Identity and Place in "Originally" by Carol Ann Duffy
Originally
Scottish Set Text
Where are YOU from?
Granda
Aberdeen
Grandma
Glasgow
Gran
Edinburgh
Granda
Inverness
Dad
Inverness
Mum
Aberdeen
Me
Nottingham
(3 years)
Glasgow (14 years)
Glasgow (Uni) (1 year)
Edinburgh (Uni) (4
years)
Edinburgh (1 year)
Glasgow (2015-
present)
Duffy’s Journey
Born in The
Gorbals, Glasgow,
1955
Moved to Stafford
(between
Birmingham and
Manchester),
1961 (aged 6)
Attended
University of
Liverpool,
studying
Philosophy, 1974
(aged 18)
Became lecturer
at Manchester
Metropolitan
University, 1996
(aged 41)
Became poetry
critic for The
Guardian,
London, 1988
(aged 32)
Became Poet
Laureate, London
2009 (aged 54)
Originally
•
‘Originally’ is about Duffy’s
journey, moving from Glasgow
to Stafford as a young girl
•
She explores the idea of
identity and place
,
loss of
identity
and
nostalgia
•
She explores both the
physical
and
metaphorical journey
of
moving to a new place
Form and Structure
Like much of Duffy’s work, the poem has a regular
structure. The three stanzas of eight lines help to divide
the poem into a straightforward timeline:
Stanza 1
recalls the journey from
Glasgow towards her new home.
Stanza 2
explores her initial sense of not
fitting in to this new landscape.
Stanza 3
considers the larger question
about how our sense of identity is
formed, shaped and affected by such
transitions.
Stanza 1…
Stanza 2…
Stanza 3…
?
Understanding the Poem
Scottish Set Text
Question 1
How does Duffy create a contrasting sense of
comfort and distress in the first stanza of the
poem? Look particularly at lines 1-5.
Duffy creates a sense of both comfort and distress
in her description of her family’s reactions to
moving. Her mother’s “singing/our father’s name”
is something soothing, like a lullaby; whereas her
brother “bawling” suggests great upset and worry.
Qs 2-4
2. How does the poet emphasise the speaker’s age in the
first stanza of the poem?
The poet emphasises the speaker’s age in stanza 1 by…
3. “All childhood is emigration”. Explain what the writer
means in this comparison(stanza 2).
‘Emigration’ means…
The writer compares childhood to emigration. These
two ideas are similar because…
4. How does the poet’s use of language create a sense of
discomfort in stanza 2? Look particularly at lines 11-14.
The writer uses “_______________” to create a sense of
discomfort. This is effective as…
Qs 4-8
4. How does the poet’s use of language create a sense of discomfort in stanza 2? Look
particularly at lines 11-14.
The writer uses “_______________” to create a sense of discomfort. This is effective
as…
5. How does the writer’s use of imagery in the final lines of stanza 2 convey her
emotional state?
The writer’s uses the ______ “___________________”. This conveys that she felt…
6. How does the poet’s use of language in the opening lines of stanza 3 create a
turning point in the poem?
The poet uses the expression “__________”. This creates a turning point in the
poem, as…
7. How does the poet use imagery to create a sense of change in stanza 3?
The poet uses the ________ “__________________”. This creates a sense of change,
as…
8. How would you describe the tone of the final lines of the poem? Explain.
The writer’s tone in the final lines is a _________ tone. This is shown when she
writes: “___________________”. This suggests she feels…
Annotating the Poem
Scottish Set Text
Quick-fire Annotation!
•
We will split the poem into sections
•
Each group will be given a different pen colour
•
Each group will be given 2 minutes with the poem
•
Each group will be asked to contribute something
different to the section during their round
Groups
•
Group 1-Francis, Daniel, Ryan, Mark,
Mohammed
•
Group 2-Lachlan, Shireen, Cein-Mun, Neketa,
Israel
•
Group 3-Roisin, Morgan, Jordan, Gladness
Round 1-two bullet point
summary of stanza
Round 2-highlight interesting
words
Round 3-underline poetic
techniques
Round 4-analyse word choice
Round 5-analyse poetic
techniques
Round 6-identify mood of stanza
Analysing Imagery
Scottish Set Text
Analysing Imagery
•
Throughout the poem, Duffy uses imagery to
express certain emotions, particularly:
–
Loss
–
Distress
–
Nostalgia
•
Look at the imagery used in the poem, and
explain fully how these emotions are
conveyed through comparison
Analysing Imagery
Analysing Imagery
Analysing Imagery
Themes
•
Loss
•
Distress
•
Nostalgia
Themes
Scottish Set Text
Duffy’s Major Themes
Look back at the list of themes in Duffy’s work, discussed
at the beginning of the course.
