1. Let’s read the poem – Catrin.
Let’s read the poem – Catrin.
What are you first thoughts about the poem? What is
What are you first thoughts about the poem? What is
happening/has happened in the poem?
happening/has happened in the poem?
Discuss with the people on your table.
Discuss with the people on your table.
Create a table, make a list of all the positive and negative
Create a table, make a list of all the positive and negative
feelings a parent might have towards their child.
feelings a parent might have towards their child.
Positive feelings Negative Feelings

2. The poet is at home with her daughter, Catrin.
The poet is at home with her daughter, Catrin.
Catrin has been pleading with her mother to be allowed to stay out
Catrin has been pleading with her mother to be allowed to stay out
skating in the dark for one more hour.
skating in the dark for one more hour.
The poet remembers when Catrin was born. She remembers standing
The poet remembers when Catrin was born. She remembers standing
in her hospital room looking out of the window at the traffic and the
in her hospital room looking out of the window at the traffic and the
people outside.
people outside.
The poet says it was a struggle then – the struggle of the birth, then
The poet says it was a struggle then – the struggle of the birth, then
struggle of the new baby to come into the world and be independent.
struggle of the new baby to come into the world and be independent.
It is still a struggle, she says, as her growing daughter wants more and
It is still a struggle, she says, as her growing daughter wants more and
more freedom.
more freedom.

3. A couple ideas in the poem
A couple ideas in the poem
1.The poet mentions the ‘red rope of love’. She is thinking about
1.The poet mentions the ‘red rope of love’. She is thinking about
the umbilical cord which joins the baby to the mother before birth.
the umbilical cord which joins the baby to the mother before birth.
2.In the poem Gillian Clarke often refers to the struggle – the
2.In the poem Gillian Clarke often refers to the struggle – the
struggle to become separate (to be born), the struggle to be an
struggle to become separate (to be born), the struggle to be an
individual, the struggle to get greater freedom and independence.
individual, the struggle to get greater freedom and independence.
Links R&J
Links R&J
Even at this early stage of analysis, how can we draw
Even at this early stage of analysis, how can we draw
comparisons or contrasts with the relationship Juliet has
comparisons or contrasts with the relationship Juliet has
with her mother?
with her mother?

4. LO: To understand the content of the poem through Clarke’s choice of language.
LO: To understand the content of the poem through Clarke’s choice of language.
Starter
Starter
Highlight, underline or shade over the personal pronouns in the
Highlight, underline or shade over the personal pronouns in the
poem.
poem.
A personal pronoun is a word such as I, we, our, you...
A personal pronoun is a word such as I, we, our, you...
Now answer this question:
Now answer this question:
What do you notice about the way the personal pronouns
What do you notice about the way the personal pronouns
are used during the poem?
are used during the poem?
How does this show the mother struggling to become an
How does this show the mother struggling to become an
individual again?
individual again?

5. What does the word ‘Imagery’ mean?
What does the word ‘Imagery’ mean?
Write down a definition.
Write down a definition.
Definition:
Definition:
Imagery is the name given to the elements in a poem that spark
Imagery is the name given to the elements in a poem that spark
off the senses.
off the senses.
Despite "image" being a synonym for "picture", images need not
Despite "image" being a synonym for "picture", images need not
be only visual.
be only visual.
Any of the five senses: sight; hearing; touch; taste and smell
Any of the five senses: sight; hearing; touch; taste and smell
can be used by the author to create an image or impact to
can be used by the author to create an image or impact to
which the reader responds.
which the reader responds.

6. With the term ‘imagery’ in your mind, create a table of words
With the term ‘imagery’ in your mind, create a table of words
(see below) of words which stand out as either fighting or
(see below) of words which stand out as either fighting or
caring language.
caring language.
Fighting Language Caring/Loving Language
Fierce Tender
Shouted
(you should have 11 words) (you should have 5 words)
Gillian Clarke will have chosen these words carefully and to fit a
Gillian Clarke will have chosen these words carefully and to fit a
purpose.
purpose.
Choose 1 word from each column that creates an image in your
Choose 1 word from each column that creates an image in your
mind, explain why you think she decided to use these words to get
mind, explain why you think she decided to use these words to get
across her point or feelings. (USE P.E.E)
across her point or feelings. (USE P.E.E)
‘Clarke chose the word ‘confrontation’ to describe child-birth. IIthink
‘Clarke chose the word ‘confrontation’ to describe child-birth. think
she chose this word because.../In choosing this word she is trying to
she chose this word because.../In choosing this word she is trying to
show...
show...

