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Year 7Love and Relationships Poetry
Remote Learning Booklet
Name: ________________________________________
Teacher: ______________________________________
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Lesson 1
Title: Life as a farmer in Northern Ireland
Lesson Focus: Identify and understand the main ideas, viewpoints, themes or purpose
Look at the image and describe what you see:
Challenge:
How is this method of farming different compare to modern times?
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Word Consciousness:
Word and definition Your definition and synonyms
Enclosure -an area that is surrounded by a barrier
Epitome-a person or thing that is a perfect example of a particular quality or type
Delineate-indicate the exact position of (a border or boundary)
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What do the following pictures present about life as a farmer in the 1900s in Northern Ireland?
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Famine
After the famine in 1845, Irelands agricultural system changed. Land enclosure became a common feature in the Irish landscape. Families began to delineate field boundaries on their rented lands. The land wars later that century and the land acts, saw the transfer of lands back into Irish hands. This ownership of land was a hard fought struggle, but only the beginning. In the poorest areas of Ireland, making productive land from rock or bog was a back breaking toil. The quality and size of your land became the epitome of wealth and status. In many cases, the ownership of land instead of setting families free, sometimes bound them in bitter rows and had a compelling effect on the attitude of the people.
Text Dependent questions
1. When did the famine cease in Ireland? ___________________________
2. What does the phrase ‘back breaking toil’ symbolise here? ___________ ___________________________________________________________
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3. How would wealth be measured in Ireland? What does this suggest about the measure of success? _________________________________ ___________________________________________________________ ___________________________________________________________
4. What are the connotations of ‘compelling here’? __________________ __________________________________________________________
5. Why did the attitude of people change? _________________________ __________________________________________________________
Farming in Northern Ireland
In the 40s, farming communities often worked together. Neighbours helped each other with large farming tasks like making the hay and gathering the harvest. There was very little farm machinery in those days so many hands were needed to complete these tasks.
When neighbours worked together like this is was often called a 'Meitheal', which is the Irish word for team.
Community and Life for Farmers
At the Meitheal neighbours were not paid money for their work but food was always provided by the family.
Food and drink such as homemade brown bread, cheese, scones, tea and buttermilk were brought to the fields at mid-day. Great fun was had by all and this was just as important as getting the work done.
When the harvest or hay was finally 'brought home' there would be a house dance for all to enjoy. And so the process would continue with each family helping each other in turn.
Facts About Farming Life
In the 1900s a way of farming life developed in the Irish countryside. This way of life remained the same until the 1960s.
At this time many farmers produced more than enough food to feed their own families. The rest of the produce was brought for sale to the nearest market town.
Turf or peat farming
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Known as peat in other parts of the world, the Irish prefer the term turf, unless referring to hard, compressed fuel blocks known as peat briquettes.
But whatever you call these brown earthen blocks, I think most Irish people appreciate the warmth and comfort of a turf fire.
Man sitting on a donkey with a creel
This old photograph shows a man sitting on a donkey. The donkey also has a wicker basket called a creel strapped to its back. This was often used to carry turf back from the bog.
Task!
• Using what you have learnt from the information above, record positive aspects for farming and negative aspects of farming.
Positive aspects of farming Negative aspects of farming
Lesson 2
Lesson Title: Getting to know you
Lesson Focus: - Identify and understand the main ideas, viewpoints, themes or purpose
What does the word “expert” mean to you? ______________________________________ ___________________________________________________________________________
Write down 3 things that you are an expert at. ____________________________________ ______________________________________________________________________________________________________________________________________________________
Challenge: Why do you think farmers need to be experts? __________________________ ___________________________________________________________________________
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Word Consciousness:
Word and definition Your definition or synonyms
Tumultuous –disorderly commotion
Plough- a machine used for breaking up soil and cutting furrows in preparation for sowing.
Homeland – place one is born and lives at
Use the image below to write out as many words to describe the scene.
How could you link the words from your word consciousness list to this picture?
Seamus Heaney Homepage
Seamus Heaney, world renowned Irish poet and Nobel Prize laureate, has written hundreds of poems. Although he has written so many poems, they all tend to revolve around several common themes. Memories of childhood and death are two such themes, which show’s Heaney’s focus on the beginning and end of life. Heaney grew up in Northern Ireland on a farm during a somewhat tumultuous time period, so he also writes a lot about farming, nature, family, war, religion, and his homeland, Ireland.
Not only do many of his poems centre around these topics, a lot of them even contain aspects of more than one of these themes which reiterates the themes’ importance.
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1. What does the word ‘renowned’ mean? ____________________________________ _____________________________________________________________________
2. What prize has Heaney been awarded?_____________________________________
3. Where was Heaney brought up? __________________________________________
4. What are the common themes of Heaney’s poetry? __________________________
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5. What does tumultuous mean? ____________________________________________
Early life Seamus Heaney was born on 13 April, 1939 in rural County Derry, in Northern Ireland. He was the eldest of nine children born to Patrick Heaney, a cattle farmer, and Margaret McCann, and grew up on the family farm of Mossbawn. Heaney’s childhood was a peaceful and simple one: in his Nobel lecture, he called it ‘an intimate, physical, creaturely existence… in suspension between the archaic and the modern’. The people, landscapes and memories of his upbringing would inform his poetry throughout his life.