Which themes are present in ‘Originally’?
•
Memory
-childhood, lost love, preserving memories
•
Time
-past-pleasant and haunting; inability to return to
past; decay; losing time
•
Love and relationships
-passion and desire; heartbreak
•
Isolation
-socially, emotionally
•
Truth
-honesty, bluntness
Any other themes not previously mentioned?
Themes in ‘Originally’
•
Memory-Francis, Ryan, Daniel, Rhys
•
Isolation-Neketa, Mark, Jordan, Dean
•
Time-Courtney, Lachlan, Shireen, Cein-Mun
•
Nostalgia-Gladness, Israel, Mohammed
Success Criteria
Your poster should include:
•
An
explanation of how your theme relates to the
poem
•
At least
TWO quotations from the poem
that show
this theme
•
At least
TWO explanations
of how the quotations show
the theme
•
What you think the
poet’s overall message
is about
this theme
•
TWO pictures
to demonstrate your theme-
drawings/online images (to be printed at home)
IMTC
Theme-
Truth
Theme definition
In Duffy’s poetry, she
always strives to be
truthful when conveying
her personal
experiences-sharing her
emotions honestly.
Truth is also important in
this poem, as the
children grow older and
discover the truths
about life.
Quotation 1
“Brady and Hindley/faded like the faint smudge of a
mistake.”
Explanation
Allusion to Moors Murderers-truth of childhood
trauma/horror figures are hidden in cozy classroom
environment; hiding truth seen as protective
Quotation 2
“You asked her/how you
were born and Mrs Tilscher
smiled/then turned away.”
Explanation
Inability to explain true
‘facts of lives’ demonstrates
Mrs Tilscher’s diminishing
role in their lives as they
grow. Her change from
knowledgeable and loving
figure to memory
Poet’s overall message
Young people search for truth in
life as they grow older; affection
can sometimes cloud the truth
THEME
Theme definition
•
Explain what
theme is-what does
word mean?
•
Explain how it is
shown in your
poem-who
experiences
isolation, what are
they remembering,
etc.
Quotation 1
“_________________________”
Explanation
Detailed explanation of how quotation shows theme-
make reference to techniques used (use annotations)
Quotation 2
“__________________”
Explanation
Detailed explanation of
how quotation shows
theme-make reference
to techniques used (use
annotations)
Poet’s overall message
What is the poet’s point of
view on this topic?
What do they think about
______?
‘Originally’
Textual Analysis Practice
Scottish Set Text
DEADLINES
OVERDUE
Persuasive 2
nd
draft-homework texts being sent
out
WEDS 9
TH
OCT
Read chapters 24-29 of ‘The Handmaid’s Tale’
Textual Analysis-Tips!
QTAL!
Q
=Quote
T
=Technique (word choice, simile,
alliteration, enjambment, ellipsis, etc…)
A
=Analysis
L
-Link to Q
Try Qs 1-3
We will look at the 10
mark Q together after Oct
hols
Question 1
Explain in detail how
a contrast
is created
between
the poet
and
her brothers
in
stanza 1
(
lines 4-8
)
(
4 marks
)
•
Question 1
Explain in detail how
a contrast
is created between
the poet
and
her
brothers
in
stanza 1
(
lines 4-8
)
(
4 marks
)
•
“My brothers cried, one of them bawling, Home,/Home”
(N5-1)
•
repetition of the word “home” emphasises that the brothers are
longing to go back home, don’t want to leave ; word choice
“bawling” suggests the brothers are experiencing great distress due
to the move
(H-1/N5-1)
•
link to Q-the brother’s reaction is overdramatic and emotional,
completely contrasting the silence of the poet
(H-1)
•
“I stared/at the eyes of a blind toy, holding its paw.”
