This document contains notes from an English literature lesson. It includes instructions for students to analyze a poem called "Advice to a Teenage Daughter" using different techniques. Students are asked to think of alternative interpretations of the poem and try to synthesize two differing ideas about the poem's meaning. The document also provides examples of discourse markers that can help students link and qualify different interpretations when writing about a text.

1. Enjoy
silent
reading

2. Timings of Lesson

3. Recap
STARTER
What are some connotations of
these images?
Thinking of past knowledge…
Ring the
bell!

4. Recap
STARTER
What are some connotations of
these images?
What are some connotations of…
Speed?
Vitality?
Attractive?
Hidden?
Write at least
five for each
image. 5 mins.

5. 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
How I analyse
a poem in
different
ways?

6. Reading the Text
Does this
satisfy or
confound
your
expectations?
Brandishing = to
wield a weapon
Conquest = to beat or
dominate something
A parent tells their
teenage daughter
advice about
growing up… and
boys!

7. Advice to a Tee
By Isobel Thrill
Advice to a Teenage Daughter

8. Advice to a Tee
By Isobel Thrill
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.
Did this
satisfy or
confound
your
expectations?

9. Who? What?
Rhyme, Rhythm and
stRucture
Imagery
Tone
Effects
Response
WRITER

10. 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
First Thoughts: Use WRITER. 10 mins.

11. 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?
Some ideas on the poem

12. What are we going to do with this
poem?
How can we
think of
alternative
interpretations?
How can we
record
alternative
ideas?

13. How can we
record
alternative
ideas?
How can we think of alternative
interpretations?

14. Step 1
Think of your first idea(s) of the
poem: THESIS

15. Step 2
Think of an alternative idea or
interpretation: ANTITHESIS

16. What is an alternative idea?

17. Step 3
Think of how these two ideas might
link or form a new idea: SYNTHESIS

18. Balancing all your ideas!
How can I
balance
my ideas?
Use
discourse
markers!

19. A discourse marker is a
signpost that tells the reader
where the writing is ‘going’.
What is a discourse marker?

20. An extra idea = moreover
What are some discourse markers?
An alternative idea = however
A synthesis idea = therefore

21. The … metaphor
of…serves to…
Writing SWEATY with alternative
interpretation.
therefore
however
Moreover
(optional)

22. 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
create an image of power and capability since swords
are often ceremonial items, and evoke a superior 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.

23. Does Thrilling present love as an empowering thing
in the poem? 10 mins.
Use an image and write contrasting
interpretations in the same SWEATY.
Thrilling depicts the… between… The …
metaphor of…demonstrates …
However…
Therefore…

24. 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
originals?
Plenary

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

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

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

28. Homer: Let’s compromise

29. Homer: We’ll go to a play…

30. Homer: That Lisa doesn’t like!

31. Bart and Lisa:
Both have sad faces!

32. Bart and Lisa:
Both have sad faces!You do not have to agree with
both interpretations you have
made: use your judgement!