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TOE This picture is a part one bigger picture. What can you infer is happening? How might it link to our topic?
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Learning Objective: to explore the effects of the poet’s use of structure C/W Date Belfast Confetti: Ciaran Carson Stanzas, Rhyme Blank Verse, Free Verse form, Metre Homework: How is conflict presented in ‘Belfast Confetti’? Write at least three PEEZE paragraphs. Due: Monday 18 th September 2017
Length of the poem: • Any special layout • The type of poem • Tone/mood/atmosphere Belfast Confetti has an irregular form, reflecting the chaos going around the poet and in his mind…
Read the poem around the classroom, changing reader at each piece of punctuation. Discuss: What is the effect of Carson’s use of punctuation? Use your copy of the poem to count and tally the use of the different types of punctuation: punctuation Why does Carson make so many references to punctuation and language? frequency
What do you notice about the structure? Belfast Confetti What are the most significant ideas expressed in the poem?
What are the most significant ideas expressed in the poem? What do you notice about the structure? Belfast Confetti
Northern Ireland: The Troubles For hundreds of years, Ireland was ruled by its next door neighbour - Great Britain. Many people objected to being ruled by Britain. A campaign to make Ireland independent started. In 1922, most of the island became independent from Britain. This became the Republic of Ireland. But in the north, six counties remained under British rule and became part of the United Kingdom of Great Britain and Northern Ireland. Some people were unhappy about this and it led to lots of problems in Northern Ireland.
Learning Objective: to explore the effects of the poet’s use of structure Progress Check: How does Carson use structure to build up a sense of panic and confusion? Write your answer in your book. Support Explain how the short sentences and quantity of punctuation shows that the speaker in the poem is confused. Link to when we read the poem as a class, changing reader for every time punctuation was used. Stretch Include the following words/phrases: Extended metaphor of punctuation Rising panic and confusion Faltering Claustrophobic
Learning Objective: to explore the effects of the poet’s use of structure Plenary What type of conflict is shown in this poem? Homework: How is conflict presented in ‘Belfast Confetti’? Write at least three PEEZE paragraphs. Due: Monday 18 th September 2017
TOE What do you already know about diction and imagery in ‘Belfast Confetti’? Learning Objective: to analyse how Carson uses diction and imagery to convey his ideas.
C/W Belfast Confetti: Ciaran Carson Date http: //www. bbc. co. uk/schools/gcsebitesize/english_literature/ poetryconflict/belfastconfettiact. shtml Learning Objective: to analyse how Carson uses diction and imagery to convey his ideas.
Use your highlighter to pick out all of the verbs in the poem. What does the diction reveal about the tone? Learning Objective: to analyse how Carson uses diction and imagery to convey his ideas.
Quotation ‘raining exclamation marks’ ‘A fount of broken type’ Find these metaphors. Explain how they represent bombs or explosions. ‘an asterisk on the map’ ‘This hyphenated line’ a series of shots fired or missiles thrown all at the same time or in quick succession. ‘blocked with stops and colons’ ‘A fusillade of questionmarks’ Learning Objective: to analyse how Carson uses diction and imagery to convey his ideas.
Carson uses an extended metaphor when he writes about the punctuation in this poem. An extended metaphor is when an author uses a single metaphor or analogy at length throughout a poem or story. Discussion task: How is the extended metaphor of punctuation useful at conveying Carson’s feelings of panic? Support Remember that he is a writer. How can you link that to his references to punctuation in this poem? Stretch Include the following words/phrases: Extended metaphor of punctuation Rising panic and confusion Faltering Claustrophobic , . Learning Objective: to analyse how Carson uses diction and imagery to convey his ideas.
1) A labyrinth is a particular type of maze that there is only one way out of. 2) In the famous Greek myth, Theseus had to defeat the minotaur in a labyrinth. The labyrinth had been trapped in there as a punishment. Why did Carson use the metaphor “I know this labyrinth so well” to show his confusion and fear? In the second stanza, Carson lists lots of items associated with the riot squad “A Saracen, Kremlin-2 mesh. Makrolon face-shields. Walkietalkies”. Why does he do this? What does it show about the speaker’s feelings? It has been said that “without language, conflict cannot be resolved”. How does Carson show that in this poem? In your answer, pick out 3 quotes or ideas from the poem that back up your answer.
Share your ideas about diction and imagery with the people around you. Find someone nearby who attempted a different question to you. In the final circle on your sheet, sum up the new learning that has taken place in this section of the lesson.
Close your eyes. In your mind, decide on a word or phrase that you feel best sums up the poem. If you are tapped on the shoulder, you should read out your line. Listen carefully to what is being said; we are creating a sound collage.
TOE How do these images fit together?
Learning Objective: to explore imagery created in the poem ‘Out of the blue’ to recognise the effects of the poet’s use of language and structure. C/W Out of the blue Date Where have you heard this saying before? Has anything happened to you ‘out of the blue’? Was it a positive or negative experience?
What is happening in the poem?