(N5-1)
•
personification of toy-suggests that the poet is looking for comfort,
but finds very little (“blind”-not reacting); word choice “stared”-
poet is quiet, reserved, unable to communicate emotions
(H-1/N5-
1)
•
Link to Q-the poet’s reaction is one of quiet shock, unable to fully
process what has happened or voice her opinion-contrasts
emotional reaction of brothers
(H-1)
Originally TA-Questions 2 & 3
QUESTION 2
•
Analyse image fully (N5/H)
•
Link to key themes in poem (H)
QUESTION 3
•
Identify two examples (quote) (N5/H)
•
Analyse techniques used in each example in
detail (N5/H)
•
Link back to idea in Q of distress (H)
15 MINS TO
COMPLETE!
Textual Analysis Review
We will review and discuss our responses to the
textual analysis, to help you identify:
•
Areas where you are having success
•
Areas where you need more support
Comparing The Poems
Scottish Set Text
What is the 10 mark question?
•
The final question in your textual analysis paper will be
worth 10 marks.
•
It will ask you to compare at least two of the poems
you have studied, based on aspects they have in
common.
•
These aspects could be:
–
Common themes
–
Similar characters
–
Poetic techniques commonly used
–
Similar settings-time/place
–
Similarities in structure
–
Persona/speaker’s voice
Identifying Commonalities
•
As we study each poem, we will try to identify
how it is similar to other poems we have
studied
•
We will practise making comparisons between
poems to ensure we are well-prepared for this
Identifying Commonality-’In Mrs
Tilscher’s Class’ and ‘Originally’
•
These poems have different topics and plots
•
How are they similar? Identify two things they
have in common
Identifying Commonalities
•
Both explore aspects of childhood
•
Both explore theme of nostalgia
•
Both explore theme of memory
•
Both about change, growing older, transition
•
Both about personal experiences, confessional
poetry
•
Both involve use of imagery to explore ideas
Identifying Commonalities
Identifying Commonalities
•
Both explore similar themes:
–
Nostalgia
–
Isolation
–
Memory
•
Both use imagery to convey meaning
•
Both explore personal experiences
DEADLINES
TUES 22
ND
OCT
Creative folio topic proposal (on
sheet)
WEDS 23
RD
OCT
Key incident paragraphs (2! Notes
on GLOW); read ‘Handmaid’s Tale’
Chapters 30-39
Comparing The Poems
Scottish Set Text
Creating Venn Diagrams
•
Themes
•
Techniques
•
Poetic voice
•
Childhood
(theme)
•
Change (theme)
•
Nostalgia
(theme)
•
Time/memory
(theme)
•
Imagery
•
Use of personal
pronouns
•
First person
poetic voice-
personal
experience
Creating Commonality Mind Map
___________
in ‘IMTC’ &
‘Originally’
COMMONALITY
•
In ‘IMTC’, Duffy
explores/uses…
•
In ‘Originally’, Duffy
explores/uses...
Examples from ‘IMTC’
3x QTAL
Examples from
‘Originally’
3x QTAL
Writing Commonality
THEME
In ‘_____[POEM]___’, Duffy explores the theme
of _____ by/through…
TECHNIQUE
In ‘_____[POEM]___’, Duffy uses the technique
of _____ to…
DEADLINES
TUES 22
ND
OCT
Creative folio topic proposal (on
sheet)
WEDS 23
RD
OCT
Key incident paragraphs (2! Notes
on GLOW); read ‘Handmaid’s Tale’
Chapters 30-39
10 Mark Q Practice
Scottish Set Text
Creating Commonality Mind Map
___________
in ‘IMTC’ &
‘Originally’
COMMONALITY
•
In ‘IMTC’, Duffy
explores/uses…
•
In ‘Originally’, Duffy
explores/uses...
Examples from ‘IMTC’
3x QTAL
Examples from
‘Originally’
3x QTAL
20 mins to finish!
Your notes will be used by
rest of the class-make them
detailed and worthwhile!
10 Mark Q Practice
Scottish Set Text
DEADLINES
WEDS 30
th
OCT
Theme paragraphs (Notes on
GLOW); read ‘Handmaid’s Tale’
Chapters 40-45
FRI 1
ST
NOV
Mini deadline-plan for creative if
you want it checked
Example Question
By referring to ‘Originally’ and to at least one
other poem by Duffy, discuss how the poet
explores the theme of memory.
