KS4 Identity Scheme of Work

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					KS4 Identity Scheme of Work

Basic Idea: An Identity unit that involves achieving both coursework and
examination links
Where will it fit in the two year cycle? At the start of the cycle ideally
How long will it last? 5 to 6 weeks
What will be assessed? En1, En3, Eng Paper 2A and Eng Paper 1A,

Proposal for Original Writing: forging an identity
Students will create an identity using the poems as stimulus
Students would write the biography of their `character‟.

Week One: Reading and Response to texts about identity
Week Two: Language and Identity –` Search for My Tongue‟ and `Unrelated
Week Three: Mixed Identity - `Half Caste‟, `Presents from My Aunts‟ and `Island
Week Four: Personal Identity ``Love after Love‟ and `This Room‟
Week Five: Original Writing Preparation
Week Six: Writing a comparative essay

English Paper 2: Section A
    To explore the theme of identity
    To introduce students to poetic terms
    To comment on the content, themes, setting and style of a poem.
    To comment on the stylistic features and the effects they produce
    To compare the poems, making cross-references
    To use the PEE technique when exploring the poems

Speaking and Listening
   Describing, narrating and explaining
   Extended contributions to talk in different contexts and groups
   Presentations to different audiences
   Discussions in which pupils respond straight away
   Hot seating
   Talks by pupils
   Group discussions
   Formal debates

Teaching strategies
    Speaking, listening, reading and writing taught jointly
    Teacher exposition
    Group work
    Showing visual representations of poems
      Class discussion
      Using ICT

Language and Identity
Exam: English Paper 2
AOs: EN2 (i) & (v)
Coursework En1: Discuss, Argue, Persuade and Explore, describe, narrate
Reading Strategies: Teacher reading to class, audio tapes, reading images,
transposing text, group reading
Writing strategies: Diaries, creating characters, exam practice timed, written
Wider reading: Researching Bilingualism and the importance of language to

Lesson starters
    What is Identity? Have students arrange the following aspects of identity
      in order of importance in shaping one‟s identity: 1) Age 2) gender 3) race
      4) class/status 5) birthplace 6) religion 7) language 8) family origins 9)
      customs 10) society
    Bilingualism – Write/discuss your response to the following: 1) At school,
      bilingual students should speak in English only 2) It must be an advantage
      to slip between different languages 3) It must be really confusing to use
      two different languages 4) If you are bilingual, you dream in your first
    Standard English and Received pronunciation, group task (See separate
      sheet p41)
    Video presentations of the poems
    The Question Is…. You are used to be given the questions, now the
      situation is reversed. Here are some answers and you have to find
      possible questions for each one:
    Teach/revise metaphors and introduce the `extended metaphor‟.
    Standard English and Slang worksheet
Lesson One: Exploring the poem `Search for My Tongue‟
Starter: Aspects of Identity
Have students arrange the following aspects of identity in order of importance in
shaping one‟s identity: 1) Age 2) gender 3) race 4) class/status 5) birthplace
6) religion 7) language 8) family origins 9) customs 10) society

Focus on language (number seven) and lead to a discussion of Bilingualism.
Have students discuss their response to the following: 1) At school, bilingual
students should speak in English only 2) It must be an advantage to slip between
different languages 3) It must be really confusing to use two different languages

Introduction and development
Have first reading of the poem. This may be video presentation of the poem
(Roots and Water) or teacher may choose to read the poem.

Explorations and Insights after first reading
Guided exploration: i) What happens in lines 1-15? ii) What happens in lines 16-
iii) Why is her mother tongue written in the middle of the poem? iv)What
happens in lines 31-38? V) Discuss the poet‟s use of language. Have students
explain and find quotes to justify the three types of language: conversational,
foreign, and metaphorical. English, Gujarati, phonetic

The poem explores a range of feelings about the experience of having two
languages. Discuss the following statements with a partner. The poet feels:

   o that having two languages is a problem
   o frustrated that she cannot lose the mother tongue
   o that her mother tongue is something rooted deep within her
   o that she hates her `second‟ language and wishes she could just use her
     mother tongue
   o unhappy about not using her mother tongue as much as her second

When you have discussed the statements above, write a piece that begins,
`The poet‟s feelings about having two languages may be summed up as
Use evidence from the poem to support your opinions


Class discussion: What kind of poem is it?

   o It is a personal, emotional poem about language and identity.
   o It is a poem exploring ideas, arguing a case about language and identity.
   o It is a poem addressed to someone else, explaining things to that person.
   o It is all of the above.

Lesson two: Exploring the poem `Unrelated Incidents’

Starter: Elicit from students the difference between Standard English and
Received pronunciation. Assign groups different tasks on worksheet provided.