In 1953, Heaney’s second youngest brother Christopher was killed in a road accident, aged four. This tragic event is commemorated in one of his most famous poems, ‘Mid-Term Break’. After Christopher’s death, the family moved to a new farm, The Wood, outside the village of Bellaghy.
In 1951, Heaney began his studies at St Columb’s College in Derry, leaving the family home to become a boarder there. He poignantly describes the separation from his parents in the poem ‘The Conway Stewart’, from his final collection, Human Chain. Heaney went on to Queen’s University Belfast in 1957 to study English Language and Literature, and graduated with First Class Honours. After earning his diploma from St Joseph’s College of Education in 1962, he began his career as a teacher.
Marriage and familyIn 1965, he married Marie Devlin, who had grown up near the poet, in Ardboe, County Tyrone, on the shores of Lough Neagh. Together they had three children, Michael (born in 1966), Christopher (1968) and Catherine Ann (1973). They lived in Belfast until 1972, when they moved to County Wicklow in the Republic of Ireland. In 1975, he took up a teaching post at Carysfort College of Education in Dublin and, the following year, moved with his family to a new home in the city's neighbourhood of Sandymount, where he would live for the rest of his life.
International and public lifeThroughout the 1980s and 1990s, Seamus Heaney’s international reputation grew. His work gained a devoted readership in the US in particular, where, from 1982 onwards, he spent four months every year teaching at Harvard University. As his work was translated into other languages, he also found a readership beyond the English-speaking world. He
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travelled extensively, delivering lectures, taking part in festivals and summer schools, and giving readings around the world.
TASK! Use the information you have learnt above to create a fact-file/leaflet of information on the poet in the box below
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Self assess your fact file by highlighting what you have achieved on the success criteria below.
Success Criteria
• I have included the key points Heaney’s homepage
• I have included the key points from the video on his childhood
• My fact file gives the main ideas of Heaney’s experience
write an EBI (even better if) about how you can improve.
Complete your EBI using a green pen.
Lesson 3Lesson Title: Follower by Seamus Heaney
Lesson Focus: Identify and understand the main ideas, viewpoints, themes or purpose
“It is my father who keeps stumbling behind me, and will not go away”
How does this sentence make you feel and why?
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Challenge: Why are parental relationships important during childhood? What may cause changes to this?
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Word Consciousness:
Word and definition Your definition or synonyms
Expert- a person who is very knowledgeable
about or skilful in a particular area
Stumbled -To proceed unsteadily or
falteringly; flounder
Awe – feeling of wonderment
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Follower
What does the poem title above suggest? _________________________________________
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Who could be a follower? What does it imply about the person? ______________________
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‘Follower’ by Seamus Heaney
The 5 W’s
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My father worked with a horse-plough,His shoulders globed like a full sail strungBetween the shafts and the furrow.The horses strained at his clicking tongue.
An expert. He would set the wingAnd fit the bright steel-pointed sock.The sod rolled over without breaking.At the headrig, with a single pluck
Of reins, the sweating team turned roundAnd back into the land. His eyeNarrowed and angled at the ground,Mapping the furrow exactly.
I stumbled in his hobnailed wake,Fell sometimes on the polished sod;Sometimes he rode me on his backDipping and rising to his plod.
I wanted to grow up and plough,To close one eye, stiffen my arm.All I ever did was followIn his broad shadow round the farm.
I was a nuisance, tripping, falling,Yapping always. But todayIt is my father who keeps stumblingBehind me, and will not go away
How does Heaney present his father?Write a paragraph in response to the question using the questions in the ‘what? How? Why?’ to help you structure it.
HELP: Use the sentence starters below if you get stuck!
Heaney presents his father as (think of one or two words to describe how he Is presented)This is demonstrated in the line (add your chosen quotation to support your point!)This means (what does the quote mean or suggest?)Heaney Has used a (is there a technique like a simile, metaphor, repetition, alliteration?) The word (pick a key word in the quote that presents the father in the way you stated in your point) is effective because it has connotations of …Heaney has included this because…The reader will feel … because…CHALLENGE – This reflects how in farming/farming in Ireland…
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Lesson 4Lesson Title: Follower by Seamus Heaney
Lesson Focus: Identify and understand the main ideas, viewpoints, themes or purpose
“His eye narrowed and angled at the ground,
Mapping the furrow exactly.”
What metaphor is being used here and why is it effective?
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Challenge: Rewrite the quote using a metaphor of your own.
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Word Consciousness:
Word and definition Your definition or synonyms
Generation gap- difference of opinions and beliefs between parent and child
What is the definition of ‘relationships’?
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Complete the table for words used in the poem
Positive words Negative words Technical words Action verbs
Heaney was in awe of his father. How far do you agree with this statement?
Write a paragraph in response to this question. You can use the sentence starters to help you:Heaney is shown to be in awe of his father because (refer to something that happens that shows he is in awe) …This is shown in the line…This means (what does the quote mean or suggest?)
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My father worked with a horse-plough,His shoulders globed like a full sail strungBetween the shafts and the furrow.The horses strained at his clicking tongue.
