Advice to a teenage daughter Prior to Enhancement

2. Timings of Lesson

3. Recap
STARTER
What are some connotations of
these images?

4. Today we are focusing
on how to interpret a
poem in different ways.
Today we are focusing
on how to interpret a
poem in different ways.
MAGNIFICENT 7 MARKS START END
A01 I can INTERPRET the explicit and implicit
12
50%
I can INTERPRET evidence and use it to support
I can INTERPRET the poem in different ways
A02 I can ANALYSE the poet’s use of language
12
50%
I can ANALYSE the poet’s use of structure
I can ANALYSE the poet’s choice of form
I can ANALYSE a range of techniques for effect

5. Advice to a Teenage Daughter
By Isobel Thrilling
You have found a new war-game
called Love.
Here on your dressing-table
stand arrayed
brave ranks of lipsticks
brandishing
swords of cherry pink and flame.
Behold the miniature armies
of little jars
packed with the scented
dynamite of flowers.
See the dreaded tweezers;
tiny pots
of manufactured moonlight,
stick-on stars.
Beware my sweet;
conquest may seem easy
but you can’t compete with football,
motor cycles, cars,
cricket, computer-games,
or a plate of chips.
Advice to a Teenage Daughter
By Isobel Thrilling
https://www.youtube.com/watch?v=GSRJP8BbfaM
examples of images
https://www.youtube.com/watch?v=lGb9tARVkP4
– reading with images (best!)

6. Writer structure: initial ideas and
technique spotting
W A parent warning a daughter about the changing relationships
between her and boys
R Where is the turning point in the poem?
Is there a regularity in the line length?
I What are three dominant images from the beginning/middle/end of
the poem?
T What are some militaristic metaphors?
E Does the make-up seem empowering to the teenage girl? Or does
it appear to be uncomfortable?
R

7. Writer structure: initial ideas and technique
spotting (next slide has ideas)
W A parent warning a daughter about the changing relationships
between her and boys
R Irregular, short, stark series of images
I War-like, contrasts between stereotypes of boys and girls
T Weary and worn, or supportive and empowering?
E Intended effect: to complicate love and its ideals.
R Up to you! Agree/Disagree? Complicated?

8. What are we going to do with
this poem?
We are going to explore how to interpret and
record alternative interpretations.

9. What is an alternative
interpretation?

10. What is an alternative
interpretation?

11. Practice SWEATY with
alternative interpretation
Therefore…
The … metaphor of…serves to…
Moreover it…
However…

12. Example SWEATY
Thrilling depicts the make-up of the daughter in a
militaristic manner. The startling metaphor of ‘swords of
cherry pink and flame’ demonstrates how cosmetics are
used to show a powerful image to other gender. Swords
are often ceremonial items, and create a high status.
However, this is also a particularly combative metaphor,
perhaps suggesting that make-up is used to attack and
ensnare a potential boy. Despite this, the ‘pink’ suggests
a sense of calmness and femininity which therefore
suggests that this metaphor is more to empower the
teenage girl than to attack a boy.

13. Does Thrilling present love as an
empowering thing in the poem?
Use an image and write contrasting
interpretations in the same SWEATY.
Thrilling depicts the… between… The …
metaphor of…demonstrates …
However…
Therefore…

14. Plenary
What does it mean to ‘synthesise’ two
ideas?
Do you reject one idea entirely?
Do you find a compromise between two
ideas?
Do you find a different idea from your two

15. Why is it sometimes a problem
to synthesise both ideas?

16. Lisa: I want to go to a play!

17. Bart: I don’t want to go to a
stupid play!

18. Homer: Let’s compromise

19. Homer: We’ll go to a play…

20. Homer: That Lisa doesn’t like!

21. Bart and Lisa:
Both have sad faces!

22. Plenary
You do not have to agree with both
interpretations you have made: use your
judgement.