1 Teacher Pack Poetry in Mrs Tilschers Class

8/10/2019 1 Teacher Pack Poetry in Mrs Tilschers Class

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In Mrs Tilschers Class.

ByCarol Ann Dufy.

Teacher Unit.

Includes Guidance on FormativeAssessmentStrategies.


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THE BIG PICT!E.

Critical Essa"# Poetr".In Mrs Tilschers ClassB" Carol Ann $u%".

B" the end o& this unit "ou 'ill (e a(le to 'rite CriticalEssa"s on the Poem )In Mrs Tilschers Class.

The poem you shall study can be viewed in diferent ways, suchas:an important experience rom the past,a poem in which an aspect o lie has been revealed,an idea or ideas which have been developed in a poem,a poem which is thou!ht provo"in!,a poem which is relevant to youn! people,a poem which deals with an emotion such as happiness,sadness, #oy, nostal!ia$

%ou will have to show that you understand the main concerns othe poem throu!h analysis and evaluation o aspects o thewriter&s crat such as'()D C*(+C

T*-+-A)%/T)UCTU)+DA/ or any other relevant eature.

In Mrs Tilschers Class 2


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IN MRS TILSCHERS CLASS

You could travel up the Blue Nile

with your i!"er# traci!" the route

while Mr$Til$cher cha!ted the $ce!eryTa!a% Ethiopia% &hartou'% A$wa!%

That or a! hour# the! a $(ittle o 'il(

a!d the chal(y )yra'id$ ru**ed i!to du$t%

A wi!dow ope!ed with a lo!" pole%

The lau"h o a *ell $wu!" *y a ru!!i!" child%

Thi$ wa$ *etter tha! ho'e% E!thralli!" *oo($%

The cla$$roo' "lowed li(e a $weet$hop%

Su"ar paper% Coloured $hape$% Brady a!d Hi!dley

aded# li(e a ai!t u!ea$y $'ud"e o a 'i$ta(e%

Mr$ Til$cher loved you% So'e 'or!i!"$# you ou!d$hed let a "ood "old $tar *y your !a'e%

The $ce!t o a pe!cil# $lowly# careully# $haved%

A +ylopho!e$ !o!$e!$e heard ro' a!other or'%

,ver the Ea$ter ter'# the i!(y tadpole$ cha!"ed

ro' co''a$ i!to e+cla'atio! 'ar($% Three ro"$

hopped i! the play"rou!d# reed *y a du!ce#

ollowed *y a li!e o (id$# -u'pi!" a!d croa(i!"

away ro' the lu!ch .ueue% A rou"h *oy

told you how you were *or!% You (ic(ed hi'# *ut $tared

at your pare!t$# appalled# whe! you "ot *ac( ho'e %

That everi$h /uly# the air ta$ted o electricity%

A ta!"i*le alar' 'ade you alway$ u!tidy# hot#

ractiou$ u!der the heavy $e+y $(y% You a$(ed her

how you were *or! a!d Mr$ Til$cher $'iled#

the! tur!ed away% Report$ were ha!ded out%

You ra! throu"h the "ate$# i'patie!t to *e "row!#

A$ the $(y $plit ope! i!to a thu!der$tor'%

Carol A!! 0uy%



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C*ASS TAS+. 0Teacher 1ed2.

'e are now !oin! to read 3+n -rs Tilscher&s Class , by Carol AnnDufy.

Paired Tas,.

)ead the poem once more . Discuss what you eel are the mainconcerns o the poem 4 what it is about 4 with your partner.

In Mrs Tilschers Class


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F-CS -F C*-SE AA*/SIS

)a childhood e01erience2 and ho' the1oets descri1tion leads "ou to a clearunderstanding o& the 1oems theme2through 'ord choice2 structure2 imager"2setting and s"m(olism.

Teacher



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5ocus o Close Analysis

Decide on the ocus o close analysis. +n this case it is 3a childhoodexperience, and how the poet&s description leads you to a clearunderstandin! o the poem&s theme, throu!h word choice, structure,ima!ery, settin! and symbolism.

The template is in electronic orm and allows the teacher to select

the ocus o the study6 the amount o inormation to be covered6 thesophistication o ideas to be discussed6 the extent o 3clues& to beincluded. +t is a !ood idea or the teacher to include within their owncopy all the elements which mi!ht emer!e rom the discussion. Themain purpose o this template is to visually remind the pupils o thecriteria and ensure that an interactive process can ta"e place in the

analysis o text. -(D1 rom one row o the table, the process o UA showin! pupils

that i they ma"e comment rom the text that they should commenteither on the situation or the lan!ua!e used.

