Lets Face It About this Unit and the author Lesson one In this unit you will learn to Look how a writer develops ideas through the way they write and organise poetry Work out your own interpretation of a poem ID: 692664
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Slide1
The Poetry of Jackie Kay
Let’s Face It!Slide2
About this Unit and the author
Lesson oneSlide3
In this unit you will learn to:
Look how a writer develops ideas through the way they write and organise poetry.
Work out your own interpretation of a poem.
Develop the specific vocabulary needed to discuss a poem.
Use speaking and listening skills to develop your thinking and express your ideas.Slide4
What you will study…
Poems by Jackie Kay.
Poems written before 1900 which are linked by theme to Jackie Kay’s modern poems.
Some media articles about the themes in the poemsSlide5
The Pen…
When you see this be ready to do some writing!
Sometimes it will be notes and sometimes it will be a more formal task.
I will tell you which!Slide6
The Questioning Sheet
You should stick this into your book after the title page for this unit.
Use it to help you whenever you get stuck talking about a poem.Slide7
In your groups think about the following question:
WHAT IS POETRY FOR?
Why do people write it?
Why do people read it?
Why do we study it in school?
On A1 paper make a list of the ideas your group has.
Remember
what I have said about opinions.
Be ready to feedback your ideas and opinions . Slide8
All About Jackie Kay
Born in Edinburgh, Scotland in 1961
Mixed heritage – Scottish and Nigerian
Adopted
Bought up in Glasgow
Studied at The royal Scottish Academy of Music and Drama , Glasgow
Studied English at Stirling University
First Published in 1991
Has won several Awards for her writing
MBE – services to literatureSlide9
Looking at a poem and talking about it
LESSON TWOSlide10
The First Poem
The title is: ‘At Home, Abroad.’
Jackie Kay thinks about her mixed heritage
You will read it in silence.
We will read it together.
There will be 30 seconds thinking time before anyone talks.
I call this ‘Impact Time’ it allows everyone to decide what they think before we discuss the poem together.Slide11
At Home, Abroad
All Summer
I dream of
Places I’ve never
Been
Where I Might
See faces
I’ve never seen,
Like the dark
Face of my
Father in
Nigeria,
Or the pale
Face of my Mother in
The Highlands
Or the bright
Faces of my
Cousins at
Land’s End.
All Summer
I spell the names
Of tricky countries
Just in case
I get a sudden
Invite: Madagascar,
Cameroon. I draw
Cartoons of
Airports, big and small
Who will meet me?
Will they
Shake hands or
Kiss both cheeks?
I draw
Duty frees
With every
country’s favourite
Sweetie, smiling
A sugary welcome
And myself
Cap-peaked,
Wondering if I am
‘Home’. Slide12
New Vocabulary!
STANZAS
Poets often divide their poems into groups of lines called ‘stanzas’.
Stanzas are separated by a space on the page.
It is much better when talking about poetry to say ‘stanzas’ rather than ‘verses’!Slide13
In Pairs…
Discuss how Jackie Kay feels about not knowing her birth parents.
How does Jackie Kay use words and punctuation to suggest her own uncertainty about her background?
Think about –
Settings and locations
Why the poem is divided into two stanzas
Repetition of words and phrases
Contrasting Language
Discussion Toolkit:
I think… This suggests… I wonder… I guess…
I suppose… It can… It may… It might…
Probably… Possibly… Maybe… perhaps…
Presumably… What if ...? What About…?
Be ready to feedback your ideas.Slide14
Learning to write about poetry
LESSON THREESlide15
Today we are learning to:
What poetic devices are.
How we talk about them.
What words we need to learn to use.Slide16
Poetic Devices
This is the academic name for all the words and expressions we use when we are talking about poetry.
There are a LOT of them – we will learn them in small groups as we need to use them.
YOU DON’T NEED TO WRITE THIS BIT….
If you are not sure about a poetic device and how it is used - look in your notes first. If you cannot find the answer – ASK! Slide17
Word List
Imagery
Contrasts
Comparisons
Metaphor
Tone
Rhythm
PaceSlide18
Definitions
Repetition –
When a word or phrase is repeated for emphasis or effect.
Imagery - When words are used to paint pictures.
Contrasts
–
When
opposites
are
used together
for effect.
Comparisons - When two or more things are compared to
create
more meaning.
Metaphor - When a word or phrase usually linked to a
specific
item or situation is used out of context
to imply some similarity. Tone - The ‘sound’ or emotion of the poetic voice.Rhythm - The beat of the poetry
Pace - The speed the sound of poetry moves at – easy to
hear
when you read it aloud. Slide19
Working on the poem
We will be looking for these devices in ‘At Home, Abroad’
Make notes on your copy.
Ask questions and think hard! A lot of interpretation begins with opinions.
