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-857250-4572000right3321050-94592236636‘Stewart Island’ by Fleur Adcock, ‘Hurricane Hits England’ by Grace Nichols and ‘Presents from my aunts in Pakistan’ by Moniza Alvi00‘Stewart Island’ by Fleur Adcock, ‘Hurricane Hits England’ by Grace Nichols and ‘Presents from my aunts in Pakistan’ by Moniza Alviright31358000center206769Name:00Name:right-45085000English DepartmentPupil assessment sheet – Time and Place PoetryExtendingMasteringLearningAO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.I can demonstrate a perceptive grasp of form and structure and their effect.I can show a sound understanding of form and structure and link them to their effect.I can identify minimal form and structure techniquesI can offer a cohesive evaluation of the poets’ language and its effect on the reader.I can demonstrate a clear awareness of the poets’ use of language and its effect on the reader with sound examples.I can demonstrate little awareness of the language used by the poets.I can integrate relevant and precise subject terminology.I can use relevant subject terminology to support the examples given.I can show little evidence of using the relevant subject terminology.I can analyse form and structure and sustain my comments on the effect.I can make some comment on the form and structure of the poems.I can comment effectively on the poets’ use of language and its effect on the reader.I can show some awareness of the poets’ use of language, but without development.I can use relevant subject terminology accurately and appropriately to develop ideas.I can make limited use of relevant subject terminology to support the examples given.AO3: Show understanding of the relationships between texts and the contexts in which they were writtenI can show an excellent understanding of context and demonstrate a convincing understanding of the relationship between text and context which is integrated into the response.I can offer sound comments on the relevant context and sound relevant comments on the relationship between poems and context.I can show little awareness of context and offer little comment on the relationship between poems and context.I can offer a sustained comment on relevant context and demonstrate a detailed awareness of the relationship between poems and context.I can show some awareness of relevant contexts and offer some comment on the relationship between poems and contextAO3: Show understanding of the relationship between textsI can make perceptive comparisons and contrasts, with a varied and comprehensive range of similarities and / or differences between the poems considered.I can compare and contrast a range of points and consider some similarities and / or differences between the poems.I can make little or no comparison of the two poemsI can compare and contrast the poems effectively, considering a wide range of similarities and / or differences, and ideas are supported throughout with relevant examples from both poems.I can make some underdeveloped comparisons and contrasts with obvious similarities and / or differences, supported with some ideas from the poems.Learning episode 1:Learning goalTo have an understanding of the poet’s background and the events that might have influenced the writing of Stewart IslandCan I summarise the main ideas of the poems I have previously studied?What am I learning today?AO3: contextCan I identify five things I have learnt about Fleur Adcock’s life?Can I hypothesise about how the events of Fleur Adcock’s life might have influenced her writing of ‘Stewart Island’?Do it now: vocabularyRead the following definitions and examplesWordDefinitionostracisedIf someone is ostracised, people deliberately behave in an unfriendly way towards them.She claims she’s being ostracised by some members of her local communitycynicalIf you describe someone as cynical, you mean they believe that people always act selfishlyHis cynical view of the world.antidoteSomething that is an antidote to a difficult or unpleasant situation helps you to overcome the situation.Massage is a wonderful antidote to stress.jettedTo move or travel rapidlyThe star halfback jetted toward the goal line.Look, cover, write and check the following words five times in the table below.12345ostracisedcynicalantidotejettedDo it nowLast term you studied three poems: ‘In Romney Marsh’ ‘Adlestrop’ and ‘Nothing’s Changed’. Write a 50 word summary for each poem to see how much you can rememberIn Romney MarshAdlestropNothing’s ChangedNew knowledge: Who is Fleur Adcock?The first poem we are going to explore in this cluster is entitled ‘Stewart Island’ by Fleur Adcock. Read the newspaper article below about Fleur Adcock and her life which has influenced the writing of ‘Stewart Island.’Fleur Adcock1She was five years old when the big test came. Her parents had 2come to England from New Zealand, where she was born. The 3second world war was on the cards and they, good people that they4were, meant to dig ditches for the war effort. They settled briefly in5Sidcup, then evacuated their daughters to distant relations on a 6Leicestershire farm.7 In England, Fleur found her spiritual home. Not to put too fine a 8point on it, she loved the weather. The seasons were real and 9distinct from one another. Winters were real winters with snow and 10summers were real summers and the skies changed face a million11times a day and, putting it in a nutshell, there were primroses. In 12those first, halcyon days, she was a good big sister. Without a 13mummy and daddy to fight for, there was nothing to be cross about.14Being the first to read, she did the decent thing and read aloud to the 15baby sister, good as gold. The worst she did was to charge a penny 16each for making up a new William story. ‘William and Ginger went 17for a walk. Just as they came to the old barn, William noticed…” And18so on. She didn’t get nasty till later.19 They took her back to New Zealand after the war. The long journey20home probably marked the end and the culmination of her 21childhood. She and the little sister strung up curtains in one of the22ship’s nether corridors and put on entertainment for the other23children. They wrote and performed a series of what they took to be24hilarious plays centred on a Mr Tommy Ato and his wife Poppette25who ran a hat shop. Tommy Ah-to. Tomato. She was 13. The26series ran and ran. The children paid up. England got further and27further away till all she had left was an abiding sense of loss and a28bad case of homesickness.29 Five years later, she was sitting her finals at Wellington University,30Pregnant, married, a shit-hot Latin scholar and fondly imagining she 31was grow up. She had seen her husband across a crowded room 32and snapped him up for his physical beauty. He looked like Gregory33Peck only better, not as tall, alas, but divine. Exotic. Half 34Polynesian. If she was obliged to live in Kiwi-land, she might as well 35have the benefit. She fancied him ‘like mad’. He was a romantic 36poet, published, acclaimed, successful, all the things she wanted 37For herself. She wanted, yes, to be him. Instead she married him. 38It was a long time ago. “Look,” she says, “nobody took you seriously39in the 50s unless you had a bloke or were married or something. 