This document contains a poem titled "Once Upon a Time" by Gabriel Okara. It discusses how the speaker has learned to disguise their true self and emotions through social interactions. They have learned to laugh and smile without feeling joy and to say nice things while feeling bored. The speaker wants to rediscover their authentic self from when they were younger. Students are tasked with developing a critical response to analyze the poem's structure, imagery, language and effect. They must also show empathy for the speaker. Later, students will create a creative writing response inspired by a line from the poem.

1. Connotation game
“Once upon a time”

2. Once upon a time
L/O
1. Develop our critical response to the
written word.
2. Show empathy for the speaker in a poem
Creative response
Empathy
PLTS:
Creative
thinker
Independent
enquirer

3.  or  or
Creative thinkers…
•generate ideas and explore
possibilities
•ask questions to extend their thinking
•connect own and others’ ideas and
experiences in inventive ways
•question own and others’
assumptions
•try out alternatives or new solutions
and follow ideas through
•adapt ideas as circumstances
change
Independent enquirers…
• identify questions to answer and
problems to resolve
• explore issues, events or problems
from different perspectives
• analyse and evaluate information,
judging its relevance and value
• consider the influence of
circumstances, beliefs and feelings on
decisions and
events
• support conclusions, using reasoned
arguments and evidence

4. Two questions to think about…
Is it better to be kind or truthful? What’s the
difference?
Have you ever considered yourself to be
two-faced?

5. Once Upon a Time
Once upon a time, son,
They used to laugh with their hearts
And laugh with their eyes:
But now they only laugh with their teeth,
Search behind my shadow.
There was a time indeed
They used to shake hands with their hearts:
But that’s gone, son.
Now they shake hands without hearts
While they left hands search
My empty pockets.
‘Feel at home’! ‘Come again’:
They say, and when I come
Again and feel
At home, once, twice,
There will be no thrice –
For then I fond doors shut on me.
So I have learned many things, son.
I have learned to wear many faces
Like dresses – homeface,
Officeface, streetface, hostface,
Cocktailface, with all their conforming smiles
Like a fixed portrait smile.
And I have learned too
To laugh with only my teeth
And shake hands without my heart.
I have also learned to say, ‘goodbye’,
When I mean ‘Good-riddance’:
To say ‘Glad to meet you’,
Without being glad; and to say ‘It’s been
Nice talking to you’, after being bored.
But believe me, son.
I want to be what I used to be
When I was like you. I want
To unlearn all these muting things.
Most of all, I want to relearn
How to laugh, for my laugh in the mirror
Shows only my teeth like a snake’s bare
Fangs!
So show me, son,
How to laugh; show me how
I used to laugh and smile
Once upon a time when I was like you.
Gabriel Okara
Ha

6. Poetry explosion:10 minutes
5 Ws and a H
 Who is the poem
about?
 What happens in the
poem?
 Where is it set?
 When is it set?
 Why do you think
Gabriel Okara wrote
the poem?
 How does the poem
make you feel?

7. Storyboard the main images in
the poem: What is the story?

8. Plenary:
• Compare notes
• Share with a partner
• Have you met the L/O?
• Set yourself a realistic target for next
lesson..how can you challenge yourself?

9. Once upon a time
L/O
1. Develop a critical and then creative
response to the written word.
2. Show empathy for the speaker in a
poem(TODAY)
Creative response
Empathy
PLTS:
Creative
thinker
Independent
enquirer

10. Starter: On your MWB
What is the poet’s message?
What is empathy?
How can we empathise with the speaker?

11. Analysing a poem
Structure
Meaning
Imagery
Language
Effect on reader
Spend 3 minutes adding notes to each
piece of sugar paper.

12. Smile help!
Structure:
length of the verse.
Mood / Tone:
the mood of the poem and emotions developed.
Imagery / Ideas:
similes, metaphors, personification, enjambment, pathetic fallacy.
Language:
rhythm / rhyme, repetition, rhetorical questions, alliteration, onomatopoeia,
enjambment, oxymoron
Effect:
the effect on the reader-thoughts and feelings

13. Plenary
1.Develop a critical response to a poem
2.Show empathy with the speaker
3.Develop a creative response to the written
word
Have you met L/O 1 and 2?
WWW?
EBI?

14. L/O
1.Develop a critical response to a poem
2.Show empathy with the speaker
3.Develop a creative response to the written
word (TODAY)

15. Starter:
Write as many synonyms as you can for:
1.Polite
2.Mean
3.Rude
4.Nice

16. Once upon a time
L/O:
Develop a creative response to the written
word (TODAY)
Creative response
PLTS:
Creative
thinker
Independent
enquirer

17. How can we be successful as
creative writers?
• Create a checklist of success criteria in
pairs on your MWB.
• Use your APP sheet to help you

18. Creative writing
• Could you use your favourite line as
inspiration for a piece of narrative writing?
• Could you use the speaker in this poem
as a main character in a story?
• Discuss with your partner.

19. Taking inspiration from the
poem
• Choose your favourite line from the poem.
• Why do you like it?

20. • Create a mind map of ideas
• Plan independently.
• You need to be ready to write your story
next lesson…enjoy!

21. 1. Develop a critical and then creative
response to the written word.
2. Show empathy for the speaker in a poem
Review your PLTS sheet