An expert. He would set the wingAnd fit the bright steel-pointed sock.The sod rolled over without breaking.At the headrig, with a single pluck
Of reins, the sweating team turned roundAnd back into the land. His eyeNarrowed and angled at the ground,Mapping the furrow exactly.
I stumbled in his hobnailed wake,Fell sometimes on the polished sod;Sometimes he rode me on his backDipping and rising to his plod.
I wanted to grow up and plough,To close one eye, stiffen my arm.All I ever did was followIn his broad shadow round the farm.
I was a nuisance, tripping, falling,Yapping always. But todayIt is my father who keeps stumblingBehind me, and will not go away
Heaney Has used a (is there a technique like a simile, metaphor, repetition, alliteration?) The word (pick a key word in the quote suggests he iS awe) is effective because it has connotations of …Heaney has included this because…The reader will feel … because…
Is there any evidence that he doesn’t seem in awe?
However, it seems that he is not completely in awe because…This is shown in the line…This means (what does the quote mean or suggest?)Heaney Has used a (is there a technique like a simile, metaphor, repetition, alliteration?) The word (pick a key word in the quote that presents the father in the way you stated in your point) is effective because it has connotations of …Heaney has included this because…The reader will feel … because…
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Self assess!
Highlight on The success criteria what you have achieved! Write an EBI. Respond to your EBI using a green pen (Green For Growth)Success Criteria
• I have used quotes from the poem
• I have explained the effect of the quotes
• I have included context about Heaney to explain my ideas.
• I have actively given and received feedback from my peers and used this constructively.
EBI: __________________________________________________________________________________________________________________________
Green for Growth:
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Lesson 5Lesson Title: Poppies and WW1 Lesson Focus: Identify and understand the main ideas, viewpoints, themes or purpose
Mind-map around the bubble all the names of flowers you know. Write a sentence about what each flower could represent.
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Flowers
Challenge:
What symbolism does a rose have? __________________________________
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What symbolism does a poppy have? _________________________________
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Word and definition Your definition
Sacrifice
an act of giving up something valued for the sake of something else regarded as more important or worthy.
Remembrance
the action of remembering something
Symbolism
the use of symbols to represent ideas or qualities
Why the Poppy? (BBC archives)
The poppy has a long association with Remembrance Day. But how did the distinctive red flower become such a potent symbol of our remembrance of the sacrifices made in past wars?
Scarlet corn poppies (popaver rhoeas) grow naturally in conditions of disturbed earth throughout Western Europe. The destruction brought by the Napoleonic wars of the early 19th Century transformed bare land into fields of blood red poppies, growing around the bodies of the fallen soldiers.
In late 1914, the fields of Northern France and Flanders were once again ripped open as World War One raged through Europe's heart. Once the conflict was over the poppy was one of the only plants to grow on the otherwise barren battlefields.
The significance of the poppy as a lasting memorial symbol to the fallen was realised by the Canadian surgeon John McCrae in his poem In Flanders Fields. The poppy came to represent the immeasurable sacrifice made by his comrades and quickly became a lasting memorial to those who died in World War One and later conflicts. It was adopted by The Royal British
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Legion as the symbol for their Poppy Appeal, in aid of those serving in the British Armed Forces, after its formation in 1921.
Text Dependent questions
1. What does the emotive word ‘sacrifice’ signify about the poppy? ________________
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2. What does the word ‘potent’ suggest here? _________________________________
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3. When were the Napoleonic wars? _________________________________________
4. What is the significance of using the noun phrase ‘blood red’ to describe the
poppies? How does that expression make you feel? ___________________________
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5. After WW1, where were the poppies found to be growing? What is the effect of the
juxtaposition with the poppy growing in ’barren’ fields? _______________________
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Describe the poppy – list as many positive and negative words to describe the poppy
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Positive
Negative
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Using the words you have gathered, write a descriptive paragraph
describing poppies in an open field.
Success Criteria
• I have used adjectives• I have used similes• I have included a list• I have used the 5 senses
Higlight on the success criteria what you have achieved in your paragraph> write an EBI: ___________________________________________________________ ___________________________________________________________Complete a Green for growth in response to your EBI using a green
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Lesson 6Lesson Title: Poppies by Jane Weir Lesson Focus: Identify and understand the main ideas, viewpoints, themes or purposeMind-map as many ideas as you can think of linked to treasure, e.g jewels
Challenge:Write a small paragraph describing a piece of treasure.
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Word Consciousness:
Word and definition Your definition
Crimpedcompress (something) into small folds or ridges
Skirtinggo along or around (something) rather than directly through or across it
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Treasure
Lapelhe part on each side of a coat or jacket immediately below the collar which is folded back on either side of the front opening.
Context• Jane Weir, born in 1963, grew up in Italy and Northern England, with an English
mother and an Italian father. She has continued to absorb different cultural experiences throughout her life, also living in Northern Ireland during the troubled 1980s.
• Her poetry has won several prizes and drawn praise from many other leading poets. She has also written many other kinds of books. These include several biographies of lesser-known 20th century women writers and artists. As well as writing she runs her own textile and design business. The influences of her broad cultural experiences as well as her knowledge of and interest in other art forms can be seen throughout her work.
