Your dad did what Sophie Hannah[1]

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Your dad did what Sophie Hannah[1]

  1. 1. Thursday 4th March 2012 What I did on my holiday! LO: To write an imaginative story describing what I did on my holidays.Use these starter sentences to help you! Try your best! On the first day, Then, After that, I had a good time on my holiday because...
  2. 2. Now enjoy your friend’s story!Read each other’s work and underline any spelling errors you can see. Remember the 3 spelling rules! • An i before e except after a c. • If there is more than one, it ends in an S. • For things in the past, add ‘ed.’
  3. 3. Discussion – 3 minutes.Is this an appropriate activity for a Year 11 English GCSE class? Why/ why not?Did it remind you of a certain time in your life? When? Why? ten from ay is writ o has dying tod ective wh it make mDid The poeyou e are stu r’s pway? wwrite in a certain ersp How? lass. oo l teache t s in her c a pr imary sch is for the studenDo youet work like th sof English?“spelling rules” if you can spell? Is that think that are the most important part Does it matter what English teachers should be teaching?
  4. 4. Your dad did what? Sophie HannahLO: To explore how the poet uses structural and grammatical devices to explore the different perspectives of an adult and child. STARTER – Match the primary school work to the correct grade.
  5. 5. Here are 4 primary school students’ descriptions of their holiday. Match the extract to the grades – B, C, D and E. yed t da y, I sta On the f On the firs y broth . er irs ith m to beech. t day nana took at h om e w ring was bo he We mad e sandca me . It My one an d sister ook us to t wa stle t Tom kic s best of all. The s. The n, dad yed ked it an n nd we pla that, I g d I cried park a two ot i . Af ll. I scored t! I happy. I ce creem and wa ter footba rillian do s as b god tim n’t like Tom. I h goa ls. It w time on my e on my ad a ood sun of the be holiday had a g use the ach. because eca he ho liday b and I am t ining Even was sh all!!!! ootbOn the first day I went to b est at f n dad. thapark. Then I watched betterpokemon. After that Iwent to sleep. I had a good My holiday was horrible. My dad did.time on my holidaysbecause it was nice. EXT: Do you think we should give grades to Primary School students? Explain your answer in full.
  6. 6. Watch the poem and consider the following questions!http://www.myspace.com/video/the-poetry-station/your-dad-did-wh3.What happens to the boy’s work in the poem?4.What did the boy’s dad “do”?5.How do you feel at the end of the poem?
  7. 7. “and read the line again, just one ’e’ short” My dad did. My dad died.
  8. 8. In pairs, rewrite the poem in lines andstanzas. Pay attention to the rhymes and rhythm of the words. Where they have been, if they have been away, or what they’ve done at home, if they have not - you make them write about the holiday. One writes My Dad did. What? Your Dad did what? That’s not a sentence. Never mind the bell. We stay behind until the worktisedone. r How pair. You count their ano h all the assignments words (you who can poem with spell); hat are the count and ? W ur and thoughethis boy seems bright, are completerbaroone id you creat y Co mpa e as d rences? want to add that one isny stanz says he’snd diffe doesn’t his. He finished, ma ti es a it is. No change. My Dad did. s milari anything, hands iit in just as What? What did his Dad? You find the ’E’ you gave him as you sort through reams of what this girl did, what that lad did, and read the line again, just one ’e’ short: This holiday was horrible. My Dad did.
  9. 9. How does your poem structureWhere they have been, if they have been away, compare to Hannah’s? - Higheror what theyve done at home, if they have not -you make them write about the holiday. 3.Why do you think Hannah usesOne writes My Dad did. What? Your Dad did what? a simple rhyme scheme (ABAB)? What effect does it create? And how does it contrast with theThats not a sentence. Never mind the bell. subject matter?We stay behind until the work is done.You count their words (you who can count and spell); 5.Can you spot any half-rhymes inall the assignments are complete bar one the poem? What does that suggest about the teacher’sand though this boy seems bright, that one is his. “authority”?He says hes finished, doesnt want to addanything, hands it in just as it is. 7.Identify where the poet has used enjambement across aNo change. My Dad did. What? What did his Dad? stanza – what effect does this have?You find the E you gave him as you sortthrough reams of what this girl did, what that lad did, 9.Why do we only “find the ‘e’” inand read the line again, just one e short: the final word? What is the effectThis holiday was horrible. My Dad did. of the poet holding back that information?