40You couldn’t get away from home, you couldn’t shack up because41that was immoral. You weren’t anyone. All the things Sylvia Plath42suffered from.’43 So suddenly there she was with a little house and a little mortgage,44pushing a pram along the street where Katherine Mansfield lived,45desperately pretending to be grown up. She had her poet, but he 46had a wife. There was no more dressing up and going out having a 47good time. She was a suburban housewife, bored out of her mind. 48It was Catch 22. You couldn’t be an adult without a man and you 49couldn’t be an adult with a man. And when she thought about it 50properly she realised she didn’t really want to be him anyway. She 51wrote a poem at that time, called The Lover. “Always he would52inhabit an alien landscape,” it went, so everybody thought it was 53about the poet’s hubbie. But it wasn’t. It was about herself, only in 54those days you weren’t allowed to have female personas in poems.55 The marriage lasted five years. Somewhere along the way she got56caught in flagrante with someone else, was as guilty as sin, had a 57second son, dwelt peaceably a trois with the romantic poet’s 58second wife for a spell, got a job and took off with her baby under59her arm.60 She can’t believe she did this. How to put it? She was a child, 23 61going on 12. She’d been brought up to believe fair was fair; a cake62for her, the identical cake for her sister. There was nothing for it but63to leave her first-born with her father. It seemed fair. It was that 64bone-simple. She felt she had no more choice than if her child had 65been snatched or had died. He would have the same parent, the 66same home, the same bed, the same little tricycle, just a different67mother.68 “I just don’t recognise the girl who did this,” she says, her voice 69dropping like a stone. “I haven’t a clue how her mind worked. This 70Is me sitting here now, I’ve grown cynical and I don’t know who she71is. Only in bits. Her past and her memories I can see, but I don’t 72recognise her in the mirror and I don’t like looking back on her. I 73don’t admire her.” And, more in sorrow than anger, she concludes 74that she is jolly glad to have got away from someone so, so… so 75pathetic.76 At 23, then, with one small baby and a university lectureship to 77bless herself with, she began to muddle through a facsimile of an 78independent life. The city of Dunedin, where she worked, was “all79laced curtains and Calvinistic disapproval,” and a divorced woman 80was ostracised in respectable company. The poems she wrote in 81those days, she thinks now, seem to have been written by someone82pretending to be her. She had no idea how unhappy she was until83one day she found herself standing by the wall in her kitchen,84waiting for the kettle to boil, with unstoppable tears pouring down 85her face. The enormity of it all hit her like a hammer. She had 86relinquished her child, and all the rationalisation in the world 87wouldn’t make it right. It was all wrong. Everything. Hopelessly 88wrong. Her love affairs brought torment and obsession and guilt and89going back to wives and attempted suicides and God knows what-90all. Romantic idylls of the kind you imagine will continue in heaven91have a tendency to be played out with married men or those 92separated from you by great distances. They work rather as an 93antidote to domestic enslavement but are invariably full of grief.94 The citizens of Dunedin, by this token, were probably right about95young Fleur. Well-meaning friends perceiving her anguish, 96introduced her to various distractions, among them a gentleman by 97the name of Barry Crump. “But don’t marry him,” they counselled98urgently, which was a mistake.99 Among his many distinctions, Mr Crump was incredibly famous in100New Zealand. Searching for a contemporary equivalent, Adcock 101thinks of Georgie Best. Or, better yet, Gazza. He was a Crocodile102Dundee sort of fellow who wrote adventure stories with titles such as103Hang On A Minute, Mate and A Good Keen Man. And, of course, he104was an absolute knock-out in bed. “Well, they are, aren’t they?” she105says, giggling like a teenager. “Male chauvinist pigs always are. 106Think of Italians. Isn’t it perverse?”107 Anyway, it wasn’t long before she displayed all the foresight and not 108prudence of a lemming and married him. It was, she says, the most109horrifying thing she could think to do to persuade herself out of more110obsessive liaisons. He was soon routinely smacking her in the111mouth. “They do that, don’t they?” she says. “Manly men. They’reDofine in the pub telling jokes and stories, but in an argument they’re113so good at the old logic, so that’s when they smack you across the114mouth.”115 The marriage lasted five months. By the way of a divorce the ?30 116settlement, Mr Crump agreed to pay her passage to England; less117she’d already salted away for the purpose. And she ran away. No. 118Correction. She ran towards.119 It was mid-winter when she arrived in London, as though the whole120of England had been kept on ice for her, waiting for her to come121home. Sylvia Plath had taken her life one week earlier. Nobody122had heard of a poet called Fleur Adcock. She had a six-year-old 123son, a couple of tea chests and some loose change, but the front 124was cruel and she was literally sparked by that: “When it’s frosty,” 125she says, “I feel as though I’ve been taking some interesting drug.”Pen to paper: what have I learnt about Fleur Adcock?Where was Fleur Adcock born?___________________________________________________________________Explain why Fleur Adcock felt more at home in England.______________________________________________________________________________________________________________________________________Explain Fleur Adcock’s feelings on the journey home to New Zealand.______________________________________________________________________________________________________________________________________Why did Fleur Adcock marry her first husband?______________________________________________________________________________________________________________________________________What was the reality of married life for Fleur?______________________________________________________________________________________________________________________________________‘Always he would inhabit an alien landscape.’ Adcock uses this line to describe herself. What did you think she meant by this?______________________________________________________________________________________________________________________________________Explain why Adcock’s first marriage broke down and the effect this had on her.______________________________________________________________________________________________________________________________________At what point did Fleur Adcock realise she was so unhappy?______________________________________________________________________________________________________________________________________What was the name of Adcock’s second husband and who does Adcock compare him to?______________________________________________________________________________________________________________________________________Explain why this second marriage ended.______________________________________________________________________________________________________________________________________Adcock’s ex-husband paid for her return to England. Why does the writer state ‘she ran towards’ England?______________________________________________________________________________________________________________________________________Explain how Adcock felt upon her return.______________________________________________________________________________________________________________________________________ReflectionHaving read the information about Fleur Adcock, what viewpoint do you think Fleur Adcock might have on Stewart Island that she wishes to share with her readers?center1274200Learning episode 2:Learning goalTo comment effectively on Adcock’s use of language to present Stewart IslandCan I identify key words and phrases that have been used to describe Stewart Island?What am I learning today?AO2: languageAO3: contextCan I evaluate the tone of writing and what this reveals about Adcock’s viewpoint?Can I make sound comments on the relationship between the poem ‘Stewart Island’ and what we have already learnt about Fleur Adcock?Do it nowRecap questions:Did Fleur Adcock prefer living in England or in New Zealand? How do you know?