You have picked me out. Through a distant shot of a building burning you have noticed now that a white cotton shirt is twirling, turning. In fact I am waving, waving. Small in the clouds, but waving, waving Does anyone see a soul worth saving? So when will you come? Do you think you are watching, watching a man shaking crumbs or pegging out washing? I am trying and trying. The heat behind me is bullying, driving, but the white of surrender is not yet flying. I am not at the point of leaving, diving. A bird goes by. The depth is appalling. Appalling that others like me should be wind-milling, wheeling, spiralling, falling. Are your eyes believing, believing that here in the gills I am still breathing, But tiring, tiring. Sirens below are wailing, firing. My arm is numb and my nerves are sagging. Do you see me, my love, I am failing, flagging.
Use your copy of the poem to devise a dramatic reading of the poem as a small group. Choose what you think are the key images to emphasise in your reading and be prepared to explain your choices.
Plenary • Self-assessment Learning Objective: to explore imagery created in the poem ‘Out of the blue’ to recognise the effects of the poet’s use of language and structure.
TOE: How do these song lyrics link to the poem Out of the Blue? What is the message here? Since 9/11 we're still livin' And lovin' life we've been given Ain't nothing gonna take that away from us Were lookin' pretty and gritty 'cause in the city we trust Dear New York I know a lot has changed Two towers down but you're still in the game Home to many rejecting no one Accepting peoples of all places, wherever they're from
Learning Objective: to explore imagery created in the poem ‘Out of the blue’ to recognise the effects of the poet’s use of language and structure. C/W Date ‘Out of the blue’ At 8. 46 am on 11 th September 2001, terrorists crashed a plane into the North tower of the World Trade Centre in New York. At 9. 03 am, another plane was crashed into the South tower collapsed at 9. 59 am, after burning for 56 minutes. The North tower collapsed at 10. 28 after burning for 102 minutes. 2996 people died in the attacks, including 411 emergency services personnel who were trying to help. Anyone who was above the point of impact in the North tower was completely trapped, as the impact of the plan destroyed all emergency staircases.
The poem was written as a response to the events that took place in the USA on the 11 th September 2001. The poet, Simon Armitage, said he did not want to write a political poem, and instead aimed to create a piece that was “commemorative and elegiac” and would “give those inside a voice”. What techniques does he use to do achieve those aims? Annotate your copies of the poem as we make our way through the poem.
Discussion How does the poet deal with the anonymity of the person in the poem? What language is used to depersonalise a named individual? The poet uses a lot of repeated, rhyming and alliterative words in the poem. How effective are these in conveying the central message of the poem? How does Armitage deal with the sense of hopelessness the victim in the poem feels? The poem is part of a longer narrative, how successful is it as a stand alone poem?
Close your eyes. If you are tapped on the shoulder, you should read out your line. In your book, write a phrase or sentence that you feel best sums up the feelings of the poet. Listen carefully to what is being said; we are creating a sound collage.
TOE Why might people commit acts of terrorism?
Learning Objective: To compare and evaluate ideas across more than one text C/W Date London Bombings Why might people commit acts of terrorism? In the past, people have committed terrorist acts: • because they want to become independent from the rest of the nation • because they want to change the government • because they want religious freedom • out of retaliation for attacks on their members/people • because they don’t agree with specific laws • as revenge for perceived/real injustice. • The attack of 9/11 was harder to understand because there isn’t one specific aim behind it. Bringing about change It can be argued that terrorism is wrong for at least two reasons: 1. Terrorism rarely, if ever, works. Governments and citizens often harden their positions when faced with terrorists and refuse to negotiate. 2. Most people would claim that terrorism is morally wrong.
On 7 July 2005, four “home grown” British terrorists What have you heard about the 7/7 London bombings? carried out suicide bombings in London. Three on the tube network and one on a bus. 52 people were killed and 700 injured. https: //www. youtube. com/watch? v=gwyq. T 7 rc. CYk
Ken Livingston was the Mayor of London at the time of the attacks on 7 July 2005. He made a speech about the events. The speech was made in Singapore, where, the previous day it had been announced that London would host the 2012 Olympic games. Read through the speech. What do you notice? What is significant about the language? • Negative/positive language • Adjectives and describing words • Spoken comments/quotes • Negative/positive tone • Repetition • Fact vs opinion • More (? )
George Bush was the president of the US in 2001 when the terrorist attack on New York and Washington happened. He made a speech to the world about the events. Read through the speech. What do you notice? What is significant about the language? • Negative/positive language • Adjectives and describing words • Spoken comments/quotes • Negative/positive tone • Repetition • Fact vs opinion • More (? )
Using the double bubble map, write down the similarities and differences of both texts. 21 st century speeches
TOE How confident are you in these skills? 1) I can identify the main themes and ideas in a text. 2) I can read critically, drawing inferences and conclusions from a text. 3) I can prove my understanding through supporting my points with textual evidence. 4) I can compare and evaluate writers’ ideas from more than one text. Always Usually Sometimes
English Language Paper 2 Section A Why 20 th and 21 st century texts? By reading texts from different periods and genres, you will gain an even better understanding of how writers’ views and ideas may differ over time.