You can say what you like – but you must be able to say
WHY
you think it and give
EXAMPLES
from the poem to support your opinion.Slide20
PEE!!
P
oint:– What you want to say/what you think. - this is your idea or opinion.
E
vidence:– An example of exactly what makes you think that – a quote from the text you are analysing .
E
xplanation :– WHY you think it – explain yourself!
So now you know what we mean by P.E.E!
(you will hear it a LOT)Slide21
Stanza One
All Summer
I dream of
Places I’ve never
Been
Where I Might
See faces
I’ve never seen,
Like the dark
Face of my
Father in
Nigeria,
Or the pale
Face of my Mother in
The Highlands
Or the bright
Faces of my
Cousins at
Land’s End. Slide22
Stanza Two
All Summer
I spell the names
Of tricky countries
Just in case
I get a sudden
Invite: Madagascar,
Cameroon. I draw
Cartoons of
Airports, big and small
Who will meet me?
Will they
Shake hands or
Kiss both cheeks?
I draw
Duty frees
With every
country’s favourite
Sweetie, smiling
A sugary welcome
And myself
Cap-peaked,
Wondering if I am
‘Home’. Slide23
Homework
Due:
Write an analysis of ‘At Home, Abroad’.
Answer the following:
What does Jackie Kay say about her feelings towards her birth parents? How do you know?
What are the main images in this poem – give examples.
Do you like this poem? Explain your answer.
Extension Question (optional)
What do you think the title means? Explain your opinion.
You should aim to write at least one page but no more than two.
Remember PEE!!!
Slide24
Jackie Kay on Bullies!
LESSON FOURSlide25
Today we are learning to:
Think about how feelings are expressed through poetry
Think about the theme of Bullying
Find evidence from a media text as well as a poem.Slide26
Own experiences
Jackie Kay often draws upon her own experiences as inspiration for her writing.
Here is an extract from a newspaper article where she talks about her experience of racist bullying taken from the BBC Scotland Website.
Writer’s ‘revenge’ on school bullies.
An Award winning Scottish Author has told how racist bullying at school started her on the path to becoming a writer.
Jackie Kay told a newspaper how she would write “Little poems of revenge” . She said that she thought she would always be affected by the taunts she suffered at school.
She told the newspaper that three boys at her school had taunted her because of the colour of her skin and forced her to eat mud.
“What I found excruciatingly embarrassing was that I was with friends.”
“In a strange way you felt you were embarrassing your friends.” She said. She did not recall any of her friends sticking up for her.
The Poet said she was no longer angry at what happened to her.
“But it still affects me, always will. If I pass a group of laughing kids, even now, part of me thinks they ‘re laughing at me.” Slide27
TASK
Using the Article printout
How did Jackie Kay feel about being bullied?
How does she feel now?
Record your comments in a table:
(I have done the first entry for you.)
How she felt/feels now
Evidence
(felt) Embarrassed
‘You were embarrassing your friends’Slide28
Read ‘Duncan Gets Expelled.’
This poem describes the event Jackie Kay tells the newspaper reporter about.
It describes being bullied at Primary school and is about one particular boy who made her break times a real misery.
The name she gives the boy in the poem is not his real name.
If he read it do you think he would recognise himself?Slide29
Thinking about Duncan MacKay
Lesson fiveSlide30
Today we are Learning to:
Analyse poetry for mood and tone.
Think actively about language choices and how they influence the reader
Thinking about advice on bullying – and what to doSlide31
Vocabulary
Perspective
Alliteration
Sentence length
Direct speechSlide32
Definitions
Perspective – whose point of view is it written in – first or third person.
Alliteration – The repetition of a sound at the start of a word
Sentence length – can change the speed of a poem and the feeling of the message.
Direct speech – shown in speech marks – gives a poem a more personal tone.Slide33
Task
Working in small groups
Discuss how Jackie Kay uses her imagination and skill as a poet to make the experience of being bullied really frightening and threatening.
THINK ABOUT, and write down with examples:
How she describes the boys’ physical appearance .
the use of dialogue.
How she describes ‘fear’ both hers and her friends.
Her own behaviour in school.
What tone of voice do you think the last stanza should be read in? Explain your reasons.
Be ready to feedback your answers to the classSlide34
Thinking about Bullying
What
advice
would you give to someone being bullied?
Make a list of helpful
suggestions.
HOMEWORK
Design a ‘top five’ advice poster
for schoolSlide35
Jackie Kay and Growing Up
Lesson sixSlide36
Today we are learning to:
Think about how a poet grabs our attention
How to find clues about the theme of a poem
Analyse your own response to a poem Slide37
‘Attention Seeking’
We will read this together and then have 30 seconds impact time.
In silence write down your response to this poem.Slide38
In pairs consider:
How Jackie Kay grabs our attention in this poem
Think about the answer to this and write down (using PEE) your ideas on:
The subject matter.