_________________________________________________________________________________________________________________________________________________________________________________________________________What was Adcock’s experience of marriage?_________________________________________________________________________________________________________________________________________________________________________________________________________Do you think experiences we go through affect our views on a place?_________________________________________________________________________________________________________________________________________________________________________________________________________Do it now: vocabularyLook, cover, write and check the following words five times in the table below.12345OstracisedCynicalAntidoteJettedWrite the correct word alongside its definition in the table.WordDefinitionSomething that helps to overcome pain or hurt.To feel excluded by others.To fly down quickly.Where you distrust the motives or others.New knowledge: Stewart IslandLet’s now read the poem written by Fleur Adcock entitled ‘Stewart Island.’Stewart Island1‘But look at all this beauty’2said the hotel manager’s wife4when asked how she could bear to5live there. True: there was a fine bay, 6all hills and atmosphere; white7sand, and bush down to the sea’s edge;8oyster-boats, too, and Maori9fishermen with Scottish names (she 10ran off with one that autumn).11As for me, I walked on the beach;12it was too cold to swim. My13seven-year-old collected shells 14and was bitten by sandflies;15my four-year-old paddled, until16a mad seagull jetted down17to jab its claws and beak into18his head. I had already19decided to leave the country.Pen to paper: thinking about the presentation of settingThought-shower all of the words that help to provide a picture of Stewart Island in the reader’s mind.center2038500What overall impression do we form of the island itself?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Pen to paper: the creation of toneTone is the mood of a poem. At it’s most basic, the tone of a piece of writing can be positive or negative. We are going to look at the tone conveyed in this poem and Fleur Adcock’s attitude towards the island. Working in pairs, look at the table below. The first column shows jumbled-up quotations from ‘Stewart Island’. Without checking their position in the poem, decide whether in each phrase the poet/narrator is expressing a positive, neutral or negative attitude towards the island. Tick the appropriate column. Count how many ticks you have in each column and enter the figures along the bottom row.QuotationPositive?Neutral?Negative?I walked on the beachI had already decided to leavewhite sandcollected shellsall hills and atmosphereMaori fishermen with Scottish namesjab its claws and beak into his headit was too cold to swimmy four-year-old paddledoyster-boats, tooa mad seagull jetted downthere was a fine baybitten by sandfliesbush down to the sea’s edgeTotalsWhat does the tally tell you about Fleur Adcock’s attitude to the island?______________________________________________________________________________________________________________________________________Challenge question: where does a sense of irony or sarcasm come through in this poem and why?_________________________________________________________________________________________________________________________________________________________________________________________________________Pen to paper: summarising the poet’s viewpointAcross the poem, many feelings are expressed by Adcock about Stewart Island. She portraysHer reluctance in accepting the beauty of the islandHer frustration that others cannot understand her perspectiveThe sense of irony with the hotel manager’s wifeThe sense of danger and hostility she feels from the islandUse the ideas above to write a postcard home. Imagine you are Fleur Adcock, writing to friends or family in England. In this postcard, summarise her (your feelings – writing in first person) feelings but draw upon key details from the text to develop this.ReflectionHow might our reading about Fleur Adcock’s life help us to understand how she views the island?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Challenge question: do you think in any of the other poems you have read, the poet’s background has influenced their feelings about a place?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Learning episode 3:Vocabulary: tone, viewpointLearning goalTo analyse the poet’s use of form and structure in Stewart Island and consider the effect on the reader.Can I show a sound understanding of 1-2 structural techniques or features of form and the effect of these on the reader?What am I learning today?Can I analyse a range of structural features and features of form for their effect on the reader?Can I evaluate which structural technique or feature of form best supports the poet’s perspective on Stewart Island?Do it nowRecap questions:What impression is formed of Stewart Island?______________________________________________________________________________________________________________________________________Despite its beauty, how does Fleur Adcock feel about living on the island?______________________________________________________________________________________________________________________________________How have events in her life shaped her viewpoint do you think?______________________________________________________________________________________________________________________________________Do it now: vocabularyLook, cover, write and check the following words five times in the table below.12345OstracisedCynicalAntidoteJettedIdentify the correct definition for each word below.WordDefinitionostracisedcynicalantidotejettedNew knowledge: structural termsThe poem ‘Stewart Island’ is an autobiographical poem in which Adcock describes her feelings towards place. It is written using the first person ‘I’.The poem is written in one stanza.The poem also uses free verse – where there is no rhyme or regular rhythm.The poem uses enjambment throughout. This is where a sentence runs over a number of lines.The poem employs caesura. Caesura is a longer pause usually indicated by a colon or a dash.Finally the poem uses contrast.Challenge: go back and label your copy of the poem with these structural techniques / features.Pen to paper: how have structural techniques been used to convey feelings about a place?Now let’s consider some of these structural techniques further. Each group is going to be given a different structural technique to consider and explore. You will then be asked to teach other pupils in the class about this structural technique and its effect in the poem.ContrastContrasts are when differences are presented. The poem is full of contrasts. Look at the quotations below and see if you can identify a contrasting quotation and then consider why Adcock has used these contrasts – what point do you think she is trying to make through their use?QuotationWhich line do you think provides a suitable contrast? Why?