  10. 10. How does your poem structureWhere they have been, if they have been away, compare to Hannah’s? - Middleor what theyve done at home, if they have not -you make them write about the holiday. •Underline the words whichOne writes My Dad did. What? Your Dad did what? rhyme in each stanza. •Is this a regular or irregularThats not a sentence. Never mind the bell. rhyme scheme?We stay behind until the work is done.You count their words (you who can count and spell); •Why would the poet use such aall the assignments are complete bar one rhyme scheme? How does it reflect the main ideas in theand though this boy seems bright, that one is his. poem?He says hes finished, doesnt want to add •How many times is “My dad did”anything, hands it in just as it is. repeated in the poem?No change. My Dad did. What? What did his Dad? •At what point, does the readerYou find the E you gave him as you sort realise what happened to thethrough reams of what this girl did, what that lad did, father?and read the line again, just one e short:This holiday was horrible. My Dad did. •Why does the poet leave the discovery til then?
  11. 11. Where they have been, if they have been away,or what theyve done at home, if they have not -you make them write about the holiday.One writes My Dad did. What? Your Dad did what? Underline any shortThats not a sentence. Never mind the bell. sentences. IdentifyWe stay behind until the work is done.You count their words (you who can count and spell); who is speakingall the assignments are complete bar one and what tone is created in them.and though this boy seems bright, that one is his.He says hes finished, doesnt want to add How does thatanything, hands it in just as it is.No change. My Dad did. What? What did his Dad? contrast with the rest of the poem?You find the E you gave him as you sortthrough reams of what this girl did, what that lad did,and read the line again, just one e short:This holiday was horrible. My Dad did.
  12. 12. Some of the short sentencesWhere they have been, if they have been away, are to imitate and replicateor what theyve done at home, if they have not - the voice of a child’s immatureyou make them write about the holiday. writing. The caesuras hereOne writes My Dad did. What? Your Dad did what? create a sense of poignancy and finality to the statement on a second reading.Thats not a sentence. Never mind the bell.We stay behind until the work is done. Some of the short sentencesYou count their words (you who can count and spell); imitate the teacher barkingall the assignments are complete bar one orders and judgements; short questions portraying the lackand though this boy seems bright, that one is his. of patience of the teacher. TheHe says hes finished, doesnt want to add caesuras here break up theanything, hands it in just as it is. rhythm, jolting the reader out of the complacency of theNo change. My Dad did. What? What did his Dad? teacher’s inner voice.You find the E you gave him as you sort In contrast, the teacher has anthrough reams of what this girl did, what that lad did, internal monologue with long,and read the line again, just one e short: extended complex sentences–This holiday was horrible. My Dad did. indicating the supposed superior intelligence and sophistication of the voice.
  13. 13. Where they have been, if they have been away, The short sentences suggestor what theyve done at home, if they have not - the child’s babyish writing andyou make them write about the holiday. also the short sentenceOne writes My Dad did. What? Your Dad did what? suggests the finality of death.Thats not a sentence. Never mind the bell. The short sentences are theWe stay behind until the work is done. teachers voice – they soundYou count their words (you who can count and spell); like commands and instructions suggesting theall the assignments are complete bar one power of the teacher. On a second reading, the questionsand though this boy seems bright, that one is his. sound cruel as we imagineHe says hes finished, doesnt want to add how the child feels hearinganything, hands it in just as it is. them.No change. My Dad did. What? What did his Dad? The long sentences are theYou find the E you gave him as you sort teacher’s thinking voice. Theythrough reams of what this girl did, what that lad did, are long and flowing, with lots of long words and complexand read the line again, just one e short: punctuation. This shows howThis holiday was horrible. My Dad did. the teacher is educated and intelligent, in contrast to the child.
  14. 14. 2nd Person Present...The poem is written in 2nd person present (“you are”). This is one of the rarest narrative tenses in literature.What is the effect on the reader of using 2nd person? Why would a writer use this unusual tense?Why is it written in present tense? Would the poem be altered if it was written in the more usual past tense?
  15. 15. How do these quotations display the teacher’s attitude towards the students?Quotation Technique EffectYou make them write Modal verbabout their holidayYou count their words brackets(you who can countand spell);And though this boy Demonstrativesseems bright, that one (this/ that)is his.Through reams of Repetitionwhat this girl did,what that lad did;
  16. 16. How does Hannah use language and structure to create a sense of sadness in the poem?You could consider:The use of rhyme.The variation in sentence types.The use of 2nd person present narration.The boys’ voice “doesn’t want to add anything”, “my dad did”, “no change”.The teacher’s voice “you who can count and spell”.The way the poem builds to a climax.The difference between a first and second reading.
  17. 17. CLASHES AND  COLLISIONSWhat is the clash/ collision of ideas in this poem?What feeling emerge from this clash?Choose one poem we have studied that have a similar atmosphere and one that has a different atmosphere.

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