7upils could su!!est any additions.

7upils could then transer inormation !athered in their templates to

a mind map. This also helps reinorce their learnin! and is a useultool or revision +nstruct pupils to complete in pairs. %ou may wish toallocate pupils to diferent rows o the table to accelerate theprocess.

Allow them a timed period 4 perhaps 8ve or six minutes in orderthat they can put the analysis on the template. et pairs to discuss,on the board, their analysis o bullet points, or put them onto thecomputer to pro#ect them onto the screen. )emind pupils o theCritical ssay 9uestion they are wor"in! towards. 7rovide a miniessay tas" and discuss 3line o thou!ht&.

-(D1 or the pupils and show them how to lin" the ideas rom one

row on the table into para!raph orm. 7upils should now be able to complete a short essay discussin!

what they have learned about the childhood experience a describedby Dufy, and how her description leads to a clear understandin! o

the poem&s theme throu!h word choice, structure, ima!ery andsettin!. 7upils should use mind maps and;or templates to ormulatetheir responses. A!ain, pupils could wor" in pairs on one row romthe table and share their part o the para!raph with the rest o theclass. This cuts down the amount o correction you have to do. 7)A////-


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chantin!. xoticplace names.

-ore details oeveryday lie.

3That or an hour& 'e see the routine,and with it thecertainty andsecurity aforded inthe classroom .

As above 3a s"ittle o mil"& -etaphor, describesthe shape o thebottle, an element oplay involved, also

puts poem in aspeci8c time.*appiness oschooldays.

3The lau!h o a bellswun! by a runnin!child&

7ersoni8cation 4 it isnot the bell 4an oldashioned hand bellthat is lau!hin!, butthe child 0allchildren2. /choolseems to be a happyplace, ull o lau!hter.The bell also puts the

poem into a speci8ctime.

n#oyment o school. 3This was better thanhome&

/entence structure,short sentence,hi!hli!hts certaintyo childhood,une9uivocal.

lements o theschool experiencewhich were en#oyed.

3nthrallin! boo"s& /entence structure,snapshot memory.(nce more we seehow much sheen#oyed school 4word choice3enthrallin!&.

@oyul ima!es. 3The classroom!lowed li"e asweetshop&

+ma!ery, classrooman excitin!welcomin! place.Appropriate simile oran ima!e ochildhood. 'ordchoice 4 3!lowed&

connotations ocosiness.



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'ell loved memoriesbrou!ht to mind. 3/u!ar paper.

Coloured shapes.&

/entence structure./napshot ima!es.vo"es a world osweetness andcolour, throu!h word

choice, whichappeals to children.

The outside world notreally part o theirworld, thou!h somethin!s do encroach.

3Brady and *indleyaded, li"e the aint,uneasy smud!e o amista"e&

'ord choice 43uneasy smud!e&somethin! not ri!ht.3-ista"e& 4 a childisheuphemism or theterrible crimecommitted by Bradyand *indley. Thewhole simile "eepsthe idea with theworld o school, wesee that school iscentral to her lie.The event 8xes timeonce more.

/ecurity o school,how it made the childeel protected.

3-rs Tilscher lovedyou.&

/entence structure./hort and to thepoint, no 9uestion inthe child&s mind, very

childish point o view.Contrast to the horroro Brady and *indley.

*i!hli!hts o theschool day.

3 a !ood !old star& 'ord choice 3!ood!old star& childishexpression, perhapsechoin! -rs T.Alliteration

/ensual memories ounimportant dailyevents.

3The scent o apencil, slowly,careully, shaved.&

Appeals to the senseo smell. /entencestructure hi!hli!htsthe speed o theaction. Cleardescription omundane event.

As above. 3A xylophone&snonsense heard romanother room.&

7ersoni8cation, axylophone cannotma"e nonsense. %etanother snapshot oschool lie.



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7U7+1+< -+// T+1/C*)&/ C1A// by Carol Ann Dufy.

The tas" we are !oin! to concentrate on as we examine this poem is:

Choose a poem that deals with a childhood experience. Discuss to whatextent the poet&s description leads you to a clear understandin! o thepoem&s theme.

