Could Have

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Lesson objectives

You will get your exercise books back 

We will approach a new poem and consider links to historical fact 

We will investigate structuring and syntactical authorial choices

We may engage in another poem 

You will receive information about a formative poetry presentation 

For the poetry presentation, you will have two lessons on Monday 30th September to prepare. The remaining preparation will occur outside of class. 

Plan your time wisely. 

Poetry presentations 2nd & 3rd Oct 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Malefactor 

Word of the day

Malefactor (n) - a criminal; a person who violates the law. 

Can you write down three synonyms for malefactor?

He was a well-known criminal lawyer who had saved many a malefactor from going to jail. 

criminal, deliquent, villain, scoundrel, knave, cad, reprobate, desperado, felon

Word of the day

If you divide the word malefactor into three parts, it can help you to remember this word: 

mal - ("evil"), fac - ("make or do"), + or (suffix showing agency) combining these gives malefactor = someone who does evil 

We will be working with the prefix Mal- in the coming lessons.

"Signature moves" = stylistic choices we discovered  

Metaphors 

Similes 

Imagery

Diction:

Indirect

Emotive language 

Colloquial language 

Understatement

Personification 

Anaphora

Repetition

Parallelism 

Enumeration 

Symbolism

Enjambment

Short stanzas 

Short lines

Short sentences 

(dramatic) Irony 

Em dashes 

Topics

Death (indirectly) 

Mortality 

Humanity 

Historical events 

Dark subjects 

Terrorism 

Aspects of topics divided over stanzas

By Liz Elsby 

Artwork inspired by "Could Have" 

What do you see, think and wonder? Consider the title first. 

1. Read the poem on page 13 of your booklet. 

2. What is the meaning that you think this poem conveys? Explain your reasoning?

3. In addition to the poetic persona's assertion that survival in the Holocaust was due to chance, what other factors do you think may have contributed to survival? 

Initial thoughts - 

5. Watch the next short clip from a Holocaust survivor.  To what would you attribute Lusia's survival? What factors could have contributed to a different result?

Initial thoughts - 

iwitness.usc.edu

Lesson objectives

Poetry presentations on 2nd & 3rd October 

We consider the concept of luck or fate in the poem "Could Have" 

We will look more closely at the poem "Starving Camp Near Jaslo" 

Word of the day

Mal = From the Latin word malus that means 'bad, badly or evil' 

Our key word to remember this root is Malfunction meaning to function badly or stop functioning. 

Shortly before the crash the pilot had reported a malfunction of the aircraft's navigation system.

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Malign

Word of the day

Malign (v) - to speak evil of; to slander; to say harmful things that are untrue. 

Look at that silent 'g' in malign. It is a visual clue that malign is related to another word where the 'g' is sounded. What is that word? 

She took every opportunity to malign his character and spread untruths about him.

Malignant

6. Watch the next clip. In this story, to what factors would you attribute Lusia's survival?

Initial thoughts - 

iwitness.usc.edu

7. There are many implications about survival in this story that Lusia relates. What ideas or themes are present? Make some final notes in your exercise book. 

Testimony 

iwitness.usc.edu

8. What are possible reasons to edit testimony? What are potential drawbacks? Why? 

9. Does Szymborska consider this idea of editing history? 

Testimony 

Chorus

We will read in chorus. 

Half of the class will start. They will stop at a punctuation mark (full stop, comma, colon, semicolon, ellipsis, em dash etc. (not hyphenated words) Then the second half of the class will continue.

Read the poem through first noting where the punctuation is. 

Chorus

The exercise of chorus reading may make you notice how the poet uses punctuation, sentence structure and line division to emphasise a central idea in the poem. 

1. What is that central idea? 

2.  What is the effect of these authorial choices on that central idea? 

Annotate your poem using the topic/insightful idea (on the left margin) and the stylistic techniques used on the right margin. 
Be ready to discuss your choices.

Approaching the poem

Jamb (n) - a post that forms the side part or upright of a door frame or window frame.

To Jam(v) - connotations? 

