Lit poems

1. Lit poems Learning objectives: • Revise poetic terms • Analyse a new poem Success criteria All recognize poetic terms Most link to the effects achieved Some use terms confidently and effectively

2. Starter: which of these can you define or give an example of: • Simile: • Metaphor: • Personification: • Alliteration: • Onomatopoeia: • Rhyme: • Rhythm: • Assonance: • Enjambment: Answers on the next slide

3. Simile: a comparison using “like” or “as” • Metaphor: when you say something is something it is not • Personification: when you describe something non-human as though it has human characteristics • Alliteration: repeating the first sound of several words • Onomatopoeia: a word that sounds like its meaning • Rhyme: 2 or more words that end in the same way • Rhythm: a sense of beat • Assonance: repeating the vowel sound • Enjambment: where the meaning flows over from one line to the next.

4. Word association What comes to mind when I say: • Miss Havisham • Bastard • Spinster • Now open your anthology to p32 and follow as I read. • Close the anthology and tell me any words/images you remember

5. Lit poems Learning objectives: • Support interpretation of poem • Compare and contrast two poems Success criteria All use quotes to support explanations Most comment in detail on language Some compare style and themes Starter: fill in the gaps and explain what made them memorable

6. Beloved _________ bastard. I’ve dark green ___________ for eyes. I stink and ____________. Whole days in bed cawing ___________ Puce ________ that are sounds not words. Love’s hate behind a white ________ A red _________ __________ in my face. I stabbed at a _________ _______. Give me a male corpse for a ____, _____ __________ Don’t think it’s only the heart that ___________

7. With anthologies, shut predict how this poem may continue: I'd been tired, under the weather, but the ansaphone kept screaming. One more sick-note. mister, and you're finished. Fired. I thumbed a lift to where the car was parked. A Vauxhall Astra. It was hired. I picked him up in Leeds. He was following the sun to west from east with just a toothbrush and the good earth for a bed. The truth, he said, was blowin' in the wind, or round the next bend. Does the title help: Hitcher?

8. As we read the rest (p45) ask yourself how similar or different it is to Havisham. I’ll use the random name picker and you need to point out a similarity or difference in one of the following aspects: Tone Structure Poetic techniques Theme

9. Lit poems Learning objectives: • Develop strategies for dealing with challenging poems Success Criteria All annotate tricky language Most understand complex sentences Some enjoy the poet’s craft Starter: dictionary race

10. Countenance Earnest Mantle Reproduce Courtesy Bough Officious Mule Rank Trifle Exceed Wits Stoop Munificence Ample Warrant Dowry Disallow Avow Rarity As the words appear, race to find definitions and write them on the board.

11. Copy the words you didn’t know onto p51 Listen as I read and see how many of these questions you can answer: Is the Duchess alive or dead? Who is allowed to move the curtain aside that covers her portrait? What sorts of things made her blush? Name 3 things that made her happy? Is this a good thing according to the Duke?

12. What did the Duke give her? • Comment on “I choose never to stoop.” • Which line reveals that he killed her? • What is he planning now?

13. Lit poems Learning objectives (over 2 days): • Explore links between poems Success criteria All compare the tone of two Browning poems Most compare and contrast with modern poems Some make links between content, techniques and structure Starter: work in 2s or 3s. Write the answer clearly on the whiteboard and hold up

14. Comparing using like or as = He had a heart of stone = Who wrote Havisham? Who wrote Hitcher? Who wrote My Last Duchess? What is a conversation between 2 people ? _ _ _ logue? What is a speech by one person only? _ _ _ _ logue? Write down a monologue we have studied. Another one? Another one? Repeating the first sound of several words =

15. Who was Fra Pandolf? • How long did it take him to paint the picture? • What make of car picked up the hitcher? • Where did the driver pick up the hitcher? • What did he hit him with? • How many times? • Who was allowed to move the curtain? • Write down 4 things that made the Duchess • happy • What gift did the speaker give her? • Who said he liked the breeze to run its fingers through his hair? • What poetic technique is “the breeze to run its fingers through his hair”?

16. We’ll continue with Duchess from line 31 • What verb does the Duke never do (he mentions it 3x)? • Which line means that he killed her? • What is his attitude to his wives/women? • Re-read the poem and list the 6 main events. Present these either as detailed bullet points or a cartoon strip (with a short quote beneath each frame)

17. I’ll use the random name picker and you need to point out a similarity or difference in one of the following aspects between any of the 3 poems we’ve looked at: Tone Structure Poetic techniques Theme

18. Lit poemsWed 16th Dec Starter: what might link these images?

19. Look at the images as we read The Laboratory (p52) Pair/share what you think the storyline is for the poem. These words may help: Pliest: practise Devil’s smithy: science lab Prithee: pray thee (i.e. I ask you) Mortar: bowl for mashing things up Phial: Filigree:

20. Lozenge: • Pastille: • Enticing: attractive • Ere: before • Minion: slave • Morose: miserable Complete your comic strip from yesterday then answer these questions: • Who is the narrator of this monologue? • What is she planning? • What similarities are there with My Last Duchess/Havisham/Hitcher?