+n this part o the tas" we shall loo" at how Dufy establishes the settin!and atmosphere in the 8rst two stan=as.

Dufy shows us the sae, comortable world o early school years,

throu!h word choice, sentence structure and ima!ery. 'or"in! with a partner, complete the table below.

-odel your responses on the two that have been done or you.

PAI!E$ TAS+. Copy the table below, and show how the poet evo"esatmosphere and settin!, in the 8rst two stan=as, by her use o lan!ua!e.+dentiy the techni9ue wherever possible.

Context;Understandin!.

vidence; >uote.

Analysis;valuation;

7ersonal )esponse.

The title o the poemsu!!ests where thepoem will be set.

3+n -rs Tilscher&sClass&

7repares the readeror the sub#ect o thepoem 4 a school;childhoodexperience.

(penin! introducesinormal tone,en!a!es reader.

3%ou& Brin!s us into thepoem, ma"es real itto the reader.

Describes smalldetails o theschoolday.

3chanted thescenery&

Comment onchanted. Is this agood picture ofPrimary School?

Brin!s settin! alive. 3Tana. thiopia.?hartoum. Aswan.

Comment onsentence structure.What might theseplaces mean to achild?



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-ore details oeveryday lie.

3That or an hour&

Comment on word

choice. What does ittell us about theschool day and bye!tension the childslife?

As above 3a s"ittle o mil"&Comment on hemetaphor.

*appiness oschooldays. 3The lau!h o a bellswun! by a runnin!child&

Comment on theimage.What is the poettelling us about thisschool?

n#oyment o school. 3This was better thanhome&

Comment onsentence structure.What does this tellyou about the childsfeelings?

lements o the

school experiencewhich were en#oyed.

3nthrallin! boo"s& Comment on

sentence structureand word choice.

@oyul ima!es. 3The classroom!lowed li"e asweetshop&

"oo# at this similehow appropriate doyou thin# it ise!plain in somedetail. Comment onthe word glowed.



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'ell loved memoriesbrou!ht to mind. 3/u!ar paper.

Coloured shapes.&

Comment on wordchoice and sentencestructure.

The outside world notreally part o theirworld, thou!h somethin!s do encroach.

3Brady and *indleyaded, li"e the aint,uneasy smud!e o amista"e&

Comment on wordchoice $uneasysmudge and$mista#e. Theintroduction of theoutside world. Is thesimile an e%ecti&eone?

/ecurity o school,how it made the child

eel protected.

3-rs Tilscher lovedyou.&

Comment onsentence structure

contrast to pre&ioussentence both inideas and structure.

*i!hli!hts o theschool day.

3 a !ood !old star& "oo# at word choicewho would say that?'igure of speech.

/ensual memories ounimportant dailyevents.

3The scent o apencil, slowly,careully, shaved.&

Comment on the waythe action isdescribed. Sentencestructure isimportant. (ppeals to

senses.As above. 3A xylophone&s

nonsense heard romanother room.&

Comment on thesnapshot. )oes ite&o#e schoolmemories. 'igure ofspeech.



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Mini3essa" Tas,Sho' ho' the 1oet evo,es ) a childhood e01erience2 andho' the 1oets descri1tion leads "ou to a clearunderstanding o& the 1oets theme2 through 'ord choice2structure2 imager"2 setting and s"m(olism.

Mini Essa"

%our teacher will model how you should use the inormationrom one o the rows o the table to suit a 4line o& thought5and how you should lin" the inormation ensurin! that

whenever a statement is made there should be analytical andevaluative comment made

The ollowin! can be done in pairs, each pair ta"in! one or tworows rom the table:

'rite your para!raphs and swap with another pair or

!roup. The other !roup should consider whether anythin! else

can be added. Use your notes rom the template to help you. %our miniessay should show understandin! 0context2,

reerence to the text 09uote2 and evaluative response0analysis and personal comment2.



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E0amine the model (elo' to see ho' "ou can structureand lin, "our ideas in "our res1onse to the tas, a(ove#3

Context;Understandin!

The title o the poem su!!ests that it will dealwith a childhood experience, and 8rmlyestablishes settin!.

vidence;>uote 3+n -rs Tilscher&s Class&

Analysis;valuati

on; 7ersonal)esponse

The reader has expectations that the poem willdeal with schooldays 4 althou!h we do not"now, as yet, i the experience to be describedshall be positive or ne!ative.