‘But look at all this beauty’ (there are two really good contrasts to this line)‘But look at all this beauty’ (there are two really good contrasts to this line?The sea’s edgeMy seven year-old collected shellsMy four year-old paddledEnjambmentEnjambment is where a sentence runs over lines. When looking at enjambment, we need to consider why the line has run over – especially the words that feature at the end of each line. Look at the following examples and consider why you think the poet has chosen to use enjambment in each – what might be the effect?ExampleWhy do you think the poet has used enjambment here? What might the effect be?True: there was a fine bay,all hills and atmosphere; whitesand, and bush down to the sea’s edge’oyster-boats, too, and Maorifishermen with Scottish names (she ran off with one that autumn).Myseven-year-old collected shellsand was bitten by sandfliesMy four-year-old paddled, untila mad seagull jetted downto jab its claws and beak intohis head.I had alreadydecided to leave the country.CaesuraCaesura is a stronger pause, often indicated by a colon or a dash. There is one example of this in the poem but it is a brilliant example and encapsulates Adcock’s feelings beautifully. Discuss the following use of caesura and explain how it perfectly sums Adcock’s viewpoint up. To do this, consider what comes before the colon and what comes after the colon.True: there was a fine bay._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________One stanza and the use of free verseThe poem is written using one stanza. Why do you think this is? (Think about how this might connect to the title of the poem)._________________________________________________________________________________________________________________________________________________________________________________________________________Free verse has been used in this poem – why do you think the poet has chosen not to use a rhythm or a rhyme in this poem? How might it support the poet’s viewpoint?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ReflectionWhich structural technique, from the few we have explored today, do you think is most successful in conveying Adcock’s feelings towards place?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Learning episode 4:Vocabulary: tone, viewpoint, autobiographical poem, first person, stanza, free verse, enjambment, caesura, contrastLearning goalTo construct an effective paragraph of writing, analysing the use of language or structure to present Adcock’s feelings towards place.Can I show a clear awareness, with sound examples, of the poets’ use of language and of its effect on the reader?What am I learning today?AO2: language and structureAO3: contextCan I show a sound understanding of form and structure and link them to the effect?Can I make sound comments on the relevant context and sound relevant comments on the relationship between the poem and its context?Do it nowRecap questions:Why do you think Stewart Island is written using one complete stanza?______________________________________________________________________________________________________________________________________How effective are the use of the contrasts throughout the poem in helping to present a sense of place and Adcock’s feelings towards it?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What do we learn through the use of caesura in the line ‘True: there was a fine bay’?______________________________________________________________________________________________________________________________________Do it now: vocabularyLook, cover, write and check the following words five times in the table below.12345OstracisedCynicalAntidoteJettedChoose the most appropriate word for each of the pictures below and write it in the box.OstracisedCynicalAntidoteJetted9687693071047597-1708New knowledge: essay questionsOver the past few lessons we have exploring the poem ‘Stewart Island’ by Fleur Adcock. We have looked at Adcock’s perspective and how she has used language and structure to present that perspective on Stewart Island. In today’s learning episode, you are going to construct a paragraph in response to one of the following questions:How does Fleur Adcock use language to present her feelings about Stewart Island?How does Fleur Adcock use structure to present her feelings about Stewart Island?In responding to this question, you should draw upon your knowledge of the JESUS structure. Use the following grid to help you gather your ideas, ahead of writing.Pen to paper: how do we structure our response?JudgementWhat feeling do you think Adcock presents in her poem ‘Stewart Island’?EvidenceWhat evidence can you find to support your judgement?Subject terminologyWhat language or structural technique has been used to present this feeling?UnderstandingWhat do we learn from the use of the technique?What can we infer form this? What can be implied about Adcock’s feelings?SignificanceHow might Adcock’s own experiences influence her feelings about place in this poem?Challenge: if you are aiming for extending, you would want to pick out a range of language techniques using multiple quotations.ReflectionHow easy do you find it to construct JESUS paragraphs?212024-1182not confident totally confidentThe part of a JESUS paragraph I feel most confident aboutThe part of a JESUS paragraph I feel least confident aboutLearning episode 5:Vocabulary: tone, viewpoint, autobiographical poem, first person, stanza, free verse, enjambment, caesura, contrastLearning goalTo learn about Grace Nichol’s background and the events that might have influenced the writing of ‘Hurricane Hits England.’Can I summarise Grace Nichol’s background? What am I learning today?AO1: inference and interpretationAO3: contextCan I explain the key ideas in the poem ‘Hurricane Hits England’?Can I explain Nichol’s perspective on place and link this to my contextual understanding?Do it nowRecap questions:Which poems, out of the ones you have studied so far, present a positive attitude towards place and which poems you have studied so far, present a negative attitude towards place?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How far do you think personal experience lies at the heart of this?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________If you had to write about one place that has been significant in your life, what would that place be?_________________________________________________________________________________________________________________________________________________________________________________________________________Do it now: vocabularyRead the following definitions and examplesWordDefinitionancestorYour ancestors are the people from whom you are descended.He could trace his ancestors back seven hundred years.spectreA spectre is a ghostThe spectre could be seen behind the windowreapIf you reap the benefits of something, you gain or get something as a reward for some action or enterpriseYou will soon begin to reap the benefits of being fitterhavocHavoc is great disorder and confusionRioters caused havoc in the centre of the townaligning If you align something, you place it in a certain position in relation to something else.A tripod will be useful to align and steady the camera.Look, cover, write and check the following words five times in the table below.12345ancestorspectrereaphavocaliginingNew knowledge: Grace Nichols5103495101600035128201079500Grace Nichols was born in Georgetown, Guyana, in 1950 but moved to England in 1977 with her husband John Agard. She said ‘When I am in Guyana, I feel like I belong there because I spring from that landscape. I’m still enriched by the myths and the legends and the landscape and I am still inspired a lot by Guyana.Pen to paper: making connectionsWhat connection can you already see between Grace Nichols and the experiences of Fleur Adcock and Grace Nichols?