteen' Study Guide
- Analysing ideas of time, identity and place in Seneviratne's 'A Wider View' Study Guide
- Analysing mankind and nature in Wordsworth's 'Lines Written in Early Spring' Study Guide
- Analysing oppression and pessimism in Eliot's 'In a London Drawingroom' Study Guide
- Analysing the concepts of strength and resistance in Dharker's 'A Century Later' Study Guide
- Comparing ideas of identity in 'pot', 'The Jewellery Maker' and 'Homing' Study Guide
- Comparing ideas of place in 'In a London Drawingroom' and 'A Wider View' Study Guide
- Comparing ideas of temporality in 'England in 1819' and 'A Century Later' Study Guide
- Comparing liminality, physicality and voice in AQA Worlds and Lives poetry Study Guide
- Comparing Wordsworth and Brontë's views on nature Study Guide
- Exploring connections and ideas across the AQA Worlds and Lives anthology Study Guide
- Exploring ideas of voice and identity in Berry's 'Homing' Study Guide
- Planning a written response on the AQA Worlds and Lives anthology Study Guide
- Understanding Berry's 'On an Afternoon Train from Purley to Victoria, 1955' Study Guide
- Understanding connections between identity and artefacts in khan's 'pot' Study Guide
- Understanding heritage and marginalisation in Parker's 'The Jewellery Maker' Study Guide
- Understanding how Brontë presents nature in 'Shall earth no more inspire thee' Study Guide
- Understanding how Eliot presents London in 'In a London Drawingroom' Study Guide
- Understanding how Shelley critiques powerful institutions in 'England in 1819' Study Guide
- Understanding ideas of identity and heritage in Mundair's 'Name Journeys' Study Guide
- Understanding ideas of power imbalance in Femi's 'Thirteen' Study Guide
- Understanding ideas of time, identity and place in Seneviratne's 'A Wider View' Study Guide
- Understanding ideas of youth and education in Dharker's 'A Century Later' Study Guide
- Understanding mankind and nature in Wordsworth's 'Lines Written in Early Spring' Study Guide
- Writing a comparative response on the AQA Worlds and Lives anthology Study Guide
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