The reader is en!a!ed by the inormal,conversational tone.

vidence;>uote 3%ou&

Analysis;valuation; 7ersonal)esponse

'e are involved rom the outset, our memoriesare evo"ed, there is a sense o sharin!.


Dufy describes a small detail o a typical day.

vidence;>uote 3-rs Tilscher chanted the scenery&


The settin!, both time and place, is establishedby this ima!e. +t seems old ashioned, and wecan ima!ine a teacher in ront o the class,chantin! to the children.



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Complete the sentence$

+dentiy areaswhere you have

done well andwrite them in thestars. 3+ need to improve$

Complete the sentence$Complete the sentence$

3+ need to improve$


3+ need to

improve$

3+ need to improve$..

Peer Assessment

*ow did you !et on 'or"in! with a partner, use the chec"list below to

assess whether or not you have included all necessary inormation in yourminiessay.

+ you have used all the inormation rom your table and the model whichyour teacher provided, you should have very little to improve in your miniessay.

Conte0t6nderstanding Evidence67uote Evaluation

3+n -rs Tilscher&sClass&

3&%ou 3

3-rs Tilscher chantedthe scenery&3Tana.thiopia.?hartoum.Aswan.

3That or an hour&


Technical Accurac"

Topic /entence

5ull stops;capital letters used properly

aried sentence structure

>uotes set out properly

/pellin! correct

1in"a!e used e! +naddition;urthermore;moreover;yet etc

83


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Focus o& Close Anal"sis

Ho' the 1oet deals 'ith the 1assage o& time2through 'ord choice2 imager" and sentencestructure.



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Teacher


Decide on the ocus o close analysis. +n this case it is 3how the poetdeals with the passa!e o time, throu!h word choice, ima!ery andsentence structure.

The template is in electronic orm and allows the teacher to selectthe ocus o the study6 the amount o inormation to be covered6 thesophistication o ideas to be discussed6 the extent o 3clues& to beincluded. +t is a !ood idea or the teacher to include within their own

copy all the elements which mi!ht emer!e rom the discussion. Themain purpose o this template is to visually remind the pupils o thecriteria and ensure that an interactive process can ta"e place in theanalysis o text.

-(D1 rom one row o the table, the process o UA showin! pupils

that i they ma"e comment rom the text that they should commenteither on the situation or the lan!ua!e used.

7upils could su!!est any additions.

7upils could then transer inormation !athered in their templates to

a mind map. This also helps reinorce their learnin! and is a useultool or revision.

+nstruct pupils to complete in pairs. %ou may wish to allocate pupilsto diferent rows o the table to accelerate the process.

Allow them a timed period 4 perhaps 8ve or six minutes in order

that they can put the analysis on the template. et pairs to discuss,on the board, their analysis o bullet points, or put them onto thecomputer to pro#ect them onto the screen.

)emind pupils o the Critical ssay 9uestion they are wor"in!

towards. 7rovide a miniessay tas" and discuss 3line o thou!ht&. -(D1 or the pupils and show them how to lin" the ideas rom one

row on the table into para!raph orm.

7upils should now be able to complete a short essay discussin!what they have learned about the childhood experience a describedby Dufy, and how her description leads to a clear understandin! othe poem&s theme throu!h word choice, structure, ima!ery andsettin!. 7upils should use mind maps and;or templates to ormulatetheir responses. A!ain, pupils could wor" in pairs on one row romthe table and share their part o the para!raph with the rest o theclass. This cuts down the amount o correction you have to do.

7) A////-


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TEACHE!

+< -+// T+1/C*)&/ C1A// by Carol Ann Dufy.

The tas" we are !oin! to concentrate on as we examine this poem is:

Choose a poem that deals with a childhood experience. Discuss to whatextent the poet&s description leads you to a clear understandin! o thepoem&s theme.

+n this section we shall examine how the poet deals with the passa!e otime, throu!h word choice, ima!ery and sentence structure.

Dufy uses metaphors to illustrate the passa!e o time.

'or"in! with a partner, complete the table below.

-odel your responses on the two which have been done or you.

Contextunderstandin!

vidence; >uote Analysis ;valuation;7ersonal )esponse.

Chan!e o ocus, thepoem&s themebe!ins to develop.

3(ver the asterterm.&

Clear indication othe passa!e o time.Thin!s are movin!on.