Introduction and Development
Read the poem silently first, then read it aloud, even if you‟re not sure of how to
pronounce some of the words.
Some of the words may have seemed slightly familiar and others may have
seemed very unfamiliar. Make a list of five words that needed a bit more time to
work out what they meant.

Explorations of the poem
Pair Work: Have students write out the poem in standard English keeping the line
formation of the original poem.
Class discussion: Is the poem a dialect poem or an accent poem?
Guided reading: What happens in the poem? 1) Lines 1 -15 2) lines 15-23 3)
lines 24-30 4) lines 30-38
What are the feelings and attitudes in the poem? Write out quotes to prove a)
annoyance b) sarcasm c) mockery

En1 opportunity: Explain, describe, narrate
Accent and speech habits can affect the way we think about a person. Describe
some accents and speech habits which may make a listener feel negative.
Explain how social attitudes and prejudices can affect the way we judge

En1: Discuss, argue and persuade
It is emphatically the business of the elementary school to teach all of its pupils
who either speak a definite dialect, or whose speech is disfigured with
vulgarisms, to speak standard English, and to speak it clearly. The great
difficulty of teachers in elementary schools in many districts is that they have to
fight against evil habits of speech, contracted in home and street.
                                    Sir Henry Bolt, 1922
Discuss Henry Bolt‟s opinion that schools should teach children to avoid `dialect‟,
`vulgarisms‟ and `evil habits of speech‟. Present a short argument either in
support of this opinion or against it.
Imagine you are told to take a speaking course that would change the way you
speak. How would you feel? What effects would speaking differently have on
your life?
Have students complete cloze activity sheet

Starter Activity
Standard English and Received Pronunciation

                           Standard English is the official dialect, and most
                           widely understood form of, English. Standard English
                           is the English that is used in text books; it is the
                           English we are supposed to write in for any formal
                           purpose, e.g. an essay or a letter applying for a job.
                           There are rules of spelling, punctuation and grammar
                           that we have to follow when using
                           Standard English. Standard English can be
                           spoken in any accent.

Received Pronunciation is the
official accent of spoken English.
Newsreaders usually speak with
Received Pronunciation; sometimes
it is referred to as „BBC English‟.

In groups of three, write and perform a weather report in the following styles.
     In Standard English (any accent)
     In Standard English (Received Pronunciation)
     In your regional dialect and accent or in another dialect and accent of your
Cloze activity on `Unrelated Incidents’ by Tom Leonard
This poem’s about people’s _________ towards accents.

What happens in the poem

Lines 1-15
The poet imagines a ________ saying to him, “I talk with a ______ accent
because no one wants to hear the ________ read in a _______ accent like

Lines 15-23
“If I talked like you, you wouldn‟t think it was _____ you‟d think it was just one of
you _________ talking”

Lines 24-30
“There‟s a _____ way to spell and ______. I‟m talking the right ____.”

Lines 30-38
“This is _____ truth. You don‟t _______the truth because you can‟t talk
________. Shut up”

The words are spelt phonetically, i.e they‟re spelt like they ______. This is vital
to the ironic effect of hearing someone with a strong regional accent ________
someone who doesn‟t like ____________.

Political language – accents are linked to _______. The poet says that working-
class _________ are denied the chance to use their own ______ (lines 32-38).
When they listen to the news, it‟s a ______ person telling them the “trooth”.

Lesson 3: Studying Language

Starter: Studying aspects of language
Divide class into small groups and have students make a list of what constitutes
`language‟ with reference to Poetry. Compile the list on whiteboard which should
include: Images, similes, metaphors, narrator, tone or atmosphere, powerful
words, onomatopoeia, alliteration, assonance, personification, Non-standard
English, questions and commands, contrasting ideas between poems etc.
Have students try to explain terms.

Introduction and Development
Studying the Metaphor (See worksheet)
Explain the use of the metaphor and inform students that they will need to
identify and use metaphors in their original writing and with the general
expression of ideas.
Focus on another aspect of language: Non-Standard English (See worksheet).
Have students complete work in pairs or small groups.


Refer to the poems again and elicit from students the other types of language:
`Search For My Tongue’
Conversational language – in the first part of the poem, the poet uses chatty
language (e.g. “I ask you”, line 3). It makes it sound like she‟s talking to the
reader about her problem.
Foreign language – in the middle part of the poem, there is Gujarati language.
This shows us her mother tongue visually, and emphasises the difference from
Metaphorical language – In the last part of the poem she uses more poetic
language -
very different from the chatty language in the first part of the poem. She uses the
metaphor of her mother tongue growing like a flower.