- Read the questions first. They will tell you what to read and help you focus your reading. - Check how many marks each question is worth. This will help you manage your time. - Read the questions carefully. Underline or highlight key words. - Highlight and annotate the exam paper. - When comparing texts, clearly identify which one you’re referring to when writing your answer.
If the question asks you to compare the writers’ attitudes towards something, make sure that you don’t explain YOUR attitude – the question is asking you about the WRITERS attitude. EXAMPLE. Both these texts are about nursing. Compare the following: * the writers’ attitudes to nursing * how they get their argument across If you are given bullet points to help structure your response, you should use them! Each bullet point represents a paragraph.
Article 1: Article 2: What is the main idea of each text?
Comparing texts Article 1: Article 2: Using the table provided, consider how each writer presents their viewpoint.
AO 3 Comparing texts Article 1: Article 2: How do they compare? Are there similarities? Differences? Why might these exist?
Comparing texts Article 1: Article 2: To answer the following questions you will need to use both texts. A 5. A 6. According to these two writers, how should teenagers act? [4] Both these texts are about teenage behaviour. Compare the following: - the writer’s attitudes to teenage behaviour; - how they present these views. [10] You must use the text to support your comments and make it clear which text you are referring to.
In ____, the writer suggests… His/Her argument is put across by… This is effective because… However, ______ says… You MUST compare ideas across both texts. You SHOULD compare ideas across both texts, using quotes to help support your ideas. Connectives to Compare and Contrast however, although, on the other hand, instead of, in contrast, otherwise, likewise, similarly, equally, as with, in the same way, whereas, alternatively, both, also, but You COULD compare different perspectives, commenting on and evaluating the methods used, supporting your ideas with relevant quotes.
Now that we’ve looked at each type of exam question, how confident do you feel? 1) I can identify the main themes and ideas in a text. 2) I can read critically, drawing inferences and conclusions from a text. 3) I can prove my understanding through supporting my points with textual evidence. 4) I can compare and evaluate writers’ ideas from more than one text. Always Usually Sometimes
TOE 1. On your whiteboards, write down three adjectives that describe things you can see 2. Turn at least one of your adjectives into a simile or a metaphor White dust Dusted with white icing
Learning Objective: Identify and include a range of language features in your writing. C/W Date Portraits of Resilience DISCUSS: What would it have been like to be an eyewitness to the 9/11 or 7/7 attacks? By the end of today’s lesson you are going to create an autobiographical account of someone who was an eyewitness of a terrorist attack; 9/11 or 7/7. Let’s look at some examples…
Example 1 11 th September 2001 Today was horrific. It started as an ordinary Tuesday morning. Getting up out of bed, having breakfast and coffee, getting dressed, before setting off for my morning commute. Having arrived at the station, I stepped out of the elevator right around 8: 30 am. A few moments later, I crossed the maze of cubicles that filled the interior of our floor and walked into the office of a colleague. His wife was very pregnant so I planned to ask how she was feeling. My colleague was at his desk reading the New York Post. I knocked as I entered. He looked up at me. Before either of us said a single word, we heard a tremendous roar. It was a sound that I will never forget. That roar, we now know, was the engine of a large commercial airliner. The plane was filled with innocent people and full of highly flammable fuel. What is good about this description? What would you keep? Why? How can this example be improved? What would you change and why?
Read the next eyewitness account to the 9/11 attack. Around 8 a. m. My boyfriend Tom was about to go on his morning run, and I decided at the last minute that I would go with him on my bike. We headed south on the West Side Highway bike path, and it was the most spectacular morning. I remember the sun gleaming on the Hudson River like a laser beaming down from space. Tom had been sick and I didn’t want him to push himself too much. Suddenly, as I spoke, the city noise seemed to get louder. Planes over Manhattan were a common occurrence, but it was especially loud above us. I remember thinking, “Lord, how close are they flying planes to the city these days? I can’t even hear myself speak!” Then we looked up. 3 minutes! Underline the following: Descriptive words for effect Adverbs Language features
Identify and include a range of language features in your writing. Writing an autobiographical piece as a witness to the attack. You have just heard the sudden crash of something overhead. You look up, only to see smoke flowing out of the World Trade Centre. Write in a descriptive way about what you see and how you feel using attractive vocabulary, similes, metaphors and punctuation for effect. 15 minutes:
Your autobiography will be successful if it includes: ü The use of first person narrator ü The names of people, places and facts ü Imaginative adjectives to describe events and emotions ü Similes, metaphors and personification to enhance the description ü Refer to some of the aspects/features from the poem ‘out of the blue’ ü Zoom in and describe particular details, like you have taken a photograph ü Vary your sentence lengths to create a sense of pace Plenary: Read through your autobiographical piece and highlight where you have met the success criteria
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