The inevitable

chan!e in thenatural world withthe passa!e o time.

3the in"y tadpoles

chan!ed romcommas intoexclamation mar"s&.

ery !ood use o

metaphor 4 thetadpoles are shownto be !rowin!. Theirchan!in! shaped isdescribed veryaccurately, and thein" and punctuationmar" ima!ery "eepsthe whole ideainside the world oschool. The idea o!rowth in thetadpoles alsosu!!ests to, andreminds us thateverythin! chan!es.

The passa!e o timeappears to be!ainin! momentum

3Three ro!s hoppedin the play!round$away rom thelunch 9ueue.&

Dufy "eeps theimager"o timetied to thedevelopment o thetadpoles. They are

clearly bein! lin"edto the children



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here.Sentencestructure, lon! andramblin!, su!!eststhe lon! line ochildren.

8ord choice3#umpin! andcroa"in!& hi!hli!htsthe physicalchan!es in thechildren6 the onseto puberty. They arealso movin! 3away&rom the 3lunch9ueue&, a s"m(olor another aspecto movement. The'ord3dunce& putsthe poem bac" intime, not a wordthat is usednowadays. Acomplex sentence.

The outside worldonce moreencroaches into the

world o the child.

3A rou!h boy toldyou how you wereborn&

The lin" with thetadpoles is "ept 4 iebirth. 3A rou!h boy&

su!!ests that this"nowled!e is "eptby unsavouryelements. Thesentence structure,a at statement,hi!hli!hts thema!nitude o thereali=ation.

The move intoadolescence is adiEcult one,emotions arestirrin!.

3%ou "ic"ed him& Unwelcome news,the violencesu!!ests horrorand;or dis!ust atthis revelation. (ncemore the use o theword 3you& involvesthe reader,su!!estin! auniversal reaction.


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by the !rowin!"nowled!e osexuality. 'e seehow, as the poemhas developed, the

passa!e o time hasclearly beenmar"ed.

PUPIL

IN MISS TILSCHERS CLASS *y Carol A!! 0uy%

The ta$( we are "oi!" to co!ce!trate o! a$ we e+a'i!e thi$ poe' i$:

Choo$e a poe' that deal$ with a childhood e+perie!ce% 0i$cu$$ to what e+te!t

the poet$ de$criptio! lead$ you to a clear u!der$ta!di!" o the poe'$ the'e%

+n this section we shall examine how the poet deals with the passa!e otime, throu!h word choice, ima!ery and sentence structure.

Dufy uses metaphors to illustrate the passa!e o time.

'or"in! with a partner, complete the table below.

-odel your responses on the two which have been done or you.


vidence; >uote Analysis ;valuation;7ersonal )esponse.

Chan!e o ocus, thepoem&s themebe!ins to develop.

3(ver the asterterm.&

Clear indication othe passa!e o time.Thin!s are movin!

on.



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The inevitablechan!e in thenatural world withthe passa!e o time.

3the in"y tadpoleschan!ed romcommas intoexclamation mar"s&.

ery !ood use ometaphor 4 thetadpoles are shownto be !rowin!. Their

chan!in! shaped isdescribed veryaccurately, and thein" and punctuationmar"

The passa!e o timeappears to be!ainin! momentum

3Three ro!s hoppedin the play!round$away rom thelunch 9ueue.&

Comment on theo&erall imagery thelin# betweentadpoles andchildren. What does

the sentencestructure suggest.Comment on wordchoice $*umpingand croa#ing whatdoes that suggestabout the children."oo# for symbolism.

The outside worldonce moreencroaches into the

world o the child.

3A rou!h boy toldyou how you wereborn&

Comment on ideasof growth and birth."oo# at word choice

$rough. Commenton sentencestructure.

The move intoadolescence is adiEcult one,emotions arestirrin!.

3%ou "ic"ed him& What is the poetsuggesting aboutthe newinformation?


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Mini3essa" Tas,Sho' ho' the 1oet deals 'ith the 1assage o& time2

through 'ord choice2 structure2 imager"2 setting ands"m(olism.

Mini Essa"

%our teacher will model how you should use the inormationrom one o the rows o the table to suit a 4line o& thought5and how you should lin" the inormation ensurin! thatwhenever a statement is made there should be analytical andevaluative comment made




can be added. Use your notes rom the template to help you.

