Teaching ‘textophobic’ students

1. Teaching ‘textophobic’ students Aim: To provide some practical examples and ideas to help teaching of lower ability ‘fear texts.’ Particular focus on teaching Year 10 and 11 students poetry.

2. Starter • Task • What is this song about….? • Remember: Use PEE.

3. Agenda • Lyrics as poetry. • Benjamin Zephaniah. • Challenge: what is poetry? • Investigate personal expression in poetry. • Topical/controversial poetry: Beauty. • Annotation made easy.

4. Lyrics as PoetryWALT: Explore song lyrics and how meaning is conveyed.WILF: Analysis of chosen song lyrics.

5. Starter • Why have you chosen these particular lyrics? • What do you think is the main message behind the song? Remember: All song lyrics and poems are written by someone and for a reason.

6. Poem or Lyrics? Got no time for grand philosophyI barely keep my head above the tideI got this mortgage, got three kids at schoolWhat you're saying is the truth, but really troubles me insideI'd change the world if I could change my mindIf I could live beyond my fearsExchanging unity for all my insecurityExchanging laughter for my tears 1) What is the main message being expressed?

7. [Chorus](One for all, one for all)(It's all it's all for one)Let's start a union, calling every humanIt's one for all and all for oneLet's live in unison, calling every citizenIt's one for all and all for oneWe don't want war- can't take no moreIt's drastic time for sureWe need an antidote and a cureCoz do you really think Mohammed got a problem with JehovahWe don't want war – imagine if any prophet was aliveIn current days amongst you and IYou think they'd view life like you and I doOr would they sit and contemplate on whyDo we live this way, act and behave this wayWe still live in primitive todayCoz the peace in the destination of war can't be the wayThere's no way, so people just be a woman, be a manRealize that you can't change the world by changing yourselfAnd understand that we're all just the sameSo when I count to three let's change[Chorus]Got no time for grand philosophyI barely keep my head above the tideI got this mortgage, got three kids at schoolWhat you're saying is the truth, but really troubles me insideI'd change the world if I could change my mindIf I could live beyond my fearsExchanging unity for all my insecurityExchanging laughter for my tears [Chorus]I don't know, y'all, we in a real depositionIn the midst of all this negative conditionDivided by beliefs, different sink and religionWhy do we keep missing the point in our mission?Why do we keep killing each other, what's the reason?God made us all equal in his visionI wish that I could make music as a religionThen we could harmonise together in this missionListen, I know it's really hard to make changesBut two of us could help rearrange this curseUtilising all the power in our voicesTogether we will unite and make the right choiceAnd fight for education, save the next generationCome together as oneI don't understand why it's never been doneSo let's change on the count of oneIt takes one, just oneAnd then one follows the other oneAnd then another follows the other oneNext thing you know you got a billionPeople doing some wonderful thingsPeople doing some powerful thingsLet's change and do some powerful thingsUnity could be a wonderful thing[Chorus] BLACK EYED PEAS LYRICS:"Union" Choose a line that has the greatest impact on you. Why?

8. Marking Rhyme Schemes. Task Mark the rhyme scheme in one verse of your song. Got no time for grand philosophyI barely keep my head above the tideI got this mortgage, got three kids at schoolWhat you're saying is the truth, but really troubles me insideI'd change the world if I could change my mindIf I could live beyond my fearsExchanging unity for all my insecurityExchanging laughter for my tears. A B C B D E Look at the words that rhyme. What effect is created in connecting these particular words? A E

9. Close analysis of chosen song lyrics • Choose the line/s that have the strongest effect on you. Why? The line “………………’ has the strongest effect on me because… 2) Complete I think that poems and song lyrics are similar/different because…

10. Benjamin Zephaniah WALT: Investigate personal expression in poetry. WILF: Expressing your opinions in poetry.

11. Dis Poetry by Benjamin Zephaniah(from 'City Psalms') Dis poetry is like a riddim dat drops De tongue fires a riddim dat shoots like shotsDis poetry is designed fe rantin Dance hall style, big mouth chanting,Dis poetry nar put yu to sleep Preaching follow me Like yu is blind sheep, Dis poetry is not Party PoliticalNot designed fe dose who are critical.Dis poetry is wid me when I gu to me bed It gets into me dreadlocks It lingers around me head Dis poetry goes wid me as I pedal me bikeIve tried Shakespeare, respect due dere But did is de stuff I like. What does Zephaniah think about poetry? Do you think this is a poem? Why? Why not?