(10)
Structure of 10 Mark Question
•
Your answer to this question will use
headings
and
bullet points
•
You will use this structure for all 10 mark
questions
•
Deal with each poem at a time
10 mark Q Structure
Commonality
(2 marks)
Given poem in exam
(2 marks)
Chosen poem
(6 marks/4 marks/2 marks)
(chosen poem
)
(4 marks/2 marks)
10 Mark Question-Commonality
Commonality
•
Explain how poem given links to Q (1)
•
explain how chosen poem links to Q (1)
Question
By referring to ‘Originally’ and to at least one
other poem by Duffy, discuss how the poet
explores the theme of memory.
WHAT is the memory that is explored, and how is
the experience of REMEMBERING conveyed?
Commonality Template
•
In ‘Originally’, Duffy explores the theme of
memory through…
•
In ‘In Mrs Tilscher’s Class’, Duffy explores the
theme of memory through…
Question
By referring to ‘Originally’ and to at least one other
poem by Duffy, discuss how the poet explores the
theme of memory.
Commonality-Your Examples
•
In ‘Originally’, Duffy explores the theme of
memory through describing the experience of
moving to a new country.
•
In ‘In Mrs Tilscher’s Class’, Duffy explores the
theme of memory through her experience of
primary school and memories of her favourite
teacher.
10 Mark Question-Given Poem
‘Originally’/given poem
•
Quotation from extract
•
Thorough analysis of quotation (1)
•
Link to 10 mark Q topic(1)
Question
By referring to ‘Originally’ and to at least one
other poem by Duffy, discuss how the poet
explores the theme of memory.
Given Poem Example
‘Originally’/given poem
HIGHER
•
“I want our own country, I said”
•
Duffy’s use of
word choice
here indicates a
significant longing
for how things were in her
previous life in Scotland. Her
use of personal
pronouns
(“our own”) and
forceful language
(“I
want”) shows that her
sense of self is linked
strongly to Scotland
, and she
feels isolated
in her
new place.
(H-1)
•
Here Duffy conveys that
memories of the past can
be romanticised
and have a
negative impact on
the present
(H-1)
TRY THIS USING YOUR OWN EXAMPLE
Given Poem Example
‘Originally’/given poem
HIGHER
•
“all childhood is an emigration”
•
Duffy uses a simile to compare growing up to moving to another
country. Just as moving to a new country is a significant change, so
too the experience of growing older causes massive changes to one’s
body and mental and emotional states
(H-1)
•
Here Duffy conveys the memories of moving and of growing older
both as unsettling and challenging
(H-1)
N5
•
“all childhood is an emigration”
(N5-1)
•
Duffy uses a simile to compare growing up to moving to another
country. Both of these experiences involve a great deal of change,
the memories of which she describes as unsettling and challenging
(N5-1)
TRY THIS USING YOUR OWN EXAMPLE
DEADLINES
WEDS 30
th
OCT
Theme paragraphs (Notes on
GLOW); read ‘Handmaid’s Tale’
Chapters 40-45
FRI 1
ST
NOV
Mini deadline-plan for creative if
you want it checked
Example Question
By referring to ‘Originally’ and to at least one
other poem by Duffy, discuss how the poet
explores the theme of memory.
(10)
10 Mark Question-Chosen Poem
‘IMTC’/chosen poem
HIGHER
•
Quotation from extract
•
Thorough analysis of quotation (1)
•
Link to 10 mark Q (1)
X 3
Question
By referring to ‘Originally’ and to at least one other
poem by Duffy, discuss how the poet explores the
theme of memory.
IMTC-Example
‘IMTC’/chosen poem
HIGHER
•
“Brady and Hindley/faded, like the faint smudge
of a mistake”
•
Duffy uses a
simile
to compare the fading
memory of the Moors Murders-a haunting event
of the 1970s-to an erased marking on a page. This
suggests that e
ven the harshest and most
frightening ideas are forgotten
about in Mrs
Tilscher’s classroom (H-1)
•
Here Duffy demonstrates her
fond memories of
the classroom
,
feelings of safety and comfort
so
strong that even
her memories of horrific
incidents are lessened
(H-1)
IMTC Analysis
‘
IMTC’/chosen poem
•
“…she’d left a gold star by your name./the scent of a pencil,
slowly, carefully, shaved./a xylophone’s nonsense heard from
another form.”
