In mrs tilcher’s class
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In mrs tilcher’s class

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In mrs tilcher’s class In mrs tilcher’s class Presentation Transcript

  • In Mrs Tilcher’s ClassLO: How to analyse an unseen poem
  • Poetry Terms Warm-upMatch the terms to their definitions and an example. Use a different colour for each term.
  • Simile A word with the function of Metaphor describing a nounThe not so clever cat A comparison where the The enormous, grey elephantAte the polyester mat person/thing ‘is’ something else began to paintA string of words beginning with Alliteration I’m wondering wherethe same of similar sounds I’ve left my feet, and why my hands are outside clapping.She was as clever as a Onomatopoeia Words which imitate the soundprofessor, with eyes thatsparkled like a diamondA non-human thing or idea is A comparison using ‘as’ or ‘like’ The day was a picture, agiven human attributes painting of perfection.The clash of the clouds, the A line ending in which the sense Enjambmentwhoosh of the wind continues into the following stanzaRhyme The terrifying teacher terrorised The same or similar sounds at the trembling twins the end of two or more wordsThe frost froze spitefully over Adjective Personificationthe pavement and waiting withglee for an unsuspectingpedestrian
  • Simile A word with the function of Metaphor describing a nounThe not so clever cat A comparison where the The enormous, grey elephantAte the polyester mat person/thing ‘is’ something began to paint elseA string of words beginning Alliteration I’m wondering wherewith the same or similar I’ve left my feet, and whysounds my hands are outside clapping.She was as clever as a Onomatopoeia Words which imitate the soundprofessor, with eyes thatsparkled like a diamondA non-human thing or idea is A comparison using ‘as’ or ‘like’ The day was a picture, agiven human attributes painting of perfection.The clash of the clouds, the A line ending in which the Enjambmentwhoosh of the wind sense continues into the following stanzaRhyme The terrifying teacher The same or similar sounds at terrorised the trembling twins the end of two or more wordsThe frost froze spitefully over Adjective Personificationthe pavement and waiting withglee for an unsuspectingpedestrian
  • Learning ChecklistAO1 and AO21. Respond with insight and imagination; select text detail to support interpretations.2. Explain how the writer uses language, structure and form to present ideas, themes and settings.
  • What is the What tone of voice poem about? should it be read in?Has the poet Things to used any notice in a How do the patterns? poem! images support the meaning?How has the poetrecreated sound? What effect does the poem have on you?
  • When you read a poem, always remember to SMILE S • Structure (including form, rhyme and rhythm) • Meaning (including storylineM and viewpoint) • Imagery (including the senses, I simile, metaphor, adjectives and personification) L • Language (including word use and onomatopoeia) E • Effect (including mood, emotion and tone)
  • Skimming the Surface of a Poem1) Read through the poem once.2) Read through the poem again, working out a general impression ofthe poem – What is the poem about?* What happens in each stanza – note this down next to each stanza* What is the poem about as a whole? Does it deal with a particulartopic or issue?3) Look at the language used to express ideas for an idea of tone* Is the tone of the poem happy/sad/positive/negative? How do youknow (which words create this tone – underline them)? Does the tonevary at any point in the poem?
  • Go through the poem and pick In Mrs Tilscher’s Class out other features of SMILE you can write about, as many as you S You could travel up the Blue Nile with your finger, tracing the route while Mrs Tilscher chanted the scenery. ”Tana. Ethiopia. Khartoum. Aswan.” can in 10 minutes That for an hour, In the exam you will have 10 then a skittle of milkM and the chalky Pyramids rubbed into dust. A window opened with a long pole. The laugh of a bell swung by a running child. minutes at most to do this This was better than home. Enthralling books. I The classroom glowed like a sweetshop. Sugar paper. Coloured shapes. Brady and Hindley faded, like the faint, uneasy smudge of a mistake. Mrs Tilscher loved you. Some mornings, you found shed left a gold star by your name. The scent of a pencil slowly, carefully, shaved. L A xylophones nonsense heard from another form. Over the Easter term the inky tadpoles changed from commas into exclamation marks. Three frogs hopped in the playground, freed by a dunce E followed by a line of kids, jumping and croaking away from the lunch queue. A rough boy told you how you were born. You kicked him, but stared at your parents, appalled, when you got back home. That feverish July, the air tasted of electricity. A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. You asked her how you were born and Mrs Tilscher smiledPage 156 then turned away. Reports were handed out. You ran through the gates, impatient to be grown the sky split open into a thunderstorm.