The poetic devices used.
How a strong viewpoint is conveyed.
Has this changed your own response?
You can use your questioning sheet if you get stuck!Slide39
Why does the boy behave like this?
Find five examples from the text that help you to understand why the boy behaves so badly.
Can you empathise with him?
Be ready to share your suggestionsSlide40
Being ‘Stressed Out’
Lesson SevenSlide41
Today we are learning to:
Empathise with the character in a poem
Share ideas and use the correct language when talking about
poetry
Respond to unexpected questionsSlide42
Read ‘Stressed Out’
I am totally stressed out.
I can’t sleep at night.
I shake when I hear them shout.
He has his nerve pills, she has her alcohol.
Me? I have nothing at all.
There is no one to talk to.
I have this strange singing in my head.
At night, alone in bed,
The Stress is in my sheets,
Clinging to my nightdress,
Climbing in through the windows.
There are tests tomorrow;
Bullies Posted in the playground.
Many things to remember.
I told my mother: I said,
‘I am totally stressed out.’
She said: ‘Don’t be silly
Children don’t get stressed.’
‘Like hell they don’t .’I said.
And she sent me to my room for swearing.
So now here I am,
Stuck in my stupid bedroom,
Locked up, stressed out, all alone.
I swear to bring my stress levels down.
Life Sucks. Slide43
In Pairs
Read the poem and think about the girl
in it.
Use the question sheet and together select five questions you would like to ask about the poem.
Write just the questions down on a piece of paper.Slide44
TASK
Exchange your questions with another pair
In your own pair write an answer to the questions you have been given – Remember to PEE. (both of you must write this down in your books)
Join up with the pair you swapped with and discuss your answers.
Think about the toolkit we used earlier when we explored ‘At Home, Abroad’.
Don’t forget to include everyone in the discussion. Slide45
Exploring the ideas and problems show in ‘stressed out’
Lesson EightSlide46
Today we are Learning to:
Convert a text to another type
Use a poem to open a discussion about a theme
Use our imaginationsSlide47
In Groups
Discuss what advice you would give to the narrator in the poem ‘Stressed Out
’
What Problems do you think she faces?
Share your Ideas with the rest of the class.Slide48
Letters
Laying out a letter depends on who you are writing to:
Start with Dear… (put in the name if you know it)
Finish with Yours Faithfully if you don’t know the person and sincerely if you do.
You Should date your letter and put an address at the top.Slide49
TASK - individual
Imagine you are the narrator in the poem.
Write a letter to an agony aunt or advice column telling them what your problems are and asking for help.
Here’s some help – you don’t have to use it!
Dear
Deadre
,
Things have got so bad I don’t know what to do. Every night I listen to my parents fighting.
I am so Stressed out.
On top of that…..
To make it even worse……Slide50
Comparing Jackie Kay to other poets
Lesson NineSlide51
Today we are learning to:
Think about the themes common to Jackie Kay’s Poems
Compare poetry by other poets to Jackie Kay’s work
Use the right language to talk about the comparisons we findSlide52
Themes
These are the underlying subjects of a poem.
Often they can be expressed as a single word.
What Themes have you seen in Jackie Kay’s Poetry so far?Slide53
Comparisons
Very often when we are writing about poetry we are asked to compare two poems.
It is important that you still use PEE when you do this.
Knowing how to do this is important to your work – especially as you get close to exams.Slide54
Comparison Vocabulary
In comparison to: - when things are the same.
In contrast to: - when things are different.
Conversely – ‘on the other hand’.
Alternatively – ‘you could say that’.
Similar to – ‘ Almost the same as’.
Opposite – ‘not the same at all!’Slide55
Nothing New…
Crabbed old age and youth cannot live together,
Youth is full of pleasance, Age is full of care,
Youth, like summer
mourne
, Age like winter weather,
Youth like summer brave, Age like winter bare.
Youth is full of sport, Age’s breath is short,
Youth is nimble, Age is lame,
Youth is hot and bold, Age is
weake
and cold,
Youth is wild, Age is tame.
Age I doe abhor thee, Youth I doe adore thee
O my love, My love is young
Age I doe
defie
thee. O sweet Shephard
hie
thee:
For methinks thou
stay’st
too long.Slide56
Shakespeare!
This poem is called ‘Age and Youth’ and is by William Shakespeare
In it Shakespeare presents a much more positive image of youth that Jackie Kay does in her poems.
What views do you think Shakespeare presents?Slide57
ANALYSE!
Write a paragraph discussing the following:
How does Shakespeare use contrasts to present his image of being young and old?
Are the images linked in any way?
What do you think of this poem? Use PEE.Slide58
In Pairs… discuss
What do you see as the benefits of being young?
How do you imagine yourself when you are older?