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________New knowledge: Hurricane Hits EnglandListen to a reading of this poem by Grace Nichols herself: took a hurricane, to bring her closer2To the landscape.3Half the night she lay awake,4The howling ship of the wind,5Its gathering rage,6Like some dark ancestral spectre.7Fearful and reassuring.8Talk to me Huracan9Talk to me Oya10Talk to me Shango11And Hattie,12My sweeping, back-home-cousin.13Tell me why you visit14An English coast?15What is the meaning16Of old tongues17Reaping havoc18In new places?19The blinding illumination,20Even as you short-21Circuit us22Into further darkness?23What is the meaning of trees24Falling heavy as whales25Their crusted roots26Their cratered graves?27O why is my heart unchained?28Tropical Oya of the Weather,29I am aligning myself to you,30I am following the movement of your winds,31I am riding the mystery of your storm.32Ah, sweet mystery, 33Come to break the frozen lake in me,34Shaking the foundations of the very trees within me,35Come to let us know36That the earth is the earth is the earth.Pen to paper: supporting inferences with textual referenceAt the start of the poem, Grace Nichols feels very uncertain and distant about being in England but by the end of the poem, Grace Nichols comes to realise that beneath the superficial differences, we are all connected and share common experiences leading her to feel more comfortable in her new homeland. What evidence is there to support this interpretation in the last few stanzas?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ReflectionHow does Grace Nichols attitude differ from that of Fleur Adcock’s by the end of the poem and why do you think this is?_________________________________________________________________________________________________________________________________________________________________________________________________________Learning episode 6:Vocabulary: tone, viewpoint, autobiographical poem, first person, stanza, free verse, enjambment, caesura, contrastLearning goalTo comment effectively on Nichol’s use of language to convey her feelings about place.Can I define a range of key linguistic terms?What am I learning today?AO2: languageCan I identify and explain how language has been used to present feelings towards place using relevant subject terminology?Can I analyse how the tone shifts across the poem, using relevant textual reference and accurate subject terminology?Can I compare / contrast the perspective on place across two or more poems?Do it nowRecap questions:Where was Grace Nichols born?___________________________________________________________________In what year did she move to England?___________________________________________________________________How does she feel about her homeland?______________________________________________________________________________________________________________________________________How does Nichols feel about England at the start of the poem? How do you know?_________________________________________________________________________________________________________________________________________________________________________________________________________How does Nichols feel about England at the end of the poem? How do you know?_________________________________________________________________________________________________________________________________________________________________________________________________________What changes her mind?___________________________________________________________________Do it now: vocabularyLook, cover, write and check the following words five times in the table below.12345ancestorspectreReaphavocaligningWrite the correct word alongside its definition in the table.WordDefinitionTo createJoining forcesA ghostCausing destruction and messA relation from the pastNew knowledge: Hurricane of 1987The title of the poem ‘Hurricane Hits England’ which reads like a newspaper headline. This is because the poem is based upon the infamous hurricane of October 1987 remembered principally for the fact that the BBC weatherman at the time, Michael Fish, denied it was going to happen. It was a dramatic moment for England.32956515049500436943518288000233870516192500Revising prior knowledge: language techniquesThis poem effectively uses language to present the storm whilst also exploring Nichol’s reaction to it.The poems uses personification. Personification is where human qualities are given to inanimate objects.It also uses similes. Similes are comparison made by two unrelated items using the words ‘like’ or ‘as’.Metaphors are also used. These two are comparisons which are made between two unrelated items but, unlike a simile, they state that something is something else.And finally, it uses a sequence of rhetorical questions. These questions could be directed at the hurricane but because we know the hurricane can’t talk, these questions are rhetorical.Pen to paper: how has language been used to present the storm?Let’s look at how key words, phrases and lines and used to present the storm. Use the chart on the next page to record your ideas. Example:The howling ship of the windKey technique:MetaphorExample:Key technique:Example:Key technique:Example:Key technique:-412751524000Example:Key technique:What do you learn about the hurricane from the descriptions above?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Pen to paper: supporting inferences with relevant textual referenceIn this poem, Nichols uses language to convey a range of different feelings. Some of these feelings are listed below. Which words, phrases and lines reinforce the different feelings she experiences?FrightenedIn need of reassuranceUncertaintyInconvenienceCuriosityThoughtfulDesireResolute Summarise, using some of the key words above and quotations from the poem, how Nichol’s tone shifts across the poem. Use the following phrases as well:At the start of the poemTowards the middle of the poemAt the end of the poem_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ReflectionWhy do you think Nichol’s experiences such a range of feelings in this poem? What does this range help us to infer about Nichol’s feelings towards England in this poem?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Learning episode 7:Vocabulary: tone, viewpoint, autobiographical poem, first person, stanza, free verse, enjambment, caesura, contrast, personification, simile, metaphor, rhetorical questionsLearning goalTo analyse how structural techniques and features of form are used to help present Nichol’s feelings towards placeCan I define a range of structural terms?What am I learning today?AO2: structureAO3: comparisonCan I identify and explain how structural techniques and features of form have been used to present feelings towards place using relevant subject terminology?Can I evaluate which structural technique helps to convey Nichol’s feelings most strongly?Can I compare and contrast the use of structural techniques across two poems?Do it nowRecap questions:What metaphorical significance does the hurricane have in the poem ‘Hurricane Hits England’?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How does Nichol’s tone shift across the poem?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Do it now: vocabularyLook, cover, write and check the following words five times in the table below.12345AncestorSpectreReaphavocaligningIdentify the correct definition for each word below.WordDefinitionancestorspectrereaphavocaligningRevising prior knowledge: structural techniquesThis poem effectively draws upon a range of structural techniques and features of form to present Nichol’s feelings about place and her own identity.The poem is autobiographical so it reflects her own experiences and feelings. Third person is when we write using the personal pronouns ‘he’ or ‘she’ or ‘they’ and so we are referring to the experiences of others.First person is writing using the personal pronoun ‘I’ and we are recalling something from our perspective.An oxymoron is where two contradictory words are placed next to each other.Anaphora is the repetition of a word or phrase across several successive lines.Lexical repetition is where a key word or phrase is repeated for effect.Pen to paper: analysing structural methodsIn today’s learning episode we are going to consider the range of structural methods Nichols has used to help her convey her feelings about place. Each group will be given a different structural feature / feature of form to explore before feeding back to the rest of the class.PersonFirstly, Nichols has used person to present Nichols feelings towards place.In the first stanza, she uses the third person in the line‘It took a hurricane, to bring her closer / To the landscape.’In the last stanza, she uses the first person in the lines ‘Come to break the frozen lake in me,Shaking the foundations of the very trees within me’Why do you think Nichols starts the poem in the third person? Why do you think this then shifts to the first person by the end of the poem? How does the shift from third to first help convey her changing feelings towards her new homeland?