• The poem explores the loss a parent feels when their son goes to war and is potentially killed.
Read the poem and the complete the grid to show your understandingPoppies
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Text dependent questions
After you'd gone I went into your bedroom, released a song bird from its cage. Later a single dove flew from the pear tree, and this is where it has led me, skirting the church yard walls, my stomach busy making tucks, darts, pleats, hat-less, without a winter coat or reinforcements of scarf, gloves.
1. What does the phrase ‘you’d gone’ suggest about the mother/son relationship? ____________________________________________ ________________________________________________________
2. What does the song bird symbolise here? _________________________
3. Why does the poet refer to a dove flying off? What is the effect of this? ___________________________________________________________ ___________________________________________________________
4. What does the verb ‘skirting’ suggest about how the mother feels? ______________________________________________________________________________________________________________________
5. What metaphor is used to describe the mother’s stomach? What does this suggest? ________________________________________________ ___________________________________________________________
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6. What has the mother forgotten to wear? Why? ___________________ ___________________________________________________________
Hinge question – which of the following are true based on the poem Poppies? Write ‘True’ or a t next to the true statements.
1. The mother is anxious about her son leaving for war.2. The son is a brave soldier who is leaving home to join the army.3. The mother is unable to control her emotions and does not want the son
to leave home.4. There is a strong mother and son relationship presented in this poem.5. The title could represent the mother’s sacrifice.
Create a storyboard (image in each big box with a description or quote underneath) for the poem poppies- you can use symbols to present ideas, as well as sketches.
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Lesson 8Lesson Title: Poppies and Imagery
Lesson Focus: Identify and understand the main ideas, viewpoints, themes or purpose
Write out a simile using the image below
Challenge:
Explain what a dove could symbolise.
Word ConsCiousness23
Word and definition Your definition
Imagery
visually descriptive or figurative language
Sematic field
Group of words that relate to something specific
Write ideas around each image about what they could represent:
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Closer look at imagery that represent the relationship of the mother and her son
Look again at The poem ‘Poppies’ and fill in the grid below –
Image (write the name of the image shown in the poem –e.g ‘blackthorns’)
Inference - what Can you infer (conclude or assume) from this image?
Powerful vocabulary (effective key words in relation to the image)
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How does the poet use imagery to present the mother’s relationship with her son?
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Write a paragraph in response to the question using the ‘What? How? Why?’ questions tO hElp yOu structure it.
HELP: Use the sentence starters below if you get stuck!
The poet uses imagery to present the mother’s relationship with her son as (think of one or two words to describe the relationship)
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This is demonstrated in the line (add your chosen quotation to support your point!)This gives the reader an image of a … (what image is created?)Heaney Has used a (is there a technique like a simile, metaphor, repetition, alliteration?) The image is effective because it has connotations of …CHALLENGE -The poet has included this because…The reader will feel … because…
Highlight on the success criteria what you have achieved in your paragraph.Success Criteria:
I know what the mother is feeling
I can include quotes to support my ideas
I can think carefully about my vocabulary choices, using pieces which reflect my character
I an infer what this evidence shows about the mother – son relationship
Challenge: - I can link my ideas to the title of the poem ‘Poppies’.
• write an EBI: ___________________________________________________________ ___________________________________________________________Complete a Green for growth in response to your EBI using a green
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Lesson 9
Lesson Title:
Lesson Focus: Identify and understand the main ideas, viewpoints, themes or purpose
List as many emotions as you can to describe the scene below.
Challenge:Explain which poems, out of the ones you have read may represent this scene.________________________________________________________________________________________________________________________________ ________________________________________________________________
Word Consciousness
Word and definition Your definition
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Lamentable
express passionate grief
Completed the table to compare ‘Follower’ with ‘Poppies’
Mother in Poppies Father in Follower
What do they do well as parents?
How do you know?
What emotional journey do they go through?
How do you know?
Vocabulary challenge 1 130
– find 4 words in order, which best describes their qualities
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DEMONSTRATE‘A parent’s love towards their child is presented quite differently in both poems.’ How far do you agree with this statement?Task! Use the grid you have completed above to help you write a response to this question. You should write at least 3 paragraphs.
You can use the sentence starters below for guidance if you need to.
Sentence starters:
A parent’s love towards their child is presented quite differently in both poems. In Follower, the father’s love towards his son is …(pick a word or two to describe the love he has towards him)This is apparent in the line… (use a quote from the poem to support your point about the father’s love)This means… (what does the quote mean/suggest)?Heaney Has used a (is there a technique like a simile, metaphor, repetition, alliteration?) The word (pick a key word in the quote that presents the fathers love the way you stated in your point) is effective because it has connotations of …Heaney has included this because…The reader will feel … because…In the poem Poppies, the mother’s love is shown in a different way because her love towards her son is… (pick a word or two to describe the love she has towards him) This is apparent in the line… (use a quote from the poem to support your point about the father’s love)This means… (what does the quote mean/suggest)?Weir has used a (is there a technique like a simile, metaphor, repetition, alliteration?) The word (pick a key word in the quote that presents the fathers love the way you stated in your point) is effective because it has connotations of …
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Weir has included this because…The reader will feel … because…Can you say the love shown is similar at all?However, the two poems do show similarity in how they reflect a parent’s love towards their child. For example, in Follower the father is shown to feel… (again use a word or two to describe his love) which is shown in the line (use a quote from the poem to support) which is similar to Poppies because she also feels… which is show in the line…
Your response:
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Success criteria:
Pink = I have made clear points about how a parent’s love towards their child is shown in each poem and how they are different.