7. COMMENT IDENTIFY SUPPORT STRUCTURE
G F E D
You make a You You back up You organise
statement or pinpoint or your statement your points so
a remark. spot a with some that they
device. evidence or answer the
some detail. question.
Catrin is the Catrin is Catrin is the Catrin is the
speaker’s the speaker’s speaker’s
daughter. speaker’s daughter. daughter.
daughter. She uses a She uses a
She uses a metaphor to metaphor to
metaphor. illustrate that illustrate
they are that they are
joined joined
together. together.
This shows
that their
relationship
is still close.

8. EXPLAIN EXPLORE ANALYSE EVALUATE IMAGINE
C B A A*
You give details to You investigate and You delve deeper into the You weigh up how
make your point look at points in poet’s methods. You effective the method is.
clear. detail. examine them as if under You use your own
You see that there is a microscope. judgements and invent
more to discover. your own ways of
looking at the poem.
Catrin is the Catrin is the Catrin is the speaker’s Catrin is the speaker’s
speaker’s speaker’s daughter. She uses a daughter. She uses a metaphor
daughter. She daughter. She metaphor to illustrate to illustrate that they are
uses a metaphor uses a metaphor to that they are joined joined together as the ‘red
to illustrate that illustrate that they together as the ‘red rope’ is the umbilical cord.
they are joined are joined rope’ is the umbilical This shows that their
together as the together as the cord. This shows that relationship is still close, but
‘red rope’ is the ‘red rope’ is the their relationship is still also that they are still
umbilical cord. umbilical cord. close, but also that they connected even though she is
This shows that This shows that are still connected even grown up. The red
their relationship their relationship though she is grown up. symbolises both the love and
is still close. is still close, but The red symbolises both the anger that the relationship
also that they are the love and the anger makes the speaker feel, but
still connected that the relationship may also symbolise a warning
even though she is makes the speaker feel. that the changes in the
grown up. relationship are going to bring
more trouble as her daughter
grows.

9. LO: To explore the literary techniques used and their effect in ‘Catrin’.
LO: To explore the literary techniques used and their effect in ‘Catrin’.
Starter:
Starter:
Match the technique with the definition.
Match the technique with the definition.
Draw this table in your exercise book.
Draw this table in your exercise book.
Technique Definition
Alliteration Is a rhyme scheme created by two
or more words in the same line of
verse or a rhyme scheme created
by words within two or more lines
of a verse.
Internal Rhyme Repetition of words or phrases for
impact/effect.
Repetition Repetition of the same sound at the
start of consecutive words.

10. Alliteration : :The repetition of the same letter or sound at the start of consecutive words
Alliteration The repetition of the same letter or sound at the start of consecutive words
in aaphrase.
in phrase.
Look at lines 16 and 17. Highlight or underline the alliteration.
Look at lines 16 and 17. Highlight or underline the alliteration.
What effect does this alliteration have? Why would Clarke
What effect does this alliteration have? Why would Clarke
have include this alliteration at this point? What effect does
have include this alliteration at this point? What effect does
the punctuation have in these lines?
the punctuation have in these lines?
Write an answer explaining your ideas.
Write an answer explaining your ideas.
Model answer
Model answer
The alliteration, ‘We want, we shouted, To be two, to be
The alliteration, ‘We want, we shouted, To be two, to be
ourselves’, emphasises the moment where mother and baby
ourselves’, emphasises the moment where mother and baby
separate and become individuals. The use of commas also
separate and become individuals. The use of commas also
may illustrate the ‘confrontation’ of Clarke giving birth,
may illustrate the ‘confrontation’ of Clarke giving birth,
breathing between contractions.
breathing between contractions.
Give me aagrade using
Give me grade using
the blue grid!
the blue grid!

11. A-A* style response to alliteration:
When a woman goes into labour she has contractions, which increase
in frequency as she gets closer to giving birth.
It could be argued that the alliteration is used to show how Clarke was
experiencing these contractions throughout the first stanza, until at
lines sixteen and seventeen, the contractions are so intense that she
gives birth to Catrin; “We want, we shouted, To be two, to be
ourselves.”
The phrases are shorter which may suggest that the time between
contractions is shorter meaning she is extremely close to giving birth.
Whereas earlier in the stanza the alliterative phrases are longer, more
wordy if you like, for example : “cars taking turn at the traffic lights”
which may suggest that although in labour she wasn’t yet ready to give
birth.
The alliteration at lines sixteen and seventeen also has a sense of pace
and through the punctuation we get the impression that the ‘fight’ and
‘struggle’ was nearly over and it is clear that this is the moment where
they become two separate individuals.