`Unrelated Incidents’
Scottish Accent and Dialect – the words are spelt phonetically, i.e. they‟re
spelt like they sound. This is vital to the ironic effect of hearing someone with a
strong regional accent mocking someone who doesn‟t like accents

Political Language – accents are linked to class. The poet says that working-
class people are denied the chance to use their own voice (lines 32-38). When
they listen to the news, it‟s posh English person.


A metaphor is when something is described as if it’s something else for
effect. Metaphors can be used to emphasise just how big, fast, fat,
brilliant, rubbish or weird something or someone is.

Complete each sentence as a metaphor
1) The sea is a raging….
2) The snow is a soft, white…
3) The sun was a golden…
4) The wind is a howling ….
5) The stars were glittering….in the sky.
Extended metaphors

Extended metaphors (also called running metaphors) are when a writer
takes a metaphor and keeps going with it, applying different aspects of the
metaphor to the thing being described. These are used in `Search For My
Tongue’. The poet’s mother tongue (Gujarati) is described as a living thing
– she is worried that it will “rot and die”. This idea becomes a running
metaphor. Gujarati is described metaphorically as a flower and words like
“bud” and “blossoms” show that it’s growing back. This creates the
impression that her tongue is rooted in her.

Explaining Metaphors
Identify the metaphor in the following. Explain each fully, pointing out the
similarities between the things compared. Comment on the effectiveness
of each metaphor.

Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
       Hold fast to dreams
       For when dreams go
       Life is a barren field
       Frozen with snow.
                                      Apartment House (Housing estates)
                                      A filing-cabinet of human lives
Non-Standard English
Standard English means using “correct” grammar and no slang
Non- Standard English means anything else.
Non- standard English can mean talking in a regional accent.
It includes using different forms of grammar, like West Indian creole.
Slang words and swearing are non-standard English.

                       Standard English and Slang
Here are twelve Standard English words, write a slang word next to each

1. Children ………………………..                7. Hard working ……………………….

2. Women ………………………..                    8. Vomit         ………………………

3.   Good ……………………….                   9. Toilet        …………………….
4.   Men    ……………………..                   10. Steal          ………………………

5.   Kiss ……………………                       11. Fight          ……………………..

6.   Money ……………………                      12. arrested        …………………….

                           Dialect can be In-Yer-Face

`Unrelated Incidents’ by Tom Leonard
The whole poem is written phonetically to represent a Glaswegian accent. This
emphasises how different it sounds to standard English. Dialect is the subject of
the poem, so there‟s an ironic feel to putting an opinion that says regional
accents are inferior into a regional accent. The poet shows he‟s not ashamed to
speak in his natural voice – he wants it to be heard, because he thinks we hear
enough posh accents in public life.

Complete the chart below, listing the usual standard English equivalents of
the following words.

Words from the poem                   Standard English equivalent
Lesson Four: Beginning to compare poems

Engaging with the concept of `comparison‟. Explain that learning to compare
successfully is a key skill for English and English Literature. Explain what the
concept is and have students write the definition in their notebooks. Have
students in pairs compare a) accents b) modern languages c) the poets‟
attitudes in `Search for My Tongue and `Unrelated Incidents‟

Explain to class that today we are going to look at an examination question and
practice addressing parts of the question.

Compare the ways in which the poets use language to express their feelings in
`Unrelated Incidents‟ and one other poem. Compare…
    How language is used in each poem
    How the poets use language to express their ideas
    What you think about the issues raised in the two poems

Explore the question above and scaffold how to write comparatively about
       There are different types of language used in both poems, and
       these emphasise the poets‟ thoughts and feelings. Metaphorical
       language is used to show ideas about identity. For instance, in
       `Search for My tongue‟ there is an extended metaphor of the
       tongues being like plants growing in her mouth, with the tongue
       eventually dominating it: it “grows longer, grows moist, grows
       strong veins, it ties the other tongue in knots”. This metaphor
       emphasises her feelings about her identity coming through her
       mother tongue. In `Unrelated Incidents‟ however, the writer

Timed Practice
Allow students 15-20 minutes to write comparatively about the language in the

Week three
Lesson 1: Mixed Identity

Sticks and stones may break my bones but words can do no harm. Is this true?
Several different words and phrases have been and are used to describe people
whose parents are from different races.
Half-caste Mixed-race Dual heritage Mixed heritage Multi-cultural
In 19th century America, people born of white American and native American
Indian descent were called `half breed‟
With a partner discuss which terms are acceptable or not. Give reasons for your

Introduction and development
In pairs, try doing a reading of the poem, in which you experiment with tone of
voice to convey what kind of argument it is. For instance you could try it as:
a)angry b) wittily sarcastic c)explanatory, like an adult explaining something to
a child, with limited understanding d) hurt and upset by the insult caused

Elicit from class that this is a satirical poem, which makes its argument through
humour. Remind/inform students that satire can include: ridicule exaggeration
being sarcastic surprising you with unexpected connections between things, or
odd comparisons
Turning obvious things on their heads.

