Kid

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					                                                            Meaning
 what is the poem about?
 who is the speaker? - are they dramatized (a character)
 who is being spoken to or addressed?
                                                                                             MITSL
                                                                            Meaning, Imagery, Tone, Structure, Language (My Itchy Toes Smell Loads)
 what is being spoken about?
 Theme(s) of the poem - what is it really about?                              Always link everything to meaning. Ask yourself how does this
                                                                             contributes to the meaning? Why has the poet used this technique?
 Setting/culture - where’s the poem set? Culture it is from/about?
 where does the poem “get to” from start to end?
                                                                                                                                             Tone
                                                           Structure        How would the poem be spoken? (angry, sad,
 Rhyme - is there a rhyme scheme? Couplets? Internal rhyme?               nostalgic, bitter, humorous etc)
 Rhythm - how many syllables per line? Is it regular or free verse? Why
are some different lengths?                                                                                                         Language
 Stanzas - How many? How do they change? Is there a narrative?             What kinds of words are used?
 Lines - how many are their in each verse? Do some stand out?              Puns - a pun is a play on words - “Shear Class!” if Shearer scores.
 Enjambment - do the lines “run on” to the next line or stanza?            Connotation - associations that words have (as "stallion" connotes a
                                                                           certain kind of horse with certain sorts of uses)?
 End stopping - does each line finish at the end of a sentence?
 Form - does the poem have a shape to it?                                  Double meanings - “butts in” - putting bottoms in or interrupting.
                                                                            Ambiguity - is the word or phrase deliberately unclear? Could it mean
                                                                           opposite things or many different things?.
                                                             Imagery        Word order - are the words in an unusual order – why?
 Alliteration - the repeating of initial sounds.
                                                                            Adjectives - what are the key describing words?
 Assonance - is the term used for the repetition of vowel sounds           Key words and phrases - do any of the words or phrases
within consecutive words as in, 'rags of green weed hung down...'.
                                                                           stand out? Do they shock? Are the words “violent” or “sad” etc?
 Metaphor - comparing two things by saying one is the other.
                                                                            Slang or unusual words and misspellings - Does the
 Simile - comparing two things saying one is like or as the other.        poet use slang or informal language? Are American words used?
 Personification - giving something non-human human qualities.             Intertextuality - does the poem reference another text?
 Onomatopoeia - words that sound like the thing they describe.             Style - does the poet copy another style? (Newspaper, play etc)
 Repetition - does the poet repeat words or phrases?                       Characters - if there are characters how do they speak?
 Objectives
By the end of today’s lesson you will be able to:

Complete a MITSL
 analysis of the poem
 “Kid” by Simon
 Armitage.
What are
Heroes?
How can a hero
 be a negative
  influence?
                         Kid
Batman, big shot, when you gave the order
to grow up, then let me loose to wander
leeward, freely through the wild blue yonder
as you liked to say, or ditched me, rather,
in the gutter … well, I turned the corner.
Now I've scotched that 'he was like a father
to me' rumour, sacked it, blown the cover
on that 'he was like an elder brother'
story, let the cat out on that caper
with the married woman, how you took her
downtown on expenses in the motor.
Holy robin-redbreast-nest-egg-shocker!
Holy roll-me-over-in-the-clover,
I'm not playing ball boy any longer
Batman, now I've doffed that off-the-shoulder
Sherwood-Forest-green and scarlet number
for a pair of jeans and crew-neck jumper;
now I'm taller, harder, stronger, older.
Batman, it makes a marvellous picture:
you without a shadow, stewing over
chicken giblets in the pressure cooker;
next to nothing in the walk-in larder,
punching the palm of your hand all winter,
you baby, now I'm the real boy wonder.
          What’s it about?
• The poem is a dramatic monologue by Robin
  the Boy Wonder, the loyal sidekick to
  Batman in the comic strips, television
  programmes and films.
• Robin talks about how he has separated
  from Batman and is learning to lead his own,
  independent life.
• In the process he publicises some of
  Batman's secrets so that we see the
  'superhero' in a new light.
Statement             True/False Evidence
Batman was like an
elder brother to
Robin.
Batman never did
anything wrong.
Batman made Robin
do the shopping.
Batman agreed that
Robin should leave.
Batman stopped
Robin wearing
ordinary clothes.
Batman enjoyed
playing tennis.
             Discussion
• How would you sum up Batman’s
  treatment of Robin, as you see it.
• Describe Robin’s attitude toward Robin.
• What does Robin hope will happen to
  Batman in the future?
• What does Robin hope his own future will
  hold?
• Do you like/admire anything about Robin?
           Ambiguity of identity