Collins dictionary 

Lesson objectives

Poetry presentations on 2nd & 3rd October 

We will spin the wheel to find out when your pair is presenting 

You will spend the double lesson working on your poetry presentation 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Malaise

Word of the day

Malaise (n) - a general feeling of being ill or having no energy, or an uncomfortable feeling that something is wrong, especially with society, and that you cannot change the situation:

To understand this word we can break down the morphological parts. We know that mal means "bad". The part aise (from French) is related to the English word ease = "ill at ease" 

The African Book Famine emerged as one depressing aspect of widespread educational malaise.

Morphology = is the study of words and their parts. Morphemes, like prefixes, suffixes and base words, are defined as the smallest meaningful units of meaning. 

Economic malaise

Poetry presentations 2nd & 3rd Oct poem choice

Lang & Lit 

Cia & Ayla

Sonny & Alessandro 

Bade & Oya 

Mert & Sofia

Liv & Keesje

Elias & Symon 

Alexandra & Nishta

Marlene & Constance

Mijntje & Mila 

Lisa & Janna 

Ilia & Dasha 

Poetry presentations 2nd & 3rd Oct Poem choice 

Lit

Tilly & Emma

Joel & Annefleur

Guusje & Juul 

Mitch & Luuk

Viola & Eva 

Vera & Lisa 

Simar & Kristof 

Poetry presentations 2nd & 3rd Oct poem choice

Lang & Lit 

1. Cia & Ayla - "Some People" 

2. Sonny & Alessandro - "On Death Without Exaggeration" 

3. Bade & Oya - "Teenager" 

4. Mert & Sofia - "Still" 

5. Liv & Keesje - "Utopia" 

6. Elias & Symon - "Museum" 

7. Alexandra & Nishta - "Hatred" 

8. Marlene & Constance - "Map" 

9. Mijntje & Mila - "The End and the Beginning" 

10. Lisa & Janna - "Tortures" 

11. Ilia & Dasha - "The Joy of Writing" 

Poetry presentations 2nd & 3rd Oct 

Lang & Lit

1. Cia & Ayla

2. Sonny & Alessandro 

3. Bade & Oya 

4. Merte & Sofia

5. Liv & Keesje

6. Elias & Symon 

7. Alexandra & Nishta

8. Marlene & Constance

9. Mijntje & Mila 

10. Lisa & Janna 

11. Ilia & Dasha 

On 2nd October = 6 presentations 

On 3rd October = 5 presentations 

Poetry presentations 2nd & 3rd Oct 

Lit

1. Tilly & Emma

2. Joel & Annefleur

3. Guusje & Juul 

4. Mitch & Luuk

5. Viola & Eva 

6. Vera & Eliza 

7. Simar & Kristof 

On 2nd October = 2 presentations 

On 3rd October = 5 presentations 

...

Fate 

Chance 

Luck 

Time

Nature 

Man-made 

...

Physicality

Heart 

Life/aliveness 

Some topics and ideas 

How are stylistic devices used in this poem to convey the central theme explored in this work? 

Highlight the important words in this guiding question. 

Guiding question 

How are stylistic devices used in this poem to convey the central theme explored in this work? 

What is the message from the poet in this poem? This is the central theme. 

Guiding question 

How are stylistic devices used in this poem to convey the central theme explored in this work? 

Consider your insightful ideas, which are the 

annotations to the left of the stanzas. Circle the insightful ideas and topics that you feel are linked to these highlighted key words.  

Guiding question 

Your name

Your mother tongue 

(strongest language that

you speak, write and read) 

Fill out the paper 

Do not use contractions in formal essay = don't, isn't etc 

Quote much more 

Embed your quotes 

Link using formal linking words and phrases 

Construct a introduction on paper 1 lines 

General notes on the essays 

First consider the title. What are the connotations of the words used? 

What might this poem be about?

Read the poem on your own.

Approaching the poem

Look back through the poem and, in your exercise book, write your answers to these questions: 

Look up and write the definition for this vocabulary & figure of speech: All flesh is grass, ration, sickle, icon

1. What is this poem about? How do you know?
   
2. Who is the speaker? Who are they speaking to?
   
3. Thinking about the context of this poem, what is the importance of “the writer” here?
   
4. Which words are part of the semantic field of 'nature'? 
5. Why do the "nourishing wings" brush the lips of the dead? 

Approaching the poem

How is imagery used in this poem to explore the concept of the struggle to convey horrific experiences through writing? 

