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The Clown Punk

The Clown Punk . Simon Armitage. Learning Objectives (AQA). AO1: respond to texts critically and imaginatively, select and evaluate textual detail to illustrate and support interpretations.

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The Clown Punk

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  1. The Clown Punk Simon Armitage

  2. Learning Objectives (AQA) • AO1: respond to texts critically and imaginatively, select and evaluate textual detail to illustrate and support interpretations. • AO2: explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings.

  3. Write 3 words or phrases to describe the 2 pictures below. Share your ideas with a partner.

  4. What words would you use to describe someone who is homeless?

  5. The Clown Punk Driving home through the shonky side of town, Three times out of ten you’ll see the town clown, Like a basket of washing that got up And walked, towing a dog on a rope. But Don’t laugh: every pixel of that man’s skin Is shot through with indelible ink: As he steps out at the traffic lights, Think what he’ll look like in thirty years’ time – The deflated face and shrunken scalp Still daubed with the sad tattoos of high punk. You kids in the back seat who wince and scream When he slathers his daft mush on the windscreen, Remember the clown punk with his dyed brain, Then picture windscreen wipers, and let it rain.  Simon Armitage

  6. The Clown Punk Sounds derogatory Shonky = rundown • Driving home through the shonky side of town, • three times out of ten you’ll see the town clown, • like a basket of washing that got up • and walked, towing a dog on a rope. But simile Verbs of movement Connective at end of stanza

  7. Imperative verb • don’t laugh: every pixel of that man’s skin • is shot through with indelible ink; • as he steps out at the traffic lights, • think what he’ll look like in thirty years’ time - Dash at end of stanza

  8. Alliteration and assonance • the deflated face and shrunken scalp, • still daubed with the sad tattoos of high punk. • You kids in the back seat who wince and scream • when he slathers his daft mush on the windscreen, • remember the clown punk with his dyed brain, • then picture windscreen wipers, and let it rain. Mush = face Rhyming couplet

  9. Re-read the poem and think about these questions. • What sort of character is the Clown Punk? • What is his status in Stanza 1? • How do the children react to the Clown Punk? • Why does the narrator want the children to remember the Clown Punk?

  10. Rhyme and Rhythm • The poem is written as a sonnet – 14 lines traditionally written in iambic pentameter. • Iambic pentameter – 10 syllables per line, alternately unstressed and stressed • Dri-vinghomethroughtheshon-kysideoftown Unstressed syllables in italics Stressed syllables in bold

  11. Re-read the poem and answer the following questions. • Why is the poem written as a sonnet? • Why does the poet use rhyming couplets? • What is the effect of the poet’s use of alliteration and assonance? • What is the effect of the final couplet of the poem?

  12. Think of 3 questions that you would ask either the narrator or the Clown Punk if you met them. • List 3 things that you have learnt about the characters in the poem. • What is the most memorable word, phrase or line from the poem? Why?

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