The poet makes fun of the term `half-caste‟. He sees himself as being a mix of
things – rather than half of something – and compares it to loads of other things
which are great because they are made up of mixtures.
1)Find 3 mixtures mentioned in the poem.
2)What happens in lines 1-30?
3)What happens in lines 31-53?

Expected responses
   1) Paintings, symphonies, nature (weather)
   2) The poet asks what the term `half caste‟ is supposed to mean. He says if
      you look at things like that, then everything mixed could be called half
   3) He challenges people to explain their way of thinking, but finds no logic in
      it. He mocks the idea by talking about `halves‟ of other things. He says
      people should sort their ideas out, by opening their eyes and their minds.

Choice of written tasks (See worksheet)

Beginning to link the poems
Discuss the effects of having two different cultures – having a mixed background,
moving from a different country and missing the culture and language that you
are used to.
                                 Choice of tasks

Task 1: Argument writing on Mixed Identity
John Agard talks about the effects of having two different cultures in his life. In
his poem `Half Caste‟ he reckons cultures can mix together. The theme is that
it‟s good when cultures mix – he compares it to `when light an shadow/mix in de
sky”, suggesting it‟s natural. The poet seems proud of his own mixed

What are your views on `mixed identity‟? Is belonging to two cultures good or
bad? Argue your point of view.

Task 2: Comprehension
1) Who is the `yu‟ referred to constantly from line 4 until the end of the poem?
2) In lines 7-30 the poet mentions `Picasso‟, `weather‟, and `Tchaikovsky‟.
Explain why he refers to these?
3) Look at the poet‟s use of the words `half‟ and `whole‟ from line 30 until the end
of the poem. Explain what the feels about the word `half caste‟.
4) Find evidence for the different types of language used in the poem:
metaphorical, humour, argumentative and confrontational.
5) What are the main features of Agard‟s language that make it different form
standard English?
Task3: The poet’s mood
What words best sum up the poet’s mood in this poem? Use the list below
as a starting point. Try to find at least three more words that could be
used. For each one, provide a line reference that will illustrate your point.

Mood                           Evidence
sarcastic                      I‟m sure you‟ll understand why I offer yu half-a-

Lesson two: `Presents from My Aunts in Pakistan‟

Many people live in a country that is not one they were born in. It is a very
common experience. Imagine (or use your own experience) you had to leave the
country of your birth and travel to live in another country, leaving people like your
grandparents, aunts and uncles behind. List some of the feelings you might
have: about your new homeland and about the country you left behind. Some of
your feelings may be positive, others may be negative. Share your thoughts with
a partner.

Introduction and development
Point out that the poem we will read today is autobiographical. Read the poem
and discuss what happens. If you prefer, show video presentation of the poem
(Roots and Water)

Have students complete cloze activity (see worksheet)

Find evidence from the poem for each of these:
1) Conflict - Pakistan and England seem to contrast in every possible way. Find
2) Pain and uncertainty – her lack of knowledge about the country where she
was born causes her emotional turmoil.
3) She feels uncomfortable when she tries on Pakistani clothes
4) At the end of the poem she feels isolated and excluded.
5) Metaphorical language – the poet uses metaphors like the situation in
Pakistan to reflect her own conflict over not quite fitting in.

Speaking and listening: explain, describe, narrate
Members of a small group may have been born:
In England of English parents who were also born in England
In Britain to parents who were born outside the UK but moved there
Outside Britain and moved there.
Describe to each other your cultural background. Explain the things about
culture that matter to you.

Britain is very much a multi-cultural society. Discuss what the word `British‟
means to you and how `British‟ you feel. You may, for example, feel more
`English‟ or `European‟, `Asian‟, `West Indian‟ than `British‟.

Cloze activity on `Presents from My Aunts in Pakistan’

A teenage girl who‟s grown up in _______ describes the presents she‟s received
from relatives in ________. Despite thinking the clothes and _________ are
beautiful, she feels ______________wearing them. This makes her start
_________ about Pakistan and wondering about her __________ identity.

In lines 1-26
The poet _____________ the clothes her aunts sent her when she was a
________. When she tried them on, she didn‟t feel __________ in them – she
thought they were too ________ for her

In lines 27-43
She thinks of times when the _________ clashed, like the way she felt when her
mum‟s _________ was stolen, how she never wore the ________from her aunts
and how her _______didn‟t like the presents.

In lines 44-69
She tries to make sense of vague ___________ she has of first coming to
________and of Pakistan. She seems to think she‟ll never feel properly
Pakistani or _______.

