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Lesson 1 hunchback with pupil pee paragraphs

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Lesson 1 hunchback with pupil pee paragraphs

  1. 1. Poetry L.O: TO ANALYSE A POEM AND CONSIDER HOW IT LINKS TO THE THEME OF LOSS.
  2. 2. Loss  Cousin Kate: Rossetti (p. 6)  Holy Sonnet 17: Donne (p. 11)  Long Distance II: Harrison (p. 11)  Catrin: Clarke (p. 12)  What Has Happened to Lulu: Causley (p. 14)  Mid-Term Break: Heaney (p. 15)  On My First Son: Jonson (p. 19)  My Heart is Like a Withered Nut!: Norton (p. 21)  Sweet 18: Pugh (p. 23)  They Did Not Expect This: Scannell (p. 33)  Havisham: Duffy (p. 36)  Song of the Worker’s Wife: Gray Jones (p. 46)  The Hunchback in the Park: Thomas (p. 48)  Refugee Blues: Auden (p. 52)  MCMXIV: Larkin (p. 58)
  3. 3. Loss  Remember for each poem we analyse the focus must continue to be on this theme.  How does the poet present this theme?  What forms of loss are being discussed?
  4. 4. The Hunchback in the Park The hunchback in the park A solitary mister Propped between trees and water From the opening of the garden lock That lets the trees and water enter Until the Sunday sombre bell at dark Eating bread from a newspaper Drinking water from the chained cup That the children filled with gravel In the fountain basin where I sailed my ship Slept at night in a dog kennel But nobody chained him up. Like the park birds he came early Like the water he sat down And Mister they called Hey mister The truant boys from the town Running when he had heard them clearly On out of sound Past lake and rockery Laughing when he shook his paper Hunchbacked in mockery Through the loud zoo of the willow groves Dodging the park keeper With his stick that picked up leaves. And the old dog sleeper Alone between nurses and swans While the boys among willows Made the tigers jump out of their eyes To roar on the rockery stones And the groves were blue with sailors Made all day until bell time A woman figure without fault Straight as a young elm Straight and tall from his crooked bones That she might stand in the night After the locks and chains All night in the unmade park After the railings and shrubberies The birds the grass the trees the lake And the wild boys innocent as strawberries Had followed the hunchback To his kennel in the dark. DYLAN THOMAS
  5. 5. What do we need to look for in a poem?  A simple way to break up a poem is to think about:  STRUCTURE  MEANING  IMAGERY  LANGUAGE  EFFECT What is the writer trying to say? Where is the poem set? How does this affect the meaning? Who’s speaking in the poem? Which words create the most impact? Any lexical sets, particular word types used for effect… How does the poem look on the page? Does it rhyme or have a regular rhythm? Are any clear images formed? What poetic techniques does the writer use?
  6. 6. Task 2  Work together to write a PEE paragraph analysing any one feature from your stanza in depth…
  7. 7. Like the park birds he came early Like the water he sat down And Mister they called Hey mister The truant boys from the town Running when he had heard them clearly On out of sound
  8. 8. Past lake and rockery Laughing when he shook his paper Hunchbacked in mockery Through the loud zoo of the willow groves Dodging the park keeper With his stick that picked up leaves.
  9. 9. In the fourth stanza there are some definite links to The Tempest; ‘Past lake’ looks at water imagery which is seen as nautical and can link to the beginning of the play. In this stanza we come across the line ‘Dodging the park keeper’ which suggests he doesn’t like human interaction or the hunchback isn’t allowed to live in the park and is avoiding being thrown out. It also suggests he is lonely and isolated. This stanza uses enjambment and the lack of punctuation shows that the hunchback could have little to no education (like Caliban). Also, the part about ‘stick that picked up leaves’ shows a lack of education or innocence as he doesn’t know what it is called. Not only that but it speaks of nature a lot (there is a lexical set of nature) ‘lake and rockery’ ‘willow groves’ and ‘leaves’ this shows that the hunchback spends most of his time outside and it is all he knows. Your example paragraph
  10. 10. And the old dog sleeper Alone between nurses and swans While the boys among willows Made the tigers jump out of their eyes To roar on the rockery stones And the groves were blue with sailors
  11. 11. Made all day until bell time A woman figure without fault Straight as a young elm Straight and tall from his crooked bones That she might stand in the night After the locks and chains
  12. 12. In this stanza the hunchback is imagining his ideal situation while he is at his lowest. He is imagining a person who is not deformed. It says ‘straight and tall’ without deformities. Also you have all the links to the night ‘Stand in the night’ Night is often associated with fears or negativity So when he is scared of his future or feeling negative he imagines being able to stand upward, be counted as a normal person free from the ‘chains’ keeping him in place and the stereotypes applied to him. Your example paragraph
  13. 13. All night in the unmade park After the railings and shrubberies The birds the grass the trees the lake And the wild boys innocent as strawberries Had followed the hunchback To his kennel in the dark.
  14. 14. Throughout the seventh stanza of the poem ‘The Hunchback in the Park’ the hunchback is linked to ‘The Tempest’; ‘Wild boys innocent as strawberries, This represents Miranda as she is innocent of the rest of the world. The ‘wild boys’ can’t see beyond the look of the hunchback. ‘unmade’ an adjective pre-modifier suggests the hunchback’s home is unmade and unfinished. However this could also link to the fact that he is trapped; perhaps if he was free he would feel the park is made. This could also link to Caliban’s poor living conditions in a cave. Your example paragraph
  15. 15. Loss  What types of loss are experienced?  How does this link to The Tempest?

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