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________OxymoronIn the first stanza, Nichols uses an oxymoron to describe the hurricane in the line‘Fearful and reassuring’How can the hurricane be both?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________AnaphoraThe use of the first person is most evident in the lines‘I am aligning myself to you,I am following the movement of your winds,I am riding the mystery of your storm.’Why do you think the verb phrase ‘I am’ has been used at the start of every line?Challenge: How does the use of the second person ‘you’ or ‘your’ help to show Nichol’s changing feelings about place?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Lexical repetitionTowards the end of the poem, Nichols uses lexical repetition to link the final two stanzas.I am riding the mystery of your storm.Ah, sweet mystery.How does the use of mystery in both lines reflect Nichols feelings towards place? Clue: look at the lines that follow ‘Ah, sweet mystery.’____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Free verseAgain, like Stewart Island, the poem is written using free verse where there is no rhyme or rhythm. Is free verse a good choice for this poem and why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ReflectionWhich structural method do you think has best helped to convey Nichols feelings about place? Why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Challenge question: which structural techniques have you seen used in both Stewart Island and Hurricane Hits England? Which poem do you think uses the techniques more effectively?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Learning episode 8:Vocabulary: tone, viewpoint, autobiographical poem, first person, stanza, free verse, enjambment, caesura, contrast, personification, simile, metaphor, rhetorical questions, third person, first person, oxymoron, anaphora, lexical repetitionLearning goalTo compare and contrast the feelings associated with one’s identity across two poems: Stewart Island and Hurricane Hits England.Can I identify examples of how the theme of identity is relevant to both Stewart Island and Hurricane Hits England?What am I learning today?AO2: language and structureAO3: contextAO3: comparisonCan I compare and contrast how language has been used to present the theme of identity in ‘Stewart Island’ and ‘Hurricane Hits England’ using relevant subject terminology and making effective comments?Can I compare and contrast how structure has been used to present the theme of identity in ‘Stewart Island’ and ‘Hurricane Hits England’ using relevant subject terminology and clear analysis?Can I make sound comments on the relevant context and the link between context and the poems being studied?Do it nowRecap questions:How does the use of structural techniques convey the way Nichol feels about England?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How does the use of structural techniques show Nichol has shifted her own mindset about this new experience?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Do it now: vocabularyLook, cover, write and check the following words five times in the table below.12345ancestorspectrereaphavocaligningChoose the most appropriate word for each of the pictures below and write it in the box.ancestorspectrereaphavocaligning9332598003600New knowledge: comparing poems – theme of identityOver the past few learning episodes we have been studying two poems. These two poems have helped to present how the poet feels about a place. However, in this learning episode we are going to consider how these two poems present feelings associated with identity.Identity is who you are and, with regards to place, how far you feel you belong.Pen to paper: how are Stewart Island and Hurricane Hits England poems about identity?Think about Stewart Island and Hurricane Hits England. In what ways are these two poems about identity.420939313248New knowledge: how to write a comparative responseBefore you construct a response, we are going to look at what you need to ensure your response is successful.Construct a short introduction that consists of the following:Sentence 1: Define the key word in the question. Personalise it – what does it mean to you? Contextualise it based on the text you’re writing about.Sentence 2: how has the poets’ background influenced the writing of the poem. What questions are raised as a result?Identify how each poem presents the key focus in the question– identityIdentify key language techniques that the poems use to present the theme of identityIdentify key structural techniques that the poems use to present the theme of identityIdentify whether the ideas or the techniques used are similar or different and choose your connectives accordinglyConnectives for comparisonConnectives for contrastSimilarly,In comparison,Also,In addition,However,Whereas,In contrast,Alternatively,Pen to paper: planning a comparative responseUsing the grid below, frame out your ideas for a response to this question:Introduction:Stewart IslandConnectiveHurricane Hits EnglandIdeas with relation to focus of question.Language StructureReflectionNow share your plan with at least two other people in the classroom. Is there anything else they think you should add? Remember your green pen.Learning episode 9:Vocabulary: tone, viewpoint, autobiographical poem, first person, stanza, free verse, enjambment, caesura, contrast, personification, simile, metaphor, rhetorical questions, third person, first person, oxymoron, anaphora, lexical repetitionLearning goalTo compare and contrast the feelings associated with one’s identity across two poems: Stewart Island and Hurricane Hits England.Can I identify examples of how the theme of identity is relevant to both Stewart Island and Hurricane Hits England?What am I learning today?AO2: language and structureAO3: contextAO3: comparisonCan I compare and contrast how language has been used to present the theme of identity in ‘Stewart Island’ and ‘Hurricane Hits England’ using relevant subject terminology and making effective comments?Can I compare and contrast how structure has been used to present the theme of identity in ‘Stewart Island’ and ‘Hurricane Hits England’ using relevant subject terminology and clear analysis?Can I make sound comments on the relevant context and the link between context and the poems being studied?Do it nowRecap questions:How is the theme of identity presented in ‘Stewart Island’ and ‘Hurricane Hits England’?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How have both poems used language techniques to present feelings associated with identity?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How have both poems used structural techniques to present feelings associated with identity?