"In Mrs Tilscher's class" Carol Ann Duffy

Goals for today 
Completion "Stealing" 
Consideration of another poem by Carol Ann Duffy 
Exploration of some authorial choices made by the poet 
The poetic persona guiding question 
Visualising the poetic persona 


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Slide 1: Diapositive
EngelsUpper Secondary (Key Stage 4)GCSE

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Goals for today 
Completion "Stealing" 
Consideration of another poem by Carol Ann Duffy 
Exploration of some authorial choices made by the poet 
The poetic persona guiding question 
Visualising the poetic persona 


Slide 1 - Diapositive

AWL

Slide 2 - Diapositive

Goals for today 
Feedback and feedforward summative 
Reflection on the unit If This Is a Man
Reading "In Mrs Tilscher's class" 

Slide 3 - Diapositive

WWW and EBI
  • Read your feedback. 
  • Look at the example parts of body paragraphs for criterion B. Collected from the internet. Consider what is the difference between each level criterion. Discuss in your group. 
  • Complete your feedforward form in Teams general feed. 
  • Complete your reflection feedback on this unit. 

Slide 4 - Diapositive

Slide 5 - Diapositive

ups and downs 
heavy 
to stick to 
build up of 
giving off a ...tone
Put into words 
zoomed out perspective 
Picking apart this quote 
get across 
play with emotions 
big of an effort 

accumulation of 
exploration of this quote 
convey
to influence
extensive effort 
tension 
extreme effort 
arduous 
distanced/objective tone 
emotional tension 
pursue  

Slide 6 - Diapositive

"In Mrs Tilscher's Class" 

Slide 7 - Diapositive

Reading to the punctuation 

Slide 8 - Diapositive

On the sticky notes, write down in your groups something you see in the poem, something you think and something you wonder about. 
See, think, wonder 

Slide 9 - Diapositive

Goals for today 
Revisiting see ...think ...wonder 
Exploring imagery in "In Mrs Tilscher's class" 
Exploring "In Mrs Tilsher's class" using guiding questions 
Considering the poem  "Valentine" 

Slide 10 - Diapositive

chalky pyramids 
Blue Nile 
sugar paper 
coloured shapes 
Brady and Hindley 
gold star 
bell


I SEE ...
 books 
pencil
tadpoles 
three frogs 
Playground 
Reports 

Slide 11 - Diapositive

  • happy thoughts at the beginning towards the end it turns gloomy. 
  • It is wrong to combine obscene topics with a poem about children. 
  • The innocence of a child can disappear as quickly as the weather changes. 
I THINK 
  • it is a typical experience of a young child in school.
  • Learning about the world as you grow up. 
  • Children having fun in the classroom. 
  • it is summer
  • it is a geography classroom 

Slide 12 - Diapositive

  • If they are planning a sort of trip? 
  •  geography class? 
  • what this has to do with murders?
  • who is the poetic persona? 
  • why is the classroom the setting? 
I WONDER
  • what does the last line entail? 
  •  how old are the children? 
  • what is the context behind Brady and Hindley? 
  • why is the concept of a classroom crucial to a horrific story and how it is relevant?

Slide 13 - Diapositive

  • your finger (tactile) 
  • chanted (auditory) 
  • Chalky ... dust (tactile) 
  • laugh ... bell (auditory) 
  • glowed like (visual) 
  • sugar paper ... coloured (visual) 
  • smudge (tactile) 

Imagery 
  • scent of a pencil (olfactory) 
  • xylophone's nonsense (auditory) 
  • croaking (auditory) 
  • feverish (tactile) 
  • tasted of electricity (gustatory) 
  • thunderstorm (auditory) 
Find all the instances in the poem where Carol Ann Duffy has used imagery that appeals to the different senses. 
Visual
Tactile
Auditory 
Olfactory 
Gustatory 

Slide 14 - Diapositive

In Teams content library there is a document "10 questions for poetry analysis". Answer these questions for this poem in your class notebook. 
Using questions to guide your understanding

Slide 15 - Diapositive

  1. How does Duffy use imagery to evoke a sense of nostalgia or innocence?
  2. What metaphors or similes can you find, and how do they enhance the poem’s themes?
  3. How does the tone of the poem shift, and what language contributes to these changes?
Using questions to guide your understanding

Slide 16 - Diapositive

"Valentine" 
  1. What literally is happening in this poem? ​
  2. (Look stanza by stanza first for paraphrase, then make a summary for the whole poem that is no longer than a tweet - 280 - characters) 
  3. What is the poem really about? How do you know?​
  4. What is the importance of the title?​
  5. Find three literary devices or aspects that you think are important to understanding the poem. Make notes on the poem. Be ready to discuss your choices.​

Slide 17 - Diapositive

Write your own "Valentine" 
On the paper given to you, write a "Valentine" poem inspired by this poem.

Slide 18 - Diapositive