•
Sensory description
•
Link to theme of memory “Here Duffy conveys…”
IMTC’/chosen poem
•
“_______________”
•
analysis-
•
Link to Q- “Duffy shows that memory…”
‘IMTC’/chosen poem
•
“ “
•
analysis-
•
Link to Q-”Duffy presents memory as…”
Carol Ann Duffy's poem "Originally" delves into the themes of identity, place, loss, and nostalgia as she reflects on her journey from Glasgow to Stafford. Through structured stanzas and vivid language, Duffy captures the conflicting emotions of comfort and distress, the sense of displacement, and the impact of transitions on one's sense of self. The poem invites readers to contemplate the complexities of moving to a new place and the transformation it brings to one's identity.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
Originally Scottish Set Text
Where are YOU from? Gran Edinburgh Granda Aberdeen Granda Inverness Grandma Glasgow Me Dad Inverness Mum Aberdeen Nottingham (3 years) Glasgow (14 years) Edinburgh (Uni) (4 years) Glasgow (Uni) (1 year) Edinburgh (1 year) Glasgow (2015- present)
Duffys Journey Became lecturer at Manchester Metropolitan University, 1996 (aged 41) Attended University of Liverpool, studying Philosophy, 1974 (aged 18) Born in The Gorbals, Glasgow, 1955 Became Poet Laureate, London 2009 (aged 54) Moved to Stafford (between Birmingham and Manchester), 1961 (aged 6) Became poetry critic for The Guardian, London, 1988 (aged 32)
Originally Originally is about Duffy s journey, moving from Glasgow to Stafford as a young girl She explores the idea of identity and place, loss of identity and nostalgia She explores both the physical and metaphorical journey of moving to a new place
Form and Structure Like much of Duffy s work, the poem has a regular structure. The three stanzas of eight lines help to divide the poem into a straightforward timeline: Stanza 1 recalls the journey from Glasgow towards her new home. Stanza 1 Stanza 3 ? Stanza 2 explores her initial sense of not fitting in to this new landscape. Stanza 3 considers the larger question about how our sense of identity is formed, shaped and affected by such transitions. Stanza 2
Understanding the Poem Scottish Set Text
Question 1 How does Duffy create a contrasting sense of comfort and distress in the first stanza of the poem? Look particularly at lines 1-5. Duffy creates a sense of both comfort and distress in her description of her family s reactions to moving. Her mother s singing/our father s name is something soothing, like a lullaby; whereas her brother bawling suggests great upset and worry.
Qs 2-4 2. How does the poet emphasise the speaker s age in the first stanza of the poem? The poet emphasises the speaker s age in stanza 1 by 3. All childhood is emigration . Explain what the writer means in this comparison(stanza 2). Emigration means The writer compares childhood to emigration. These two ideas are similar because 4. How does the poet s use of language create a sense of discomfort in stanza 2? Look particularly at lines 11-14. The writer uses _______________ to create a sense of discomfort. This is effective as
Qs 4-8 4. How does the poet s use of language create a sense of discomfort in stanza 2? Look particularly at lines 11-14. The writer uses _______________ to create a sense of discomfort. This is effective as 5. How does the writer s use of imagery in the final lines of stanza 2 convey her emotional state? The writer s uses the ______ ___________________ . This conveys that she felt 6. How does the poet s use of language in the opening lines of stanza 3 create a turning point in the poem? The poet uses the expression __________ . This creates a turning point in the poem, as 7. How does the poet use imagery to create a sense of change in stanza 3? The poet uses the ________ __________________ . This creates a sense of change, as 8. How would you describe the tone of the final lines of the poem? Explain. The writer s tone in the final lines is a _________ tone. This is shown when she writes: ___________________ . This suggests she feels
Annotating the Poem Scottish Set Text
Quick-fire Annotation! We will split the poem into sections Each group will be given a different pen colour Each group will be given 2 minutes with the poem Each group will be asked to contribute something different to the section during their round
Groups Group 1-Francis, Daniel, Ryan, Mark, Mohammed Group 2-Lachlan, Shireen, Cein-Mun, Neketa, Israel Group 3-Roisin, Morgan, Jordan, Gladness
Round 1-two bullet point summary of stanza
Round 3-underline poetic techniques
Round 5-analyse poetic techniques
Analysing Imagery Scottish Set Text
Analysing Imagery Throughout the poem, Duffy uses imagery to express certain emotions, particularly: Loss Distress Nostalgia Look at the imagery used in the poem, and explain fully how these emotions are conveyed through comparison
Analysing Imagery Image Comparison Analysis Link to theme we came from our own country in a red room (stanza 1) A car and a red room Just as a red room is cozy, comforting, full of a person s belongings, so too the car seemed large and crammed full of the family s things Nostalgia-longing to remain in same place All childhood is emigration. (stanza 2) Growing up to moving country My parent s anxiety stirred like a loose tooth. (stanza 2) feel only a skelf of shame. (stanza 3) I remember my tongue, shedding its skin like a snake (stanza 3