Lesson three: `Hurricane Hits England‟

Think of any time when you have thought far back about your grandparents, or
your ancestors before them, or the places they came from. What triggered your
thoughts? Photographs? Letters? A visit?

If a hurricane were to hit your part of the UK, uprooting trees, knocking over
lorries and removing aerials and roof tiles, what would you think?
a) This is really exciting.
b) Perhaps it‟s the end of the world.
c) This is an interesting example of climate change.
d) Primitive forces are out to get me.
e) Oh my God! I‟m going to die!
f) I need a cup of tea!
Note down how you might respond

Introduction and Development
Explain the background of the poem before first reading
In 1987, southern England was hit by a massive storm that caused a lot of
damage. This makes the poet think of the hurricanes that regularly happen in the
Caribbean, and she feels spiritually connected to both the Caribbean and
England as a result.
Elicit what happens in the poem and discuss the poet‟s feelings and attitudes
about her identity.
Ensure students understand the mixed identity in the poem:
     That the woman in the poem doesn‟t feel a part of English culture – she
        misses the Caribbean
     At the start of the poem, the cultures seem very different, and she feels a
        long way from home
     By the end, thanks to the storm gods, the poet sees all places and
        cultures as being connected and suggests the differences aren‟t important
        after all –“the earth is the earth is the earth”.
Have students complete `Hurricane Hits England‟ Worksheet

Show visual representation of the poem (Roots and Water) to consolidate
understanding of the poem.
                     `Hurricane Hits England’ Worksheet

Task A: Find line references for the following explanatory statements
Statement                                              Line references
A woman is described lying in bed listening to the raging
At first she is scared by the storm
She asks the storm gods why they‟re visiting England
when they usually stick to the Caribbean
She asks why they‟ve uprooted so many massive old

She joins together with the gods and feels herself riding
along with them
She feels liberated by the experience, and she‟s less
homesick afterwards.
She seems angry with the gods for coming to England
She feels a connection with the storm, and finds
meaning in it –she sees it as a link with nature and with
the Caribbean
She is grateful to the storm and she thinks it‟s come to
help her
The hurricane makes her think about whether where she
lives is actually important or not

Task B: Informal letter writing
Imagine you are the woman in the poem. Write a letter to a friend in Guyana to
tell him/her about the effect this unusual weather in the UK has had on you. You
may want to write about:
      Surprise at the weather
      Fear of the hurricane‟s violence
      Reminders of other places and cultures
      Links with the past

Lesson four: Structuring a comparative essay
Flash points on board and have students record them as notes.
    1) Question 1 will name a poem in cluster 1 and Question 2 will name a
        poem in cluster 2
    2) You will have 45minutes to compare two poems.
    3) Remember every question deals with a theme.
    4) Follow this five-step method to plan your response:
Step 1: Write about the theme
Step 2: Compare the structures of each poem
Step 3: Compare the use of language in each poem
Step 4: Compare the feelings of the poets
Step 5: Write about how the poems make you feel.
Quiz students on the five steps and inform them that today we will study the plan
in action.

Introduction and development
Hand out sample essay and see the five step method in operation.
Read the first paragraph and discuss the first step.
Elicit the two main features of writing about theme (step 1):
 1) Giving a definition which doesn‟t have to be technical – just describe what
     you think the theme means.
 2) Explain how the theme is explored in the poems you write about.
 Read paragraph 2 as a class and explain how to compare the structures of each
 poem. Firstly, elicit what structure is. Expected responses: line length, stanza
 shape, rhyme or rhythm, repetition, symmetry, narrative or time-scale,
 punctuation, layout
 Discuss the features of step 2:
  a)Explain in one sentence how the structure of the two poems relates to the
 theme of the question
 b) Write about the similarities and differences in the structure of the two poems.
 Look for the aspects that really stand out.
Have students read the last few paragraphs and then complete the following
List the aspects of language referred to in paragraph 3. Name 4 other aspects of
language you could include when writing about the use of language.
Step 4 asks you to compare the feelings of the poets. Write out the sentence
which explains how the feelings of the poets are similar or different.
For step 5 you have to say which poem you preferred and why, say what you‟ve
learnt about the theme and show some empathy.
Write your own paragraph 5 in response to the same sample question.
Compare `Presents from my Aunts in Pakistan‟ with one other poem, showing
how the poets reveal ideas and feelings about their identity.

Compare `Presents from my Aunts in Pakistan’ with one other poem,
showing how the poets reveal ideas and feelings about their identity.
Our age, our gender, our social position and our personality make up our identity.
Where we come from can also have a strong influence: the country or regions in
which we grow up and live can have an important impact on how we see
ourselves. In `Search for my Tongue‟, it is language that is central to identity,
whereas in `Presents from my Aunts in Pakistan,‟ dress and family customs are
important ideas.