Be ready to feedback your ideasSlide59
Homework Due:
Write your own Poem contrasting Age and Youth.
Draft it in your book then make a good copy on a plain piece of paper.
USE
Shakespeare structure – repeating the words ‘Age’ and ‘youth’.
Keep the lines short.
Make sure you use contrasting images.
Try to link your images.Slide60
More old poetry!
Lesson TenSlide61
Today we are learning to:
Look for keywords that help us to understand the emotion of a poem.
Analyse the structure used by the poet to create emotion.
Understand the description of setting – even when it is unfamiliar.Slide62
Vocabulary
Onomatopoeia
Simile
Rhyme scheme
emphasisSlide63
Definitions
Onomatopoeia – a word that imitates the sound it represents.
Simile – a comparison using ‘like’ or ‘as’.
Rhyme scheme – a regular pattern of rhyme at the end of lines of poetry
Emphasis – highlighting an aspect of your poem for specific effect.Slide64
‘From Child Labour’
By
Elizabeth Barrett-Browning
In pairs Working on copies of this poem:
Highlight all the words that emphasise the hardship and drudgery of the child’s life.
Look for:
Descriptions of the setting
Descriptions of the children
What the children say
How the poet emphasises the endlessness of the work
How the poet suggests the situation will not improve.
Be sure you both have a highlighted copy in your book.
Slide65
How does this make you feel?
Poetry is all about feelings! So, how does this poem make you feel?
Sum up this poem in ten words
Now sum it up in five
Now sum it up in one word.
Be ready to share your thoughts with the classSlide66
Comparisons – Kay and Browning!
Lesson ElevenSlide67
Today we are learning to:
Talk about poetry in comparison
Write about poetry in comparison
Find information which will support our
ideas
Explain our opinions using the
correct vocabulary
. Slide68
Looking back…
Look back at the notes you have made about Jackie Kay’s poetry.
Make a table showing all the issues and problems facing young people that she talks about in her poems.
Repeat this process for Elizabeth Barrett Browning’s poem.
Jackie Kay
Elizabeth Barrett Browning
Bullying
ExhaustionSlide69
What do you notice?
What Differences do you notice and how do you explain them?
We will discuss this as a class.Slide70
Lies and Truth
Lesson TwelveSlide71
Today we are learning to:
Evaluate our own opinions and those of others
Think about the difference between truth and lies
Use Speaking and Listening skills to debate.Slide72
Jackie Kay Says:
“It’s a huge freedom to be allowed to make things up in your head. I always loved that as a
kid.
I used to make up terrible lies. I liked seeing whether or not I could be believed.”
What do you think about this?Slide73
Telling Lies
There’s a huge difference between telling lies and using your imagination.
Why do you think people make things up?
What sort of thing do people lie about?Slide74
Working in Groups
Use the cut out List of Lies.
Put them in order from the most serious at the top to the least serious at the bottom.
As you do this remember you are being asked to judge and state your opinion. Think carefully about your choices. Slide75
Jackie Kay’s Imagination
Lesson ThirteenSlide76
Today we are learning to:
Evaluate a poem.
Think about the narrator of a poem
Use the correct vocabulary to write about the poem
Write to a time limit
Slide77
Read: ‘Brendon
Gallacher
’
You have half an hour to write a response to the poem that includes the following:
Techniques used by Jackie Kay to create effect.
How she describes
Brendon
.
How she describes his family.
The way she compares
Brendon
to herself.
How she feels when she is ‘found out’.
Consider what she means by the line ‘and then he died, my
Brendon
Gallacher
’.Don’t forget – Use PEE.Slide78
Discussion
How was that?
Did you find it difficult?
After discussion write a sentence that shows:
What Went Well…
Even Better If...Slide79
Imaginary Friends
Lesson FourteenSlide80
Today we are learning to:
Think about the power of imagination
Discuss the idea of imaginary friends
Use speaking and listening skills to discuss experiences.Slide81
Have you eve had an imaginary friend?
How old were you?
Do you have any funny stories to tell?
What did they look like?
What did your family think?
Think about the qualities an imaginary friend would have
Discuss this with your partner.
Write a short paragraph about your imaginary friend – if you have never had one then think about what you might have had.Slide82
Write a poem about your imaginary friend
Use all the skills we have learned so far!
Think about contrasts and consequences.
Write it on a single piece of paper. Put your initials on the backSlide83
Swapping poems
Give in your poem
I will give them back out.
Evaluate the poem you are given. Think about all the techniques we have learned and be fair!
Once you have your poem back stick it into your book.Slide84
END of Topic
Look at the front of your book.
Add ‘Jackie Kay’s poetry’ to the topic section.
Spend five minutes thinking and adding your opinions of this unit to your grid.
Review your targets set By Mr Peel and Mrs Wrycraft.
How do you think
you have done
?