I used quotes from both poems and explained what they mean
Yellow = I have made clear points about how a parent’s love towards their child is shown in each poem and how they are different.
I used quotes from both poems, explained what they mean and identified techniques and key words used. I commented on the effect on the reader.
Green = I have made clear points about how a parent’s love towards their child is shown in each poem and how they are different and also how they are similar.
I used quotes from both poems and explained what they mean and identified techniques and key words used, explaining the effect of them. I commented on why the poets included these and also the effect on the reader.
Highlight the heading ‘demonstrate’ on page 30 using the colour you have achieved from the success criteria.
Complete the CONNECT task by completing the task for the colour you achieved in the DEMONSTRATE task:
Pink: Write out your quotes that you used in your response. Next to each one explain the effect of them, picking out key words to explain and any techniques used. Add a sentence about how the feelings shown in the two poems are similar.
Yellow: Write out the quotes you used I your response. Next to each one, explain how the language/techniques present the parent’s feelings towards their child? Add a sentence about how the feelings shown in the two poems are similar.Green: For each poem, write a few sentences explaining how you can link the love shown by the parents towards their child to the context of the poem.
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Lesson 10Lesson Title: Shakespearian language
Lesson Focus: Identify and describe the effect of the writer’s use of specific literary, rhetorical and grammatical features
List as many poetic forms as you can remember.
1 Haiku
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Challenge:
What type of form best suits romance and why?
Word Consciousness:
Word and definition Your definition
Lease
Term or duration contracted
Shakespeare’s language – RSC
• William Shakespeare played a major role in the transformation of the English language. Many words and phrases were first written down in his plays.
• 'Elbow room' (King John), 'heart of gold' (Henry V), 'tower of strength' (Richard III) and 'Wild-goose chase' (Romeo and Juliet) - just a handful of the many well-known English phrases that we've learnt from Shakespeare and use in our day to day lives more than 400 years later.
• The early modern English language was less than 100 years old in 1590 when Shakespeare was writing. No dictionaries had yet been written and most documents were still written in Latin. He contributed 1,700 words to the English language because he was the first author to write them down.
• As well as inventing completely new words, he used existing words in inventive ways, for example he was the first person to use 'friend' as a verb, as well as 'unfriended’ (Twelfth Night) and from 'gloom' he invented the word 'gloomy' (Titus Andronicus).
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1. What does transformation mean?
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2. How has Shakespeare transformed English language?
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3. What does ‘elbow room’ mean?
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4. What type of language was used in 1590?
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5. How many words did Shakespeare create? _________________________________
6. What did Shakespeare do to existing words? _______________________________
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7. Why do you think people understood his plays even if they could not read or
understand the new words he had created? ________________________________
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Words now and then
In order to read and understand Shakespeare, it is important to know that certain aspects of English grammar have changed since Shakespeare’s time. Probably the most important change is that English no longer has two ‘you’ forms.
In Shakespeare’s time, ‘you’ was used as a more polite form, and ‘thou’ as a more familiar form.
‘You’ was also used for addressing more than one person and ‘thou’ to address one person. ‘Thou’ also had different verb conjugations to ‘you’, so Shakespeare would have said ‘you are’, but ‘thou art’, ‘you have’ but ‘thou hast’. The third person (he, she, it) also had different
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verb conjugations, with, for example, ‘hath’, ‘doth’ and ‘seeth’ instead of the modern ‘has’, ‘does’ and ‘sees’.
1. What two differences were there between ‘thou’ and ‘you’? _________________________________________________ _________________________________________________
2. Give an example of a Shakespearean verb ending for ‘thou’ and for ‘he’. _______________________________________ ___________________________________________________
Complete the table adding - thy, thine, thee, ye, your, yourself, you, thou
Subject pronoun
Object pronoun
Possessive determiner
Reflexive pronoun
Singular (one person)
Plural (more than one
Answers! Mark your grid!
Subject pronoun
Object pronoun
Possessive determiner
Reflexive pronoun
singular thou thee thine thy
plural you ye your yourself
Match the Shakespearian words to their modern counterparts:
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1. Fain
2. Farewell
3. Nay
4. Oft
5. Woo
a. Say
b. Yes
c. Otherwise
d. Promise
e. Telling a lie
Write a short dialogue/poem using as many of the words from the above as you can, and Shakespearean grammar.
Lesson 11Lesson Title: Reading Sonnet 18
Lesson Focus: Identify and describe the effect of the writer’s use of specific literary, rhetorical and grammatical features
Make as many words as you can from the name:
SHAKESPEARE.
Challenge:
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1. Fain
2. Farewell
3. Nay
4. Oft
5. Woo
a. Say
b. Yes
c. Otherwise
d. Promise
e. Telling a lie
What facts can you recall about Shakespeare from your previous lesson?