The poets structure their poems in different ways to express their ideas and
feelings about identity. `Search…‟ has a clear, three part layou8t which shows
the poet‟s feelings about her divided identity. The difficulties of being fluent in
two languages are explained in lines1-16, lines 17-30, in Gujarati (with phonetic
spelling), describe how the mother tongue returns during her dreams and lines
31-39 are a “translation” of the Gujarati. The structure shows us the problem of
identity for the poet, as she has put the Gujarati tongue at the heart of the poem
as it is tat the heart of her being. In contrast, `Presents…‟ has a very haphazard
structure with varied line lengths and layout, reflecting the teenage girl‟s
confusion over her identity.

Metaphorical language is used in both poems to show the poet‟s ideas about
identity. For instance, in `Search…‟ there is an extended metaphor of the
tongues being like plants growing in her mouth, with her mother tongue
eventually dominating: it “grows longer, grows moist, grows strong veins, it ties
the other tongue in knots”. This metaphor emphasises her feelings about her
identity coming through her mother tongue. In “Presents…” the image of the
snapped bangles suggest the girl wants to break free of her Pakistani identity.
The fact that the bangles drew blood suggest how painful, physically and
mentally, her torn identity is. The young girl in “Presents...” seems to want to
escape from her cultural roots but, in contrast, Sujata Bhatt is delighted when her
mother tongue returns.

There are both similarities and differences in the ways that the poets use
language to show their feelings about their identity. Both poets show regret at
not having a clear sense of who they are or where they belong. The teenage girl
in `Presents…‟ tries on the Pakistani clothes but feels “alien in the sitting room. I
could never be as lovely as those clothes. The word “alien” is particularly
effective in expressing how unnatural and unhappy she feels. Similarly, Bhatt
asks the reader to imagine the conflict between her two languages: “You could
not use them both together”. They also share the feelings of wanting to know
their “real” self. Bhatt is pleased when she realises, “Every time I think I have
forgotten, I think I‟ve lost the mother tongue, it blossoms out of my mouth”.
However, in `Presents…‟ the girl longs for denim and corduroy” and realises she
is “half-English, unlike Aunt Jamila”. The feelings each poet expresses about
their identity have a link in that they both are uncertain about who they are, and
regret the loss of their cultural roots. The difference is that in `Search…‟ the
woman‟s mother tongue returns to her and she feels happy: “it blossoms out of
my mouth”, but in `Presents..‟ the girl doesn‟t feel completely comfortable in
either her English or her Pakistani identity.

I enjoyed both these poems, but I preferred `Presents..‟ as I feel it is easier to
relate to the feelings in this poem. The way Sujata Bhatt discusses identity is
quite specific, and difficult to relate to unless the reader also speaks two
languages. I think that Moniza Alvi‟s description of the confusion of trying to work
out who you really are, on the other hand, is a feeling that many of us can relate
to, regardless of our background.

Cultural Identity and Citizenship
Starter Activity
In pairs try to unscramble the following aspects of Cultural Identity:

1) alaggeun ……………………………………………..
2) yamfil…………………………………………………
3) sleebif …………………………………………………
4) cumis …………………………………………………
5) dofo …………………………………………………..
6) draitinso ………………………………………………
7) gliniero…………………………………………………….
8) stomecu ……………………………………………………
9) crae ……………………………………………………….
10) degren …………………………………………………….
The government want to know which five of the above are essential in shaping a
British citizen. Write out the five which you feel are the most important and
explain why.
Brainstorm on whiteboard some aspects of culture and identity.
Have students then work collaboratively completing the worksheet `Cultural
Identity and Citizenship‟.

Explain that in this unit we will be looking at how poet‟s express their feelings
about identity in Poetry. Today‟s focus is studying how music artists express
their feelings about identity.
Have students in groups list some songs that express strong feelings about
Display the Lyrics by Taz (see Worksheet) and show how lyrics hint or highlight
his cultural identity.
Teacher exposition of main group activity: Students are divided into home
groups where each member is an expert. (see separate explanatory worksheet)

Groups feedback
Brainstorm the difference between Poetry and Prose.
Focus on aspects of language that make poems `the best words in the best
Have students complete worksheet `Poetic Devices‟

Explain that for this unit of work we will look at poems that explore different
aspects of culture.

Have students note that for the English Paper 2 (section A) exam they will have
45 minutes to compare two poems. Point out that the questions in the exam will
deal with one aspect of culture or theme explored in the poems.
Go through assessment objectives for Poetry

A sample of all the poems to be studied

Ask students to predict what some of the poems may be on the poems may be
about. They could think about some words or topics that may feature.

Explain that from the very first lines of the poems you may be able to match the
title or work out what the poems are going to be about for cluster one.