  • Write your introduction How does the poet show her feelings about her time at Primary school?You should consider:• how the poet describes the sights and sound of the Primary School• how the poet describes the experiences of Primary School• what she realises as an adult looking back on her experiences• the tone of voice in the poem• the language the poet uses• how the poem is structured• anything else that you think important. In your introduction it is a good idea to summarise the poem’s meaning, tone and the response you think the poet wanted from the reader.
  • PLANNING YOUR PEARL So you’ve gathered your evidence to answer this question. Now, how will you structure your response? What will your PEARLs be?PEARLs:1.2.3. Number your evidence/annotations to show which PEARL it belongs with. Will you cover all elements of the question/ SMILE with this plan?
  • Lesson 2 Learning Objective:using the PEARL paragraph structure
  • StarterBrainstorm your memories of Primary School.
  • In Mrs Tilscher’s Class You could travel up the Blue Nile with your finger, tracing the route while Mrs Tilscher chanted the scenery. ”Tana. Ethiopia. Khartoum. Aswan.” That for an hour, then a skittle of milk and the chalky Pyramids rubbed into dust. A window opened with a long pole. The laugh of a bell swung by a running child. This was better than home. Enthralling books. The classroom glowed like a sweetshop. Sugar paper. Coloured shapes. Brady and Hindley faded, like the faint, uneasy smudge of a mistake. Mrs Tilscher loved you. Some mornings, you found shed left a gold star by your name. The scent of a pencil slowly, carefully, shaved. A xylophones nonsense heard from another form. Over the Easter term the inky tadpoles changed from commas into exclamation marks. Three frogs hopped in the playground, freed by a dunce followed by a line of kids, jumping and croaking away from the lunch queue. A rough boy told you how you were born. You kicked him, but stared at your parents, appalled, when you got back home. That feverish July, the air tasted of electricity. A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. You asked her how you were born and Mrs Tilscher smiled then turned away. Reports were handed out. You ran through the gates, impatient to be grown the sky split open into a thunderstorm.
  • Read ‘In Mrs Tilscher’s Class’ in yourAnswer the following Anthology and answer the followingquestions. questions using the PEARL paragraphFocus on using the PEARL structure: paragraph structure. a) Why might Duffy have chosen to write Point the poem in the second person? Evidence b) In the first stanza, do you think the children understand what they are Analysis learning? Reader response c) In the second stanza, how does Duffy Link back to question show her positive attitudes towards school? d) How is the image of the tadpoles relevant to the main themes of the poem? e) How does Mrs Tilscher finally disappoint Duffy? f) How does Duffy use language to appeal to the senses?
  • PEARL EXAMPLE: Why might Duffy have chosen to write the poem in the second person?Duffy may have chosen to write the poem in the secondperson to encourage the reader to empathise with itsthemes. Lines like ‘Mrs Tilscher loved you’ and the imageryin the simile ‘the classroom glowed like a sweetshop’ arechildlike observations and evoke positive memories andfeelings of how safe and happy they felt in the schoolenvironment as children. Through this personalinvolvement, the reader is therefore as shocked as the poetwhen the tone of the poem suddenly changes alongsidethe poets realisation that her parents and teachers havelied to her and the world is not quite as it seemed. The useof the second person effectively places you within thepoem and encourages you to personally engage with boththe themes portayed and the feelings implied.
  • PlenaryPEER ASSESSMENT• Swap books with your partner• Read their PEARL responses.• How could they improve them?• How is their interpretation different to yours?• Give your partner feedback.
  • Write a full answer – 30 minutes How does the poet show her feelings about her time at Primary school?You should consider:• how the poet describes the sights and sound of the Primary School• how the poet describes the experiences of Primary School• what she realises as an adult looking back on her experiences• the tone of voice in the poem• the language the poet uses• how the poem is structured• anything else that you think important. In your introduction it is a good idea to summarise the poem’s meaning, tone and the response you think the poet wanted from the reader.
  • Task: Write Miss Allen’s class in the style of Duffy’s poem