Word Consciousness:
Word and definition Your definition
Elizabethan
Period during Queen Elizabeth 1
Sonnet
14 line poem with a regular rhyming pattern
Complete the mind-map:
What images or words come into your mind when you think of the word summer?
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Summer
Complete the grid below with as many ideas as you can think of:
Positive feelings Positive words and ideas about summer
Negative feelings Negative words and ideas about summer
Read the sonnet below and see if you can decipher (translate, understand) the language used in Shakespearean times
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Write a few sentences below explaining what you understand the poem to be a bout. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Personification – Giving a non-human thing human characteristics – e.g ‘the sun smiled down gloriously’ ‘the trees gently danced and swayed in time with the breeze’TASK! Write a paragraph personifying summer as either a positive experience or a negative experience.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Highlight on the success criteria what you have managed to achieve and then write an EBI
Success Criteria
1. I have use effective vocabulary
2. I have use the 5 senses
3. I have use good adjectives
4. I have written at least one paragraph
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5. I have zoomed in to a feature of summer
EBI:
________________________________________________________________________________________________________________________________
Respond to your EBI using a green pen:
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
Lesson 12
Lesson Title: Reading Sonnet 18
Lesson Focus: Identify and describe the effect of the writer’s use of specific literary, rhetorical and grammatical features
a. Look at these famous quotes from Shakespeare. What are the modern-day equivalents of the underlined words?
1. ‘The fool doth think he is wise, but the wise man knows himself to be a fool.’ As You Like It ___________________
2. ‘This above all: to thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any man.’ Hamlet _________________________
3. ‘Give every man thy ear, but few thy voice.’ Hamlet ______________41
4. ‘Many a true word hath been spoken in jest*.’ King Lear __________
*as a joke
Challenge:
Create your own Shakespearian sentence using some of the words underlined
________________________________________________________________________________________________________________________________
Word Consciousness
Word and definition Your definition
Superlative
Attributes to the highest degree
Beloved
Someone dearly loved
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Answers
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Re-read the poem and then answer the questions in the grid.
Who…is this poem about?
What…is happening? When…when is this taking place? Consider the time it was written.
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Where… is this taking place?
Why…has this poem been written?
What do you think about the poem?
ImageryComplete the table by finding an example/s of each device in the poem
Literary device Example from Sonnet 18
Metaphor
Personification
Repetition
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How does Shakespeare compare his beloved to summer? Mind-map his ideas about each one.
Write a summary of the poem:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Lesson 13
Lesson Title: Sonnet 18
Lesson Focus: Identify and describe the effect of the writer’s use of specific literary, rhetorical and grammatical features
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The summer The beloved
Identify the literary devices used.
‘Sometimes too hot the eye of heaven shines’ __________________________
Challenge:
What is the effect of the devices on the reader?
Word consciousness
Word and definition Your definition Synonyms
Iambic pentameter
Unstressed followed by a stressed syllable 5 times
Temperate – composed, moderate
StructureThe poem is in the form of a petrarchan sonnet : there are two quatrains (8 lines)and one sestet (6 lines), rhyming scheme of
ABAB CDCD EFEF GG , with each line employing ten syllables - five stressed and five unstressed.
• This means it is in iambic pentameter.
Iambic Pentameter sound:De dum de dum de dum de dum de dum unstressed – stressed (x/)
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PETRARCH(1304-1374)
Italian scholar, poet, and humanist whose poems addressed to Laura, an idealized beloved, contributed to the Renaissance
flowering of lyric poetry
Iambic pentameter-
‘Thou art more love- ly and more temp- pe- rate’
Copy out a line from the poem and identify the iambic pentameter.
Complete the grid by finding a quote from the poem for each technique and then answer the questions in response to each quote.
technique evidence How does this make the reader feel about the speaker’s beloved?
What other words could have been used?
Intense emotion
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Metaphor of nature
Personification
comparison
repetition
Read the poem and then answer the questions.
And every fair from fair sometime declines,By chance or nature's changing course untrimm'd;But thy eternal summer shall not fadeNor lose possession of that fair thou owest;Nor shall Death brag thou wander'st in his shade,When in eternal lines to time thou growest:
1. What does ‘fair’ mean in this poem? ___________________________
2. What is the speakers opinion of other ‘fairs’? Why is this?
___________________________________________________________
___________________________________________________________
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3. Why does the speaker refer to his beloved using ‘thy’? _____________
___________________________________________________________
4. What does ‘eternal’ mean? ____________________________________
5. How is Death presented? Why does it have a capital letter (proper noun)? _____________________________________________________
6. What will not ‘fade’ what does this represent and suggest?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Tick below which best describes the speaker’s love for his beloved.
1. The speaker fears her beauty will end.2. The beloved is very beautiful.3. The speaker believes the beloved’s beauty is infinite and incomparable.4. The summer is more fairer than the beloved.5. Time will end all beauty.
Lesson 14
Lesson Title: The 1950s
Lesson Focus: - Explore the range of different ways writer’s use layout, form and presentation in a variety of texts
Decide whether the following statements are true or false of 1950s
1. Colour television was introduced.2. Marylin Monroe was an icon.3. Cinderella the Disney movie was released.4. ‘Lion, witch and the Wardrobe’ by CS Lewis was published.5. The first living creature into space was a dog called Laika.6. Rock and roll and the Jive became popular.