Give out or display on OHT/whiteboard the first line of poems (See Worksheet)
and have students:
1) Match the title with the first line.
2) Work out who the poems seem to be addressed to?
3) What kind of voices are they (for example formal or informal?)
4) What‟s interesting about the very first words?
5) Highlight/ underline all the nouns or verbs or adjectives. What does this tell
you about each poem?
6) What kind of sentences or utterances are they? Statement? Question?
Command? Explanation?
7) What is interesting about the words (vocabulary)? Modern, colloquial, formal?

Have students come up with a list of statements comparing the first lines, such
as, `Poem X is ……, whereas Poem Y is ………

Example: Poem X launches straight in, addressing someone directly, whereas
Poems Y and Z are setting a scene, as if beginning to tell a story.
                                  Poetic Devices

How well do you remember the devices below?
Example                       Device                  Meaning of Device
1) Bang! Bang! Quack!

2) Love is like a rose.

3) Pregnant clouds are in
the sky.

4) His eyes were deep,
black, oily pools.

5) She sells sea shells.

6) Lisa had a piece of
cheese before she went
to sleep, to help her

7) Gimme that brolley, it‟s
gonna rain.

Alliteration                                  Personification
Assonance                                     Onomatopoeia
Non- standard English

KS4 Scheme of work

Week Five: Writing a comparative essay
Exam: English Paper Two Section A
AOs: AO2 (i), (iv), (v)
Writing strategies: listing similarities and differences, planning using a
comparative table, focussed practice using comparative connectives, class
writing, group writing, peer marking, evaluating model work, timed essay
practice, proof-reading own work
Wider reading: Poetry anthologies with a focus on identity e.g.

Lesson One

In pairs students choose one poem to compare with Hurricane Hits England. It
can be a poem that they think is very similar or very different. Pairs make a list of
as many similarities and differences between the poems as they can. They
should try to include at least one point relating to Culture, Language and
Structure. Pairs feedback on which poem they chose and one similarity or
difference they found.

Students are given the essay title “How do two poets express their feelings about
their identity through language and layout in Hurricane Hits England and one
other poem you have read?” Class pick out key words in the question and
nominate a good poem to compare, giving reasons. Students work through the
comparative table completing the first column for “Hurricane Hits England” and
the second for a poem of their choice.

Class brainstorm words and phrases that can be used to compare and contrast
ideas and features. Keep a record of these for use in Lesson 2.

Lesson Two

Present the class with examples of two very different celebrities e.g. Queen
Latifah and George Bush. Use the connectives listed yesterday to compare these
people. Repeat the exercise comparing other things e.g. two different foods,
types of people, places or poems studied. Make sure students are using
connectives correctly within a sentence.
Students continue from Lesson One by making detailed notes in response to the
questions on the Essay Plan sheet.

Discuss what the introduction to this essay should include (names of the poems
chosen and who wrote them, a brief explanation of the feelings each poet
expresses about identity). On board/OHP carry out class writing exercise to
model a brief sentence which could be used in the introduction. For example, “In
the poem Hurricane Hits England Grace Nichols expresses her changing feelings
towards Britain and how the storm she describes makes her feel much more at
home here.”

Lesson Three

Students read through sample timed essay. They should assess whether the
student has done the following
    Shown personal engagement with the poems
    Shown insight into what the poet is saying
    Referred to the poems using quotations
    Compared the poems using comparative connectives
    Shown that they understand how the poets use language and structure to
      create effects
    Evaluated whether the poets are successful

Students nominate one paragraph of the essay to write as a class. This could be
done as group writing exercise on sugar paper – each group writes then passes
their work to the next group to “check”, good work is read to the whole class.
Alternatively, it could be done as a class writing exercise on the board with the
teacher modelling the writing process and students suggesting improvements.

Students write their own version of this paragraph or another paragraph referring
to their own plans.

Students use the check list from the start of the lesson to evaluate their own or a
partner‟s work from this lesson.

Lesson Four

Students brainstorm the features of a successful Paper 2 comparative essay
using what they‟ve learned in the previous three lessons. They choose one
feature as a personal target to achieve/improve as they write this essay.
Students write their essay under timed conditions.

Students read through their work checking specifically that they have fulfilled
their target set at the start of the lesson and more generally for

What makes a good English Paper Two Section A essay?

Assessing a Paper 2 Section A essay

As you read through the sample timed essay evaluate how well you think this
student has done the following things. Underline sentences or phrases that you
think they‟ve written well and be prepared to read them to the class and comment
on them.