Highlight the important words in this guiding question. 

Guiding question 

How is imagery used in this poem to explore the concept of the struggle to convey horrific experiences through writing? 

Consider your insightful ideas, which are the 

annotations to the left of the stanzas. Circle the insightful ideas and topics that you feel are linked to these highlighted key words.  

Guiding question 

Your thesis statement

General statement 

Specific statement(s)

Thesis statement

Thesis statement 

Specific statement(s)

General statement

INTRODUCTION

CONCLUSION

INTRODUCTION unseen 

The name of the extract/poem is stated

The author or originating source is given

The text type is clearly identified without elaboration

where the text appeared is stated (if known)

When it was produced is stated (if known) 

The content is discussed: what does the text actually say (briefly)

The intended audience/reader is stated (if definable) 

The purpose(s) is stated

The social, cultural and temporal context is addressed (if available)

The thesis: what you find most important about the text (without elaboration) (main idea/main theme)& plan of development is stated (what parts of this main idea/main theme will you focus on?) 

Homework for Wednesday 27th September Literature 

Embedding quotations:

Read from page 48 (from Use of Evidence) to page 58. Read the examples of how to embed quotes. Do not complete the practice models (you may if you feel you need practise) 

Conclusion 

A literary essay should analyze and evaluate a work of literature or an aspect of a work of literature. A strong conclusion will restate the thesis statement and broaden the scope of the essay in four to six sentences. You should also have an effective last sentence in the essay so you can wrap it up on a high note.

Rephrase your thesis statement

Rephrase your thesis statement. Avoid repeating your thesis statement as it appears in your introduction. Change the language and word choice in the original thesis statement so that it reflects the analysis that you have shown in your literary essay.

Another option is to revise your thesis statement to be more clear, making  edits to it. Go back to your introduction and read your thesis statement again. Then, keep your thesis statement in mind as you read over your body paragraphs. Consider whether your thesis statement still feels relevant to your essay, or if it could be revised. 

Rephrase but do not repeat

Start with your revised/ rephrased thesis statement. The middle section of your conclusion should be three to five sentences long. It should broaden the scope of your essay. 

• Important themes or ideas 
• summarize your most important findings 
• No new information in your conclusion 

Answer the question 'so what?'

Think about why someone would care about what you are addressing in your essay and why the focus of your essay is important. Answering the question “so what?” can help you generate interesting things to finish your essay within the conclusion. Possible final sentences: 

• Finish with a powerful image or detail from the text
• End with a simple sentence straightforward sentence
• Set your findings in a larger context

Write one body paragraph 

• Write at the top of your paper your thesis statement
  
• 
  
• Write one body paragraph that links to this thesis statement and the first sentence is a topic sentence (the main claim of this paragraph).
  
• Embed quotes to support all of your ideas. 
  
• Link at the end to your thesis statement and how it supports your main claim. 
  

A global issue is a statement of a larger world connection we find in a text and incorporates the following three properties:

 

It has significance on a wide/large scale.

It is transnational.

Its impact is felt in everyday local contexts.

Read Handout: “Selecting a Global Issue”

Defining a Global Issue

Cultural Identity and Community

Beliefs, Values and Education

Politics, Power, and Justice

Art, Creativity, and the Imagination

Science, Technology, and the Environment

Looking at these categories, which one do you think this poem may fit under?

Find a more narrow statement under this heading.

Global Issues: larger Categories the Fields of Inquiry

• Considering this poem and the Global Issue you chose, write a paragraph explaining how this Global Issue is demonstrated in this poem.
  
• Write an additional paragraph, discuss another text you have read (a song that you have listened to, or a TV show or film you have watched) that has this Global Issue as well. Briefly explain what aspect of the text you see relating to this Issue.
• write your paragraphs in your exercise book and submit a photo of your work on ManageBac.

Writing (two paragraphs) 

With the global issue you decided on, prepare a one minute presentation (one slide) of how this poem is an example of this issue.  

Make sure you discuss literary aspects or techniques and how they helped you recognize this issue in your response.

Submit your response to the Drop Box on ManageBac.

Presentation slide