Challenge:50
How different is the 21st century to 1950s?
________________________________________________________________
________________________________________________________________
Word Consciousness
Word and definition Your definition
AdolescenceDeveloping from a child to an adult
JiveA dance popular in the 1950s
SubliminalThe mind is affected without knowing
‘True or False’ answer –They are all true
What were the 1950s like?
The 1950s were a decade marked by the post-World War II boom, the dawn of the Cold War and the Civil Rights movement in the United States. “America at this moment,” said the former British Prime Minister Winston Churchill in 1945, “stands at the summit of the world.” During the 1950s, it was easy to see what Churchill meant. The United States was the world’s strongest military power. Its economy was booming, and the fruits of this prosperity–new cars, suburban houses and other consumer goods–were available to more people than ever before. However, the 1950s were also an era of great conflict. For example, the nascent civil rights movement and the crusade against communism at home and abroad exposed the underlying divisions in American society.
Marilyn Monroe
Marilyn Monroe was an American actress, model, and singer. Famous for playing comedic "blonde bombshell" characters, she became one of the most popular sex symbols of the
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1950s and early 1960s and was emblematic of the era's changing attitudes towards sexuality.
The Jive
The jive is a dance style that originated in the United States from African-Americans in the early 1930s. The name of the dance, jive, comes from the name of a form of African-American Vernacular slang, popularized in the 1930s by the publication of a dictionary by Cab Calloway, the famous jazz bandleader and singer.[1] In competition ballroom dancing, the jive is often grouped with the latin-inspired ballroom dances, though its roots are based on swing dancing and not latin dancing.
Changes in the family
In the search for a higher standard of living, women of the fifties and sixties gradually joined the ranks of the work force. In most families the woman today is as vital a wage earner as her partner.
In the 50s the woman was more often seen as the homemaker. Women's magazines encouraged women to stay at home after the Second World War so that men were in full employment after being demobbed from the forces. Her role was to be the perfect Stepford wife. It was not that women had never worked before out of desire or necessity, but a general consensus that men deserved jobs more after fighting in the war and women would be child bearers to refuel the population. The Oxo advert from the fifties of Katy in her pretty white apron as the perfect wife pleasing her man, to the empty nest adverts of a mid fifties man wearing a fleece making a casserole for 'drop in' adult children, are a great take on the social changes of family life in British society.
But as higher standards of living were directed at families with not so subliminal advertising, women of the fifties and sixties who 'wanted the latest labour saving device and nicer homes' gradually began to join the work force. Initially in the 50's a woman's income was often for extra treats for the family or the home interior. Now in 2005 that 'extra' income is essential for many who desire to maintain a certain way of lifestyle, own their own home and pamper away the stress of working with days at spas and beauty salons.
From what you have learnt about the 1950s, write a paragraph about how different the 1950s was 2020? Challenge – can you use the words ‘however’ and ‘whereas’ and the phrase ‘on the other hand’?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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Read the Interview with Carol Ann Duffy (Lincoln Review) below and then answer the
questions
CAROL: I don’t think of myself as an activist, I just think of myself as a poet. MILLY: Yeah.CAROL: My poems are going to come out of my life if they’re autobiographical; they’re going to come out of my imagination if I’m making up new myths or tall tales . . . When we write, in my case, poetry, you write with all of yourself. MILLY: Um-hm . . .CAROL: You write with your five senses, you write with your memory, your points of view, your language, and all that comes to bear on the poems one writes, but I wouldn’t think I’ve ever written a poem for a reason beyond writing a poem, so I don’t think of myself at all as an activist although, um, I’m in favour of activism but I think it’s a different talent.MILLY: Oh, okay.RORY: Well you, y’know, your poetry and your former status as a Poet Laureate would’ve, kind of . . . You would’ve thought that it would’ve inspired more people, especially more women to get into poetry. Would you say that you’ve left, like, a legacy there then, for future female poets to follow their dreams?CAROL: (Long pause) Well again, it’s interesting when people ask you questions because the question comes from the way the questioner thinks.
1. What is an activist? ____________________________________________________
2. Where does Carol Ann Duffy get ideas to write? ____________________________
____________________________________________________________________
3. What award has Duffy achieved?________________________________________
4. What is a legacy?_____________________________________________________
5. What is Duffy’s response to leaving a legacy with her work? __________________
____________________________________________________________________
6. Why does she respond like this? _________________________________________
____________________________________________________________________
Lesson 15
Lesson Focus: - Explore the range of different ways writer’s use layout, form and
presentation in a variety of texts
Pick out the correct statement/s about George Square.
1. It is in Glasgow.2. It is named after King George III3. It is a tourist attraction.4. It is a place where events take place. 5. It is not square!
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Challenge:
Why might places be mentioned in a piece of writing?
George Square, Central Glasgow:
Answer: All statements true except ‘It is not square!’
Word Consciousness
Word and definition Your definition Synonyms
Legacyan amount of money or property left to someone in a will
Laureate person who is honoured with an award for outstanding creative or intellectual achievement.
DefiantResisting, challenging
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The title of this lesson’s poem:
‘Before You Were Mine’ (by Carol Ann Duffy).
