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The Poetry of Jackie Kay The Poetry of Jackie Kay

The Poetry of Jackie Kay - PowerPoint Presentation

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The Poetry of Jackie Kay - PPT Presentation

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

?