21. Do your own mind map similar to this: Tone Structure Poetic techniques Theme

22. Lit poems Learning objectives: • Recognize rhyme and rhythm patterns Success criteria: All identify different rhythms Most link to the effect Some compare two poems Starter: what do these lines of poetry have in common?

23. Farewell thou child of my right hand and joy The quality of mercy is not strained If I profane with my unworthy hand If it were done when tis done then twere well To be or not to be that is the question

24. Separate the lines of poetry according to the rhyme and rhythm. Work out the best order for each poem. Be ready to justify your choice. Now find them in your anthology and get ready to annotate

25. tone message structure themes title Poetic techniques context

26. SOOMFri 12th March Learning objectives: as yesterday Starter: answer as many of these as you can in 5 minutes (BOB max = 22 marks) • What was Ben Jonson’s first son called? (2) • What does this mean in Hebrew? (2) • How did Jonson escape being killed for murder? (3) • What is an elegy? (3) • What does poetry mean in Greek? (4) • What is iambic pentameter? (4) • What did his son die of? (1) • What poetic technique is “loan” and “pay”? (3)

27. Browning Learning objectives: revise My Last Duchess Starter: quickly re-read the poem (p51) and get ready to explain what each of the following quotes means:

28. "Her looks went everywhere" • "I choose/Never to stoop" • "This grew" • "I gave commands" • "All smiles stopped together“ Highlighters at the ready; let’s annotate

29. The Man He Killed Learning objectives: • Develop independent interpretation Success criteria: All understand surface meaning Most explain deeper message Some contrast to other poems Starter: BOB: one minute to write as many words as you can about: enemy

30. How would you define “enemy”? Read The Man He Killed (p49) and contribute as we annotate. Answer the following questions in full sentences:

31. Which poems have we read which contain enemies? • Choose 2 poems which are monologues but which have very different tone. Explain what makes them so different. • Which of the poems seems to be most about Hate (choose from Duffy, Armitage and pre-1914). Write as many reasons as you can and get ready to argue your case.

32. Pre 1914 Learning objective: • Understand a new poem Success criteria: All explain the point of Shakespeare’s sonnet Most appreciate his wit Some make valid comparisons with other poems Starter: finish off these similes in the most romantic way possible

33. Her eyes are like… Her lips are red as… Her hair is as black as… Her rosy cheeks are like… Her breath is as… She walks like … Now consider which of the following compliments you’d most like to hear from your partner…

34. You’re the most beautiful girl in the world./You’re the fittest lad I’ve ever seen. • You’d be perfect if you just: lost a few pounds/toned up a bit/did something with your hair/wore better clothes. • I love you just the way you are. Now read Sonnet 130 to yourself and think what point it is making. We’ll annotate and do one of our famous mindmaps and that’s the last pre-1914 one done.

35. Lit poems Learning objective: • Write clearly and in detail Success criteria: All plan and complete 5 paragraphs Most make frequent and valid comparisons Some develop original interpretations Starter: skim through the pre-1914 poems we have studied (The Laboratory, On My First Sonne, Sonnet 130, My Last Duchess, Song of the Old Mother, The Man he Killed) and decide which character might say each of the following:

36. If she didn’t want me to get jealous she shouldn’t have smiled at every Tom, Dick and Harry It’s a funny feeling- killing a man just because someone tells you he’s your enemy. You may not be the best looking bird but I love you. Don’t you need more poison than that: she’s a big girl. It’s my fault Ben died. I shouldn’t have loved him so much I’m sick of the younger generation; all they do is slob about the place and moan. Luke, Maria, Stacey, Hannah, choose one of these to be hot-seated as

37. In the exam you have to compare 4 poems but we’ll start with two: In sonnet 130, Shakespeare expresses real love for his mistress. Other poems are less positive. Compare Shakespeare’s methods with those used in another pre-1914 poem. Contribute to and copy our brainstorm and then either use the plan on the next slide or do your own.

38. Intro: sum up the message of sonnet 130 and contrast with MLD • Contrast length of poem & say 130 is descriptive whereas MLD tells a story • Compare the features which are picked out in each poem (cheeks, breast) but the duchess is clearly beautiful (duke treats her like his art pieces, to show off) • Compare techniques • Both iambic pentameter and regular rhyme but more enjambment and dashes in MLD. No stanzas in either. • 130 more formal, MLD chatty tone • Preference and why

39. Top tips • Spend a full paragraph (4-6 sentences at least) on each point you are making (e.g. one on similes, one on structure etc) • PEE as much as you can; provide evidence (ie a short quote) for EVERY comment and then explore what the quote shows you: “He says what every person would want to hear, ‘I think my love as rare’, basically saying he loves her for who she is. ‘Rare’ stands out because it means unusual or precious as in a rare bird or picture which stresses how special and unique she is. Point Evidence Explain

40. Hitcher, Kid, Havisham, Stealing Anne Hathaway, Before You Were Mine Homecoming, Mother any distance Elvis' Twin Sister, Salome My Father thought it..., November Give each poem a mark/10 for how negative the emotions are within it:

41. Continue your essay from last week, responding to my feedback and choosing 1 Armitage and 1 Duffy poem to compare as well. You need to write at least 2 pages (normal handwriting) in order to go on time at break. Please bring your revision guide tomorrow.