1. The title begins with the preposition ‘ before’. What does this imply about what the
poem might be about? ____________________________________________
___________________________________________________________________
2. The pronoun ‘you’ gives what impression about the speaker? _________________
____________________________________________________________________
3. What does the word ‘mine’ infer about the speaker? ________________________
____________________________________________________________________
4. What narrative voice do you think might be used in the poem?
_____________________________________________________________________
Read the poem
Before You Were Mine
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TDQs Stanza 1:
1. How long ago did all the events happen? __________________________________
2. What does ‘shriek’ imply about the girls? ___________________________________ _____________________________________________________________________
3. What does the metaphor ‘blows’ suggest about the attitude and life of the mother at this time? ____________________________________________________________ _____________________________________________________________________
4. Who is Marilyn? What is the effect of this comparison? ________________________ _____________________________________________________________________
Complete the grid by answering the questions in response to the poem:
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Lesson 16
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Lesson Title: Before you were mine
Lesson Focus: - Explore the range of different ways writer’s use layout, form and presentation in a variety of texts
In ‘Before You Were Mine’ what does the speaker in the poem learn about her mother’s youth?How does she feel about this?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Challenge:
Why do you think that the poem is titled ‘Before you were mine’?
______________________________________________________________________________________________________________________________________________________
Word Consciousness
Word and definition Your definition Synonyms
Analeptic
Supports nervous system
How does the daughter feel about her mother?
Mind-map the feelings you think she has towards her mother:
Task - Highlight evidence on the poem that indicate the daughters feelings:
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Daughter’s feelings towards her mother
Before You Were Mine
I'm ten years away from the corner you laugh onwith your pals, Maggie McGeeney and Jean Duff.The three of you bend from the waist, holdingeach other, or your knees, and shriek at the pavement.Your polka-dot dress blows round your legs. Marilyn.
I'm not here yet. The thought of me doesn't occurin the ballroom with the thousand eyes, the fizzy, movie tomorrowsthe right walk home could bring. I knew you would dancelike that. Before you were mine, your Ma stands at the closewith a hiding for the late one. You reckon it's worth it.
The decade ahead of my loud, possessive yell was the best one, eh?I remember my hands in those high-heeled red shoes, relics,and now your ghost clatters toward me over George Squaretill I see you, clear as scent, under the tree,with its lights, and whose small bites on your neck, sweetheart?
Cha cha cha! You'd teach me the steps on the way home from Mass,stamping stars from the wrong pavement. Even thenI wanted the bold girl winking in Portobello, somewherein Scotland, before I was born. That glamorous love lastswhere you sparkle and waltz and laugh before you were mine.CAROL ANN DUFFY
Task! Decide 4 pieces of evidence that you think best sum up the daughter’s feelings. Write next to each what feeling they show and why they are effective > Challenge – pick out key words to explain and any techniques used.
Evidence 1: ________________________________________________________________
Explanation: ________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Evidence 2: ________________________________________________________________
Explanation: ________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Evidence 3: ________________________________________________________________
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Explanation: ________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Evidence 4: ________________________________________________________________
Explanation: ________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Stanza 2 TDQ’sI'm not here yet. The thought of me doesn't occurin the ballroom with the thousand eyes, the fizzy, movie tomorrowsthe right walk home could bring. I knew you would dancelike that. Before you were mine, your Ma stands at the closewith a hiding for the late one. You reckon it's worth it.
1. What can be implied from the visual image of ‘thousand eyes’? ______________
___________________________________________________________________
2. What can you infer from ‘the right walk’? _________________________________
____________________________________________________________________
3. How do you know that the mother was defiant as a young teenager? __________
____________________________________________________________________
4. What does it tell you ‘Ma’ and her attitude towards her daughter? _____________
_____________________________________________________________________
5. Why does the mother risk taking a hiding? What can we infer from this about her
character? ____________________________________________________________
_____________________________________________________________________
Stanzas 3 & 4The decade ahead of my loud, possessive yell was the best one, eh?I remember my hands in those high-heeled red shoes, relics,and now your ghost clatters toward me over George Squaretill I see you, clear as scent, under the tree,with its lights, and whose small bites on your neck, sweetheart?
Cha cha cha! You'd teach me the steps on the way home from Mass,stamping stars from the wrong pavement. Even thenI wanted the bold girl winking in Portobello, somewherein Scotland, before I was born. That glamorous love lastswhere you sparkle and waltz and laugh before you were mine.
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1. What does the adjective ‘possessive’ imply about the daughter and her
relationship towards her mother? ________________________________________
_____________________________________________________________________
2. What is a ‘relic’? Why does the poet refer to her mother’s shoes as a relic? How
does this link to the idea of a ‘ghost’? _____________________________________
_____________________________________________________________________
3. What does ‘clatter’ imply? How does the daughter feel about her mother?
_____________________________________________________________________
4. What does the simile ‘clear as scent’ suggest? _______________________________
_____________________________________________________________________
5. What type of dance is the cha cha cha? Why does it tell you of the mother’s
personality as s young woman? __________________________________________
____________________________________________________________________
6. How does the ‘wrong pavement’ sum up the mother’s life? ____________________
_____________________________________________________________________
_____________________________________________________________________
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