Analysing Imagery Comparison Image Analysis Link to theme we came from our own country in a red room (stanza 1) A car and a red room Just as a red room is cozy, comforting, full of a person s belongings, so too the car seemed large and crammed full of the family s things Nostalgia-longing to remain in same place Allchildhood is an emigration. (stanza 2) Growing up to moving country Just as moving country involves great change, so too growing up involves feeling different, emotional/physical changes Loss-of innocence, of former home My parent s anxiety stirred like a loose tooth. (stanza 2) Parent s anxiety to a loose tooth Just as a loose tooth frequently occupies your mind, cannot be ignored, so too her parent s anxiety constantly played on her mind, made her uncomfortable Distress-worried, upset feel only a skelfof shame. (stanza 3) Skelf to a tiny pang of emotion Just as a skelf is a small but irritating wound that can be difficult to remove, so too her feelings of shame have minimised, but still cause pain- she s pushed them down within Distress-shame causes emotional torment I remember my tongue, shedding it s skin like a snake (stanza 3 Snake compared to tongue; snakeskin compared to her accent Just as a snake sheds its skin in order to renew itself, leave behind its old, worn skin; so too the speaker changing her accent to fit in- snake =idea of betrayal Loss-of identity
Analysing Imagery Themes Loss Distress Nostalgia Image Comparison Analysis Link to theme we came from our own country in a red room (stanza 1) A car and a red room Just as a red room is cozy, comforting, full of a person s belongings, so too the car seemed large and crammed full of the family s things Nostalgia-longing to remain in same place All childhood is emigration. (stanza 2) Growing up to moving country Just as moving country can be daunting and overwhelming, so too growing up can leave you feeling out of place, different, uncomfortable Loss (losing sense of self in growing up), nostalgia (reflecting on childhood) My parent s anxiety stirred like a loose tooth. (stanza 2) Loose tooth to parent s anxiety/nerves/worries Just as a loose tooth something you are always aware of, irritating, so too her parent s worries were something she was very aware of, always present in her mind Distress-worrying about new place, about fitting in feel only a skelf of shame. (stanza 3) A skelf to a small feeling/twinge Just as a skelf is a tiny piece of wood that gets Distress-worried about losing identity; nostalgia-
Themes Scottish Set Text
Duffys Major Themes Look back at the list of themes in Duffy s work, discussed at the beginning of the course. Which themes are present in Originally ? Memory-childhood, lost love, preserving memories Time-past-pleasant and haunting; inability to return to past; decay; losing time Love and relationships-passion and desire; heartbreak Isolation-socially, emotionally Truth-honesty, bluntness Any other themes not previously mentioned?
Themes in Originally Memory-Francis, Ryan, Daniel, Rhys Isolation-Neketa, Mark, Jordan, Dean Time-Courtney, Lachlan, Shireen, Cein-Mun Nostalgia-Gladness, Israel, Mohammed
Success Criteria Your poster should include: An explanation of how your theme relates to the poem At least TWO quotations from the poem that show this theme At least TWO explanations of how the quotations show the theme What you think the poet s overall message is about this theme TWO pictures to demonstrate your theme- drawings/online images (to be printed at home)
Quotation 1 Brady and Hindley/faded like the faint smudge of a mistake. Theme definition In Duffy s poetry, she always strives to be truthful when conveying her personal experiences-sharing her emotions honestly. Truth is also important in this poem, as the children grow older and discover the truths about life. Explanation Allusion to Moors Murderers-truth of childhood trauma/horror figures are hidden in cozy classroom environment; hiding truth seen as protective IMTC Theme- Truth Quotation 2 You asked her/how you were born and Mrs Tilscher smiled/then turned away. Explanation Inability to explain true facts of lives demonstrates Mrs Tilscher s diminishing role in their lives as they grow. Her change from knowledgeable and loving figure to memory Poet s overall message Young people search for truth in life as they grow older; affection can sometimes cloud the truth
Quotation 1 _________________________ Theme definition Explain what theme is-what does word mean? Explain how it is shown in your poem-who experiences isolation, what are they remembering, etc. Explanation Detailed explanation of how quotation shows theme- make reference to techniques used (use annotations) Quotation 2 __________________ THEME Explanation Detailed explanation of how quotation shows theme-make reference to techniques used (use annotations) Poet s overall message What is the poet s point of view on this topic? What do they think about ______?