                                               Kid
  Alliteration,                                                       Each line has 10
  gives a           Batman, big shot, when you gave the order         syllables
  punchy                                                              (pentameter)
  opening           to grow up, then let me loose to wander
     Leaving        leeward, freely through the wild blue yonder
     childhood
                                                                     Bitter tone
     behind         as you liked to say, or ditched me, rather,      explained, feeling
                                                                     of abandonment;
                    in the gutter … well, I turned the corner.
                                                                     echo ageing

Trying out a        Now I've scotched that 'he was like a father
mixture of
things, like        to me' rumour, sacked it, blown the cover
growing up
                    on that 'he was like an elder brother'        Adult world/taboos, a
(“baby” line 24)
                                                                  darker world
                    story, let the cat out on that caper

                    with the married woman, how you took her          Uses comic book
                                                                      slang/language
                    downtown on expenses in the motor.
Robin is trying to impress
us with these powerful             The rhyme scheme echos the      Batman loses his status
words/phrases                      famous theme tune               as the poem goes on
Spoof of tabloid                                                         Using a name
headlines; holy        Holy robin-redbreast-nest-egg-shocker!            shows power
is a word Robin
would have used
                       Holy roll-me-over-in-the-clover,

                       I'm not playing ball boy any longer
   Growing up –                                                            Adult clothes,
                       Batman, now I've doffed that off-the-shoulder
   not playing                                                             ditched the
   someone             Sherwood-Forest-green and scarlet number            dressing up box
   elses game
                       for a pair of jeans and crew-neck jumper;
                                                                    Hero worship can’t
                       now I'm taller, harder, stronger, older.     sustain you, you
                                                                    need to toughen up
                       Batman, it makes a marvellous picture:       to grow up; assert
                                                                    your own identity
Forging own
identity, applicable
                       you without a shadow, stewing over
                                                                   Only ghosts have no
to many “kids”
                       chicken giblets in the pressure cooker;     shadows

Robin now belittles    next to nothing in the walk-in larder,
Batman and                                                          Things from the past
shows he has           punching the palm of your hand all winter,
broken free from
                       you baby, now I'm the real boy wonder.
his idol, taking the                                                Symbol of old age, not
power                         What is Batman without Robin?         moving on
 My Itchy Toes Smell Loads

• Meaning
• Imagery
• Tone
• Structure
• Language
                                                            Meaning
 what is the poem about?
 who is the speaker? - are they dramatized (a character)
 who is being spoken to or addressed?
                                                                                             MITSL
                                                                            Meaning, Imagery, Tone, Structure, Language (My Itchy Toes Smell Loads)
 what is being spoken about?
 Theme(s) of the poem - what is it really about?                              Always link everything to meaning. Ask yourself how does this
                                                                             contributes to the meaning? Why has the poet used this technique?
 Setting/culture - where’s the poem set? Culture it is from/about?
 where does the poem “get to” from start to end?
                                                                                                                                             Tone
                                                           Structure        How would the poem be spoken? (angry, sad,
 Rhyme - is there a rhyme scheme? Couplets? Internal rhyme?               nostalgic, bitter, humorous etc)
 Rhythm - how many syllables per line? Is it regular or free verse? Why
are some different lengths?                                                                                                         Language
 Stanzas - How many? How do they change? Is there a narrative?             What kinds of words are used?
 Lines - how many are their in each verse? Do some stand out?              Puns - a pun is a play on words - “Shear Class!” if Shearer scores.
 Enjambment - do the lines “run on” to the next line or stanza?            Connotation - associations that words have (as "stallion" connotes a
                                                                           certain kind of horse with certain sorts of uses)?
 End stopping - does each line finish at the end of a sentence?
 Form - does the poem have a shape to it?                                  Double meanings - “butts in” - putting bottoms in or interrupting.
                                                                            Ambiguity - is the word or phrase deliberately unclear? Could it mean
                                                                           opposite things or many different things?.
                                                             Imagery        Word order - are the words in an unusual order – why?
 Alliteration - the repeating of initial sounds.
                                                                            Adjectives - what are the key describing words?
 Assonance - is the term used for the repetition of vowel sounds           Key words and phrases - do any of the words or phrases
within consecutive words as in, 'rags of green weed hung down...'.
                                                                           stand out? Do they shock? Are the words “violent” or “sad” etc?
 Metaphor - comparing two things by saying one is the other.
                                                                            Slang or unusual words and misspellings - Does the
 Simile - comparing two things saying one is like or as the other.        poet use slang or informal language? Are American words used?
 Personification - giving something non-human human qualities.             Intertextuality - does the poem reference another text?
 Onomatopoeia - words that sound like the thing they describe.             Style - does the poet copy another style? (Newspaper, play etc)
 Repetition - does the poet repeat words or phrases?                       Characters - if there are characters how do they speak?

				
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