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Do it now: vocabularyRead the following definitions and examplesWordDefinitionembossedIf a surface is embossed with a design, the design stands up slightly from the surfaceThe paper on the walls was pale gold, embossed with swirling leaf designs.AflameIf something is on fire, you can say it is aflame.Hundreds of tightly rolled newspapers were set aflame among the 50,000 crowd.filigreeThe word filigree is used to refer to delicate ornamental designs made with gold or silver wire.The market is a good one, and gold and silver filigree work is made, peculiar in character and design.fretworkFretwork is wood or metal that has been decorated with lines that weave in and out of each other.The classic Guyanese house is constructed of wood and raised on stilts, painted white and decorated with intricate fretwork.Look, cover, write and check the following words five times in the table below.12345EmbossedAflameFiligreeFretworkRecapping prior learning: key questionLast lesson you prepared a response to the question:Compare how feelings about identity are presented in the poems ‘Stewart Island’ and ‘Hurricane Hits England.’You consider the main ideas, the poets’ use of language and the poets’ use of structure.Pen to paper: writing a comparative paragraphIn this learning episode, you are going to be given time to write your response up. However, we are only going to ask you to write one comparative paragraph. You could choose to write a comparative paragraph on how the poets have used language to present feelings associated with identity OR you could choose to write a comparative paragraph on how the poets have used structure to present feelings associated with identity. Use your chart and the formative assessment sheet to help you construct your comparative paragraph of writing in your formative assessment book.ReflectionHow easy do you find it to construct a comparative paragraph of writing?212024-1182not confident totally confidentThe part of a comparative paragraph I feel most confident aboutThe part of a comparative paragraph I feel least confident aboutLearning episode 10:Vocabulary: tone, viewpoint, autobiographical poem, first person, stanza, free verse, enjambment, caesura, contrast, personification, simile, metaphor, rhetorical questions, third person, first person, oxymoron, anaphora, lexical repetition, compare, contrastLearning goalTo learn about Moniza Alvi’s background and the events that might have influenced the writing of ‘Presents from my aunt in Pakistan.’ Can I identify five things about Pakistan?What am I learning today?AO1: inference and interpretationAO3: contextCan I summarise Moniza Alvi’s feelings about her own identity?Can I explain the key events in the poem ‘Presents from my aunt in Pakistan’?Can I analyse the poet’s reactions to the presents from Pakistan and identify what the clothes symbolise?Do it nowLook, cover, write and check the following words five times in the table below.12345EmbossedAflameFiligreeFretworkWordDefinitionDesigns made with gold or silver wire.A maze like design on a piece of wood.A design that stands out.Something that is on fire.New knowledge: Where is Pakistan? What do I already know about Pakistan?The next poem we are going to read is called ‘Presents from my aunt in Pakistan’ by Moniza Alvi.Can you identify where Pakistan is on the map?130937010033000What do you know of Pakistan and nearby India or what do you associate with those countries?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________To what extent do you think your life would be different if you lived in Pakistan or nearby India?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________New knowledge: Who is Moniza Alvi?511556061531500Moniza Alvi, a British teacher and poet was born in Lahore, Pakistan, in 1954 to a Pakistani father and an English mother. She was brought to England as a baby and grew up in Hertfordshire. She did not return to Pakistan until after the writing of this poem in 2000. As a teenager she felt torn between two cultures.We are now going to watch a short video in which she talksabout her background. As you are watching, respond to the following question:What do you learn about Moniza Alvi’s feelings about her own identity?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Bearing in mind what you have learnt about Moniza Alvi, what aspect of ‘Time and Place’ do you think the poem Presents from my aunt in Pakistan is going to present?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________New knowledge: Presents from my aunt in PakistanLet’s complete a reading of the poem by Monica Alzi.1They sent me a salwar kameez2peacock blue,3and another4glistening like an orange split open,5embossed slippers, gold and black6points curling.7Candy-striped glass bangles8snapped, drew blood.9Like at school, fashions changed10in Pakistan -11The salwar bottoms were broad and stiff,12then narrow.13My aunts chose an apple-green sari,14silver-bordered15for my teens.16I tried each satin-silken top -17was alien in the sitting room.18I could never be as lovely 19as those clothes -20I longed 21for denim and corduroy.22My costume clung to me23and I was aflame,24I couldn’t rise up out of its fire,25half-English26unlike Aunt Jamilia.27I wanted my parents’ camel-skin lamp -28switching it on in my bedroom,29to consider the cruelty30and the transformation31from camel to shade,32marvel at the colours33like stained glass.34My mother cherished her jewellery - 35Indian gold, dangling, filigree,36But it was stolen from our car.37The presents were radiant in my wardrobe.38My aunts requested cardigans39from Marks and Spencers.40My salwar kameez41didn’t impress the schoolfriend42who sat on my bed, asked to see43my weekend clothes.44But often I admired the mirror-work,45tried to glimpse myself 46in the miniature47glass circles; recall the story48how the three of us 49sailed to England.50Prickly heat had me screaming on the way.51I ended up in a cot52In my English grandmother’s dining-room,53found myself alone,54playing with a tin-boat.55I pictured my birthplace56from fifties’ photographs57When I was older58there was conflict, a fractured land59throbbing through newsprint.60Sometimes I saw Lahore -61my aunts in shaded rooms, 62screened from male visitors,63sorting presents,64wrapping them in tissue.65Or there were beggars, sweeper-girls66and I was there -67of no fixed nationality,68staring through fretwork69at the Shalimar Gardens.Pen to paper: how does the poet react to the gifts from Pakistan and why does she react in this way?In this poem, the poet is presented with a gift – a salwar kameez - from her aunts in Pakistan. She has mixed feelings about the present as it reminds her about her native homeland – Pakistan.Look at the descriptions on the following page which have been taken from the poem. These descriptions reveal what she has been given and the feelings it stirs up within her.tried to glimpse myselfgold and blackI was aflamesnapped, drew bloodglistening like an orange split opencandy-stripedcostumeI admired [them]I could never be as lovelyradiantbottoms broad and stiff then narrowalien in the sitting roomapple-green, silver bordereddidn’t impress the school friendI longed for denim and corduroypeacock-blueI couldn’t rise up out of its fireWhat initial inferences can you make about the poet’s feelings upon receiving this gift and why?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Now having looked at these descriptions and made some initial inferences, can you decide whether each quotation suggests the poet appreciates the clothes, feels uneasy about the clothes or whether the quotation suggests both an appreciation and a feeling of uneasiness.This quotation suggests the poet appreciates the clothesThis quotation suggests the poet feels uneasy about the clothesThis quotation could suggest that the poet appreciates the clothes or that the poet feels uneasy about the clothes.What do you notice?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ReflectionIn this poem, it seems as though the gifts actually as a symbol. What do you think that symbol could be?