Originally Textual Analysis Practice Scottish Set Text
DEADLINES OVERDUE Persuasive 2nd draft-homework texts being sent out WEDS 9TH OCT Read chapters 24-29 of The Handmaid s Tale
Textual Analysis-Tips! QTAL! Q=Quote T=Technique (word choice, simile, alliteration, enjambment, ellipsis, etc ) A=Analysis L-Link to Q Try Qs 1-3 We will look at the 10 mark Q together after Oct hols
Question 1 Explain in detail how a contrast is created between the poet and her brothers in stanza 1 (lines 4-8) (4 marks)
Question 1 Explain in detail how a contrast is created between the poet and her brothers in stanza 1 (lines 4-8) (4 marks) My brothers cried, one of them bawling, Home,/Home (N5-1) repetition of the word home emphasises that the brothers are longing to go back home, don t want to leave ; word choice bawling suggests the brothers are experiencing great distress due to the move (H-1/N5-1) link to Q-the brother s reaction is overdramatic and emotional, completely contrasting the silence of the poet (H-1) I stared/at the eyes of a blind toy, holding its paw. (N5-1) personification of toy-suggests that the poet is looking for comfort, but finds very little ( blind -not reacting); word choice stared - poet is quiet, reserved, unable to communicate emotions (H-1/N5- 1) Link to Q-the poet s reaction is one of quiet shock, unable to fully process what has happened or voice her opinion-contrasts emotional reaction of brothers (H-1)
Originally TA-Questions 2 & 3 QUESTION 2 Analyse image fully (N5/H) Link to key themes in poem (H) 15 MINS TO COMPLETE! QUESTION 3 Identify two examples (quote) (N5/H) Analyse techniques used in each example in detail (N5/H) Link back to idea in Q of distress (H)
Textual Analysis Review We will review and discuss our responses to the textual analysis, to help you identify: Areas where you are having success Areas where you need more support
Comparing The Poems Scottish Set Text
What is the 10 mark question? The final question in your textual analysis paper will be worth 10 marks. It will ask you to compare at least two of the poems you have studied, based on aspects they have in common. These aspects could be: Common themes Similar characters Poetic techniques commonly used Similar settings-time/place Similarities in structure Persona/speaker s voice
Identifying Commonalities As we study each poem, we will try to identify how it is similar to other poems we have studied We will practise making comparisons between poems to ensure we are well-prepared for this
Identifying Commonality-In Mrs Tilscher sClass and Originally These poems have different topics and plots How are they similar? Identify two things they have in common
Identifying Commonalities Both explore aspects of childhood Both explore theme of nostalgia Both explore theme of memory Both about change, growing older, transition Both about personal experiences, confessional poetry Both involve use of imagery to explore ideas
Identifying Commonalities Both explore similar themes: Nostalgia Isolation Memory Both use imagery to convey meaning Both explore personal experiences
DEADLINES TUES 22ND OCT Creative folio topic proposal (on sheet) WEDS 23RD OCT Key incident paragraphs (2! Notes on GLOW); read Handmaid s Tale Chapters 30-39
Comparing The Poems Scottish Set Text
Creating Venn Diagrams Childhood (theme) Change (theme) Nostalgia (theme) Time/memory (theme) Imagery Use of personal pronouns First person poetic voice- personal experience IMTC Originally Themes Techniques Poetic voice
Creating Commonality Mind Map Examples from IMTC 3x QTAL COMMONALITY In IMTC , Duffy explores/uses In Originally , Duffy explores/uses... ___________ in IMTC & Originally Examples from Originally 3x QTAL
Writing Commonality THEME In _____[POEM]___ , Duffy explores the theme of _____ by/through TECHNIQUE In _____[POEM]___ , Duffy uses the technique of _____ to
DEADLINES TUES 22ND OCT Creative folio topic proposal (on sheet) WEDS 23RD OCT Key incident paragraphs (2! Notes on GLOW); read Handmaid s Tale Chapters 30-39
10 Mark Q Practice Scottish Set Text