12. Look carefully at the words used in the description of the young
Look carefully at the words used in the description of the young
girl:
girl:
“Still II am fighting
“Still am fighting
You off as you stand there
You off as you stand there
With your straight, strong, long
With your straight, strong, long
Brown hair and your rosy,
Brown hair and your rosy,
Defiant glare”
Defiant glare”
a)How do you think the mother feels about her daughter now?
a)How do you think the mother feels about her daughter now?
b)Pick one adjective and explain why you think it has been
b)Pick one adjective and explain why you think it has been
used to describe the girl. For example, why do you think the
used to describe the girl. For example, why do you think the
mother describes her daughters hair in such detail?
mother describes her daughters hair in such detail?
c)Find the internal rhyme in this section – what is its effect?
c)Find the internal rhyme in this section – what is its effect?

13. Task: Cut out one student response at a time, stick it into your book. Think about the poem
as a whole. Decide whether you agree or disagree with these statements, write it down
and find evidence in the poem to support your thinking.
Student A
‘This poem shows a huge amount of pain and unhappiness. There do not seem to be any
benefits in having a child.’
Student B
‘This poem is really realistic. Clarke shows that parent/child relationships are often
hostile.’
Student C
‘Clarke may dislike her daughter at times, but the poem shows she really loves her.’
Student D
‘The setting in the hospital makes for a really depressing mood.’
Student E
‘This poem shows that a parent/child relationship has to be about compromise and
meeting each other half way.’

14. We are now going to develop your ideas further by filling out this table below.
Work in pairs, the first one has been done for you.
Feature of the poem Its Effect Why it has been chosen
The poem has been divided This divides the poem into It emphasises that the
into two very different the past (giving birth) and the conflict with her daughter is
stanzas. present (the on-going conflict continuing; it happened in
with her daughter). the past but is still taking
place.
The poet uses violent words These words make the
such as ‘Fierce confrontation’, narrator seem…
‘wild’, ‘shouted’ and ‘fighting
you off’.
Sometimes words are This emphasises…
repeated, ‘we want, we
shouted’.
The narrator addresses the This has the effect of…
daughter directly. She calls
her ‘you’ rather than using
the third person to refer to
her.

15. Developing your response to this poem…
1) How successful do you think Clarke has been in capturing
1) How successful do you think Clarke has been in capturing
the conflict between parents and children?
the conflict between parents and children?
2) If Catrin were to write a reply to her mother, what aspects of
2) If Catrin were to write a reply to her mother, what aspects of
her mother’s behaviour do you think she might comment on?
her mother’s behaviour do you think she might comment on?
Find evidence from the poem. Write a few lines showing how
Find evidence from the poem. Write a few lines showing how
the daughter might present her view of the incident.
the daughter might present her view of the incident.

16. Plenary
Plenary
Discuss the question below, on your table, then construct an
Discuss the question below, on your table, then construct an
answer – using the grid to help you structure your response.
answer – using the grid to help you structure your response.
Include quotes to support your point – in P.E.E style.
Include quotes to support your point – in P.E.E style.
This is a clear opportunity to add your own experiences or opinions
This is a clear opportunity to add your own experiences or opinions
in this answer.
in this answer.
‘Do you identify with the mother or the daughter?’
‘Do you identify with the mother or the daughter?’
In response to this question, II think that....
In response to this question, think that....

17. LO: To learn how to structure a response to an assessment question.
Using the table you have been given fill out the boxes with the
Using the table you have been given fill out the boxes with the
relevant information.
relevant information.
Keep the assessment theme in mind: parent and child relationships.
Keep the assessment theme in mind: parent and child relationships.
You have 20 minutes.
You have 20 minutes.
You are now going to write at least the first three paragraphs of a
You are now going to write at least the first three paragraphs of a
response to this question:
response to this question:
‘How is the relationship between a mother and a daughter
‘How is the relationship between a mother and a daughter
presented in, Catrin?’
presented in, Catrin?’
You have 25 minutes. Remember to P.E.E – it’s the explanation
You have 25 minutes. Remember to P.E.E – it’s the explanation
where you’ll pull in the marks! Remember to justify your thoughts.
where you’ll pull in the marks! Remember to justify your thoughts.