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Learning episode 11:Vocabulary: tone, viewpoint, autobiographical poem, first person, stanza, free verse, enjambment, caesura, contrast, personification, simile, metaphor, rhetorical questions, third person, first person, oxymoron, anaphora, lexical repetition, compare, contrastLearning goalTo comment effectively on Alvi’s use of language to present her feelings about place.Can I comment upon how colour has been used to present feelings towards place?What am I learning today?AO2: languageCan I identify similes and metaphors from within the poem and comment upon how they help to convey feelings about place?Can I select one word from the poem that I think encapsulates the poet’s feelings and explain why?Do it nowLook, cover, write and check the following words five times in the table below.12345EmbossedAflameFiligreeFretworkIdentify the correct definition for each word below.WordDefinitionEmbossedAflameFiligreeFretworkNew knowledge: figurative languageLast lesson we began to consider how the language used by Moniza Alzi helped to present the confusion felt over her own identity. One of the methods Monzia Alzi uses is imagery which is presented through her references to colour.Pen to paper: the use of colourGo back through the poem and list all the references to colour that you can find.41592520320Colour references in ‘Presents from my aunt in Pakistan’020000Colour references in ‘Presents from my aunt in Pakistan’Identify whether the colours listed are associated with Pakistan (P) or whether they are associated with England (E). What do you notice? What message do you think Alvi is trying to convey through colour?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Revising knowledge: similes and metaphorsMoniza’s poem is also rich with figurative language, specifically similes (a comparison between two things using the words ‘like’ or ‘as’) and metaphors (a comparison between two things saying something ‘is’ something else).Re-read the poem to identify how the poet uses simile and metaphor. Enter examples of such imagery from the text on the chart below and write notes about their symbolic effect.Poetic deviceExamples from the poemEffectSimilesMetaphorsWhat do we learn about the poet’s feelings through the use of simile and metaphor?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ReflectionIf you could choose one word from the poem to summarise how Moniza Alvi feels about Pakistan, which word would you choose and why?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Learning episode 12:Vocabulary: tone, viewpoint, autobiographical poem, first person, stanza, free verse, enjambment, caesura, contrast, personification, simile, metaphor, rhetorical questions, third person, first person, oxymoron, anaphora, lexical repetition, compare, contrast, imageryLearning goalTo analyse how structural techniques and features of form are used to help present Alvi’s feelings towards placeCan I define a range of structural terms?What am I learning today?AO2: structureAO3: comparisonCan I identify and explain how structural techniques and features of form have been used to present feelings towards place using relevant subject terminology?Can I evaluate which structural technique helps to convey Nichol’s feelings most strongly?Can I compare and contrast the use of structural techniques across two poems?Do it nowLook, cover, write and check the following words five times in the table below.12345EmbossedAflameFiligreeFretworkChoose the most appropriate word for each of the pictures below and write it in the box.EmbossedaflamefiligreefretworkRecapping prior knowledge: structural techniquesIn this poem, a range of structural techniques are used to present Alvi’s feelings about two particular places.Line lengths – when we consider line length, we should consider whether some lines or long or some lines and short and why this must beViewpoint is the perspective the poem is written from. Identifying how a viewpoint changes across a poem is important.Contrasts are differences that can be found.Dashes are a piece of punctuation that may indicate a pause or a shift in tone. Looking at what comes before the dash and after the dash is key.Enjambment is where a sentence runs over consecutive lines. Looking at which words ends a line and which word begins the next is key.Pen to paper: analysing how Alvi’s use of structural techniques helps to convey feelings towards a particular placeIn today’s learning episode we are going to consider the range of structural methods Alvi has used to help her convey her feelings about place. Each group will be given a different structural feature / feature of form to explore before feeding back to the rest of the class.Line lengthsWhat do you notice about the line lengths? Why do you think the lines are presented in this way?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________EnjambmentThe poem uses enjambment throughout. Why do you think this is? What might this suggest about the poet’s state of mind?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ViewpointIn this poem the adult poet is looking back and seeing the events of her teenage years through herself-as-a-teenager’s eyes as well as some reflections about her journey to England as a baby. Therefore there are three different points of view in the poem which help to present and strengthen her feelings about place over time. You are now going to explore these three viewpoints.Identify and record your ideas in the table on the next page about the poet’s different feelings about her cross-cultural experiences at different points in her life. Is she using the voice of a child, a teenager or an adult? QuotationWhen was this? How do you know?How does she feel?I tried each satin-silken top –was alien in the sitting room.Prickly heat had me screaming on the way.Sometimes I saw Lahore – my aunts in shaded rooms,screened from male visitorsI admired the mirror-work, tried to glimpse myselfin the miniatureglass circlesand I was there – of no fixed nationality,staring through fretworka fractured landthrobbing through newsprintI ended up in a cotin my English grandmother’s dining-roomHow have the poet’s feelings towards place developed over time?Consider the poet as a baby, as a teenager and as a young adult in your response._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ContrastsUse the chart below to identify as many contrasts within the poem as you can find.What is the contrast?What can we infer from this contrast?ExampleEmbossed slippers gold and blackDenim and corduroyThe Pakistani culture is presented as extravagant and luxurious in contrast to the English culture which is presented as simple and comfortable. The poet feels more at home in English clothing.DashesLook at each example of where a dash appears. What can we infer about the poet’s feelings at each point?Before the dashAfter the dashWhat can we infer?Like at school, fashions changed in Pakistan - The salwar bottoms were broad and stiff, then narrowI tried each satin-silken top -Was alien in the sitting-room.I could never be as lovely as those clothes - I longed for denim and corduroy.I wanted my parents’ camel skin lamp - Switching it on in my bedroom, to consider the cruelty and transformationMy mother cherished her jewellery - Indian gold, dangling, filigreeSometimes I saw Lahore - My aunts in shaded rooms screened from male visitorsOr there were beggars, sweeper-girls and I was there - Of no fixed nationality, staring through fretwork at the Shalimar GardensReflectionHow successful has Alvi been in using structure to help her convey her feelings towards place?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Preparing for the summative assessmentLink to contextKey ideasLanguageStructure and formIn Romney MarshAdlestropNothing’s ChangedStewart IslandHurricane Hits EnglandPresents from my aunt in Pakistan ................
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