%our miniessay should show understandin! 0context2,


E0amine the model (elo' to see ho' "ou can structure

and lin, "our ideas in "our res1onse to the tas, a(ove#3


Chan!e o ocus, movin! away rom theestablished settin! o the previous two stan=as,



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theme be!ins to develop.

vidence;>uote 3(ver the aster Term&


Time is movin! on. The word choice clearlyshows this, "eeps within the school context.


The inevitable chan!e in the natural world withthe passa!e o time.

vidence;>uote3the in"y tadpoles chan!ed rom commas into

exclamation mar"s&.


ery !ood use o metaphor 4 the tadpoles areshown to be !rowin!. Their chan!in! shaped isdescribed very accurately, and the in" andpunctuation mar" ima!ery "eeps the whole ideainside the world o school. The idea o !rowth inthe tadpoles also su!!ests to, and reminds usthat everythin! chan!es.

Peer Assessment

*ow did you !et on 'or"in! with a partner, use the chec"list below to



24/38


+dentiy areaswhere you havedone well andwrite them in thestars. 3+ need to improve$


3+ need to improve$


3+ need toimprove$


assess whether or not you have included all necessary inormation in yourminiessay.+ you have used all the inormation rom your table and the model whichyour teacher provided, you should have very little to improve in your miniessay.


3(ver the asterterm.&3the in"y tadpoleschan!ed romcommas into

exclamationmar"s&.3Three ro!shopped in theplay!round$ awayrom the lunch9ueue.&3A rou!h boy toldyou how you were

born&3%ou "ic"ed him butstared at yourparents, appalled,&


Technical Accurac"

Topic /entence




/pellin! correct


2


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Focus of Close Analysis

How Duffy has continued the theme of the passageof time, and how she has changed the atmosphereof the poem, through word choice and the use ofextended metaphor and transferred epithet.

Teacher



26/38


Decide on the ocus o close analysis. +n this case it is 3*ow

Dufy has continued the theme o the passa!e o time, and howshe has chan!ed the atmosphere o the poem, throu!h wordchoice and the use o extended metaphor and transerredepithet.&

The template is in electronic form and allows the teacher to select the focus of

the study; the amount of information to be covered; the sophistication of ideasto be discussed; the extent of clues to be included. It is a good idea for theteacher to include within their own copy all the elements which might emerge

from the discussion. The main purpose of this template is to visually remindthe pupils of the criteria and ensure that an interactive process can take placein the analysis of text.

M!"# from one row of the table$ the process of %&" showing pupils that if

they make comment from the text that they should comment either on thesituation or the language used.

computer to pro'ect them onto the screen. (upils could suggest any additions.

(upils could then transfer information gathered in their templates to a mind

map. This also helps reinforce their learning and is a useful tool for revision. Instruct pupils to complete in pairs. )ou may wish to allocate pupils to

different rows of the table to accelerate the process. &llow them a timed period * perhaps five or six minutes in order that they can

put the analysis on the template. +et pairs to discuss$ on the board$ theiranalysis of bullet points$ or put them onto the .

,emind pupils of the -ritical "ssay uestion they are working towards.

(rovide a mini/essay task and discuss line of thought. M!"# for the pupils and show them how to link the ideas from one row on

the table into paragraph form. (upils should now be able to complete a short essay discussing how !uffy

has continued the theme of the passage of time$ and how she has changedthe atmosphere of the poem$ through word choice and the use of extended

metaphor and pathetic fallacy. (upils should use mind maps and0or templatesto formulate their responses. &gain$ pupils could work in pairs on one rowfrom the table and share their part of the paragraph with the rest of the class.This cuts down the amount of correction you have to do.

("", &11"11M"2T should take place on the template provided.



27/38

TEACHER





+n this section we shall examine how the poet has continuedthe theme o the passa!e o time, and how she has chan!ed

the atmosphere o the poem throu!h word choice and the useo the extended metaphor and transerred epithet.

Dufy uses continues to illustrate the passa!e o time, and

hi!hli!hts the chan!es encountered when !rowin! up. The poem ends in a climax, #ust as the child moves rom one sta!e

to another. The uncertainty o the uture, and the approachin! storm o

emotions and eelin!s, is captured by the poet. The poem is in ree verse and the omniscient narrator spea"s to,

and or, all o us. 'or"in! with a partner, complete the table below.