Has the student…
   Shown personal engagement with the poems
   Shown insight into what the poet is saying
   Referred to the poems using quotations
   Compared the poems using comparative connectives
   Shown that they understand how the poets use language and structure to
      create effects
   Evaluated whether the poets are successful

You can use this checklist to assess your own work too.
KS4 Identity Scheme of Work

Week Six: Original Writing Preparation
AOs: AO1 (i), (iii) AO3 (i), (ii), (iii)
Coursework: Original writing
Writing strategies: using sentence structure to convey mood and movement,
developing character and setting through hotseating/roleplay, reading model
openings, redrafting, peermarking.
Wider reading: see Wider Reading Sheet

Lesson One

Look at the examples on the Using Sentence Structure sheet. Discuss how the
structure of the sentences reproduces the mood and the movement described.
Groups create their own sentences which reproduce the mood in the other
situations listed.

Individuals or groups are given a photograph of contemporary London. Under the
five headings Sight, Sound, Touch, Smell, Taste they make detailed notes on
what they would experience if they were there.

Individuals write a paragraph based on their notes to describe the scene. They
should aim to include the reference to each of the five senses as well as
sentences which reflect the mood and movement of the scene.

Students read out examples of sentences which reflect the mood and movement
of their picture.

Lesson Two

Watch/listen to an example of a monologue. Pick out what it shows about the

Students look at their photograph again. This lesson they should choose one
person in the photograph and begin to invent some details about them. What‟s
their name? How old are they? Where do they live? Why are they there? What
are they doing? What are they thinking?

Students should then create a one minute monologue in role as that character.
They could tell a story (like Presents from My Aunts), they could answer a
question (like Search for My Tongue), they could express an opinion (like Half-
Caste). They should think about how they will speak (words, tone of voice,
gestures) as well as what they say.

Students perform their monologues to the class. Weaker students might do a
hotseating exercise instead with classmates asking them questions about their

To get a grade C you need to develop your characters and settings. Which
characters were easiest to imagine? Why?

Lesson Three

In pairs students read one of the sample openings. Feedback one thing they
enjoyed in the writing - could be an effective word or phrase, something they
enjoyed, something that hooked them in and made them want to keep reading.

Using the Original Writing Prompt Sheet and writing from Lessons 1 and 2
students begin Original Writing Coursework.

Students swap their writing with a partner. Read opening paragraphs.
Highlight/underline strong sentences. Can they suggest any improvements? Any
nominations to be read to the class?

Lesson Four

Students read one of the exemplar essays. Pick out one feature that makes that
essay an A grade. Be ready to read out a sentence or two that shows that

Students continue work from Lesson 3. Part of the writing time should be spent
on rereading, redrafting and revising what has been written.

Students choose one paragraph for a partner to read. Partner should identify one
thing they like and one thing they would improve. Any nominations to be read to
the class?

Original writing should be completed at home.
Original writing Prompt Sheet

In recent lessons you have done some work describing the place in your photo.
You have also written a short monologue in role as one of the people in the
photo. You should have those pieces of work to hand for reference as you work

Your task is to write the story of one of the people in the photos. Use the
following questions to help you.

Which of the people in the photo are you?

Where are you? What is it like? What can you hear? What smells are there?
What time of day is it? What is the weather like? Describe the scene in detail
using your senses.

Why are you there?

What happened just before the photo was taken?

How do you feel?

What happened after the photograph was taken?

Think carefully about your opening sentence and paragraph. You might begin as
though you were answering a question or you could ask one. You could open
with a description of something you are doing or something you can see, hear or

Remember in order to get a Grade C or above, you should make sure you
   Use a range of sentence structures
   Use a varied vocabulary
   Make your writing interesting
   Use paragraphs to help the reader follow your story
   Develop your characters and settings
Original Writing Redrafting Sheet

Check all your spellings are accurate.

Check you have used full stops, commas, question marks, exclamation
marks, speech marks and even colons and semi-colons correctly.

Check you have used a range of simple, compound and complex sentences.

Check you have used a varied vocabulary

Check your writing is interesting – does it grab the reader‟s attention and
keep it?

Check you have used paragraphs to help the reader follow your story

Check you have used a range of discourse markers to link or sequence your

Check you have developed your characters and settings

Check the plot of your story is clear
Using Sentence Structure

Example one
It was there. It was there in front of him. It was there, in front of him, in the dark. It
was there, in front of him, in the dark and clearly angry.

Example two
With an effortless pull of the rope, a looping around the stump, a quick knot and a
swift covering with the branch, the boat was secure and out of sight.

How do the sentences in Examples One and Two copy the mood and the
movement described?

Can you create a series of sentences to describe the following situations
which reproduce the mood and movement you are describing.

Situation one
Students leaving school on Friday afternoon

Situation two
An old man walking along a street

Situation three
A baby learning to walk

Situation four
A robber creeping into an empty house

Situation five
A wild storm with wind and hailstones

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