12. “I used to think nurses Were women, used to think police Were men, used to think poets Were boring, Until I became one of them. I used to think thieves Were _______, I used to think adults Were _______, I used to think teenagers Were _______, Until____________. Who’s Who stereotype 3 • What is the rhythm ? 3 3 3 • Now it is your turn…. • Try to express your misconceptions. • Keep to the rhythm.

13. Rhythm and rhyme schemes of a limerick Vegan Steven There was a young vegan called Steven, Who just would not kill for no reason, This kid would not eat No cheese or no meat And he hated the foxhunting season. 3 A 3 A 2 B 2 B A 3

14. Task: Writing your own limerick Success Criteria • I have used the rhyme scheme AABBA • I have used the rhythm 33223 • It is amusing!!! Examples of opening lines: There was a young girl from Yate There once was a boy called Fred Give yourself a grade: 1= C 2= B 3= A

15. Beauty WALT: Explore the concept of ‘beauty’ WILF: Open and honest answers. Mature debate: Only one person talking at a time.

16. How do you see yourself? • Describe yourself in threepositive words. • Write a short paragraph about yourself where you explain a little more – why have you chosen these words?

17. What about how you see others? • Write down fivepositive words that describe your ideal person. • Write a paragraph describing your ideal person, where you explain a little more – why have you chosen these words?

18. What makes a person beautiful? Discuss and feedback:

19. Beauty is about how you beholdmore than silver more than goldif I say I am beautifulit means beauty is accessible,beauty is about how you greetde everyday people dat you meetyou are beautiful so all rejoiceyour beauty is a natural choice. My sister is a beautiful girlshe don't want to be Miss Worldher value is not prize moneymore value than a pearlmy sister is a beautiful girlhuman delightshe could be out of sight but she would rather stay and fight. Her legs are firm and strongbest for self-defencemy sister kicks like wildfireso cause her no grievanceshe won't walk the platformto upsex people's lustand you can't get the number of her height, age or bust,she don't want to go to the marketto be viewed like a slavethe viewing time is overput de judge in the grave,she don't need to go to the market'cause she's already wonbeauty contest no contestshe don't need to run. I talk 'bout people in society who judge you by your looks, den,give you a number dat is written in a book, and, lustful eyesfrom all around come to look at you, and, day judge your lifetimeby a quick interview. My sister is a beautiful girlBut she don't want to be Miss Worldher personality cannot be rewarded by no judge or earl. My sister is a beautiful girlShe needs no contestand you can't put her with another judging who's the best.And you cannot judge my sister's heartBy looking at her breasts. Miss World http://www.bbc.co.uk/arts/poetry/outloud/

20. Miss World. Real beauty? • What is your opinion of beauty pageants such as Miss World? Task Unhealthy U.S. body images affect world beauty standards • Read the article. • Write a short summary of the writers argument.

21. Plenary Write your own dictionary definition of beauty. Beauty:

22. Example of annotations given for ‘Not My Business’ by Niyi Osundare. Stanza One Stanza Two • ‘_____’ represents the army or men working for the dictator. • These words show the violence of Akanni’s arrest. • The poet uses personification. He describes the ________as having a ‘______’ like a person or animal. • Danladi’s arrest is made to • sound violent and sinister through the words… • This could be a long term of imprisonment • or death. By using these words the poet makes • Danladi’s fate unclear. Stanza Four • This word suggests the narrator’s fear • and shock. • Personification of the _____ is used • in this stanza to highlight the feeling • of being _____. • Repetition is used effectively in this line. • It emphasises the fact that this event has • happened before to other people. • The narrator has been waiting for it to happen • to him but has done nothing to prevent Stanza Three • Here, the poet suggests that Chinwe losing • her job was unfair because she has always done • her job well and without error. • The same lines repeated at the end of the • first three stanzas suggests the narrator....

23. What is the poem about? It is about. Answer using PEE. This poem is about ___________. The line/phrase/image ‘________’ illustrates… The poet expresses the idea ________through the line ‘__________’

24. Any questions?