-odel your responses on the two that have been done or you.


vidence; >uote Analysis ;valuation;7ersonal)esponse.

-onths have been

s"ipped over.

3That everish @uly& 7oet uses

personi8cation. +t isthe sub#ect that is3everish& not themonth, althou!h @ulydoes tend to bewarm and can behumid. A !ood use othe techni9ue, whichlin"s the eelin!s othe sub#ect and themonth o the year

very well.



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The passin! o timebrin!s with it

chan!es in eelin!sand perceptions.

3The air tasted oelectricity&

'e !et a sense obu==in! dan!erous

excitement. Thesynaesthesia mirrorsthe conusion o thechild, and "eeps withthe idea o @uly bein!a time othunderstorms. 'esee how themetaphor o a stormis bein! extended.A!ain a cleverlin"a!e o child andweather, we eelsomethin! is !oin! tohappen.

A !rowin!sensitivity,hei!htened eelin!s .

3A tan!ible alarmmade you alwaysuntidy, hot,ractious under theheavy, sexy s"y.&

Another complexsentence that can beloo"ed at in severalways. 'ord choice63tan!ible alarm&,somethin! real is

happenin!,somethin! which isdan!erous;excitin!;awarnin!, 9uiteobscure, yetpowerul. 3 $ 3untidy,hot, ractious underthe heavy, sexy s"y.&Untidy, hot andractious !ive thereader the idea o

discomort, o bein!ill at ease. Theoppressive nature othe weather, and theemotional turmoil othe child;adolescentis continued by thewords 3heavy, sexys"y&. This is oncemore an example o

personi8cation, thes"y is not 3heavy&



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and 3sexy& it is the!rowin! hormonaladolescent. Anexcellent sentencewhich captures the

sub#ect&s state omind and body verywell.

Thin!s which oncehorri8ed nowascinate. Time ismovin! on.

3%ou as"ed how youwere born,&

Curiosity is !rowin!.

There are thin!swhich have to beconronted by

onesel.

3-rs Tilschersmiled, then turnedaway&.

The teacher wholoved and nurturedall aspects o the

child&s developmentnow sees her role tobe 8nished. /hesmiled because shesaw the chan!es inher pupil. Time ismovin! on. +n a wayit is sad butunderstandable.

'e are once morebrou!ht bac" to the

world o school.

3)eports werehanded out.3

/hort matter o actsentence. -irrors

earlier sentences.Describes the routineo school. Alsosu!!ests a closure,contains a sense o8nality.



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'e are reminded othe universality othe experience.

3you& 'e have beeninvolved in the poemthrou!hout. By usin!the second person

the poet has reallymade us experiencethe situation oncemore.

Time is continuin! tomove on.

3you ran throu!h the!ates, impatient tobe !rown&

The !ates here are ametaphor, they standor, on one level theschool !ates whichare real, howeverthey also stand or3!ates& which leadinto a new phase olie. The wordimpatient oncehi!hli!hts therestlessness o thechild.

1ie is chan!in! in apowerul way.

3the s"y split into athunderstorm.&

The extendedmetaphor iscontinued. The childhas now let school,

no lon!er a child. The3thunderstorm& o thepoem stands or thenew lie, ull oemotions andeelin!s, poweruland wild. A very !oodmetaphor or thisnew experience.



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PUPIL





+n this section we shall examine how the poet has continuedthe theme o the passa!e o time, and how she has chan!edthe atmosphere o the poem throu!h word choice and the useo the extended metaphor and transerred epithet.

!uffy uses continues to illustrate the passage of time$ and

highlights the changes encountered when growing up. The poem ends in a climax$ 'ust as the child moves from

one stage to another. The uncertainty of the future$ and the approaching storm

of emotions and feelings$ is captured by the poet. The poem is in free verse and the omniscient narrator

speaks to$ and for$ all of us.3orking with a partner$ complete the table below.

Model your responses on the two which have been done

for you.



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vidence; >uote Analysis ;valuation;

7ersonal )esponse.-onths have beens"ipped over.

3That everish @uly& 7oet uses apersoni8cation. +t isthe sub#ect that is3everish& not themonth, althou!h @ulydoes tend to bewarm and can behumid. A !ood use othe techni9ue, whichlin"s the eelin!s othe sub#ect and themonth o the yearvery well.

The passin! o timebrin!s with itchan!es in eelin!sand perceptions.

3The air tasted oelectricity&

'e !et a sense obu==in! dan!erousexcitement. Thesynaesthesia mirrorsthe conusion o thechild, and "eeps withthe idea o @uly bein!

a time othunderstorms. 'esee how themetaphor o a stormis bein! extended.A!ain a cleverlin"a!e o child andweather, we eelsomethin! is !oin! tohappen.

A !rowin! sense osensitivity, ohei!htenedeelin!s .

3A tan!ible alarmmade you alwaysuntidy, hot,ractious under theheavy, sexy s"y.&

( &ery comple!sentence. Commentin terms of wordchoice and imagery.Is the childcomfortable in thisnew mental state?

Thin!s which oncehorri8ed nowascinate. Time ismovin! on.

3%ou as"ed how youwere born,&

+ow is the childchanging here? "oo#bac# to the $roughboy.

There are thin!swhich have to be

3-rs Tilschersmiled, then turned

Word choice what isthe teacher doing



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conronted byonesel.

away&. how are thingschanging?

'e are once more

brou!ht bac" to theworld o school.

3)eports were

handed out.3

What does this

sentence structuresuggest to you?

'e are remindedo the universalityo the experience.

3you&Comment on why thepoet uses the secondperson.

Time is continuin!to move on.

3you ran throu!h the!ates, impatient to

be !rown&

What is themetaphor here.

Comment on wordchoice of $impatient.1ie is chan!in! ina powerul way.

3the s"y split into athunderstorm.&

Comment on thee!tended metaphor.,!plain itsconnection with thegrowing child.



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Mini3essa" Tas,

I! thi$ $ectio! we $hall e+a'i!e how the poet ha$ co!ti!uedthe the'e o the pa$$a"e o ti'e# a!d how $he ha$ cha!"ed

the at'o$phere o the poe' throu"h word choice a!d theu$e o the e+te!ded 'etaphor a!d tra!$erred epithet%

Mini Essa"

%our teacher will model how you should use the inormationrom one o the rows o the table to suit a 4line o& thought5and how you should lin" the inormation ensurin! that

whenever a statement is made there should be analytical andevaluative comment made




can be added. Use your notes rom the template to help you.

%our miniessay should show understandin! 0context2,


E0amine the model (elo' to see ho' "ou can structure

and lin, "our ideas in "our res1onse to the tas, a(ove#3



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-onths have been s"ipped over. The cosycomortable atmosphere chan!es.

vidence;>uote )That &everish 9ul"


Time is movin! on. The word choice clearlyshows this, "eeps within the school context.7oet uses a transerred epithet. +t is the sub#ect

that is 3everish& not the month, althou!h @ulydoes tend to be warm and can be humid. A!ood use o the techni9ue, which lin"s theeelin!s o the sub#ect and the month o theyear very well.


The passin! o time brin!s with it chan!es ineelin!s and perceptions.

vidence;>uote 3The air tasted o electricity&


'e !et a sense o bu==in! dan!erousexcitement. The synaesthesia mirrors theconusion o the child, and "eeps with the idea o

@uly bein! a time o thunderstorms. 'e see howthe metaphor o a storm is bein! extended.A!ain a clever lin"a!e o child and weather, weeel somethin! is !oin! to happen.



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Peer Assessment

*ow did you !et on 'or"in! with a partner, use the chec"list below toassess whether or not you have included all necessary inormation in yourminiessay.+ you have used all the inormation rom your table and the model whichyour teacher provided, you should have very little to improve in your miniessay.


3That everish @uly&

3The air tasted oelectricity&3A tan!ible alarm

made you alwaysuntidy, hot,ractious under theheavy, sexy s"y.&3-rs Tilschersmiled, then turnedaway&.3you ran throu!hthe !ates,

impatient to be!rown&3the s"y split into athunderstorm.&


Technical Accurac"

Topic /entence




/pellin! correct


14


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+dentiy areaswhere you havedone well andwrite them in thestars.

3+ need to improve$


3+ need to improve$


3+ need to

improve$




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H,ME;,R&

'hat is the overall atmosphere o this stan=a

*ow does the word choice help this U;A

1oo"in! at the stan=a as a whole, discuss the development othe extended metaphor U;A

1 Teacher Pack Poetry in Mrs Tilschers Class

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Transcript of 1 Teacher Pack Poetry in Mrs Tilschers Class