Extension h/w (due tomorrow):

1. Extension h/w (due tomorrow): Research: • Malcom X • Marcus Garvey • Kwame Nkrumah • FelaKuti • Rayneisha and Shevon will present their song (author, topic, message, personal opinion)

2. 24/11/16 Shaka Zulu Pickney DO NOW: What do you think the title means? L.O.: To explore the song

3. End-of-term assessment(December) Analysis of unseen poem

4. Black English EbonicsAfrican American Vernacular English (AAVE)Creole Pidgin

5. How does the writer convey his pride in his identity? https://www.youtube.com/watch?v=IgcIJAvkH6E

6. What similarities and differences can you find between “Checking out me history” and “Shaka Zulu Pickney”?

7. Accusatory = • Bureaucracy = • Eurocentric = • Biased = • Convey = • Brutality = • Express, show • Blaming, condemning • Prejudiced, favouring someone unfairly • Violence, aggression • Focusing on European culture or history discarding other traditions, valuing European culture over others • A system to manage an organisation (or a country) through officials and a precise set of rules Challenge: can you remember when we encountered these words?

8. H/w (due Fri): Write a poem or a story with the title “Home”(minimum one page). 30/11/16 Poetry about home DO NOW: What feelings do you connect to the word ‘home’? L.O.: To analyse how feelings are conveyed through poetry

9. How does the poet convey the feelings for his/her homeland? Respond directly to the terms of the question – usually by pointing out one of the techniques the poet uses to convey his/her message Quote from the poem Analyse the quote and discuss its effect Zoom-in on one word from your evidence

10. Peer assessment

11. 01/12/16 Poetry about home /2L.O.: To analyse poetry in accordance with the assessment objectives. DO NOW: Copy in your books You’re or your? •The teacher said ‘Take out ______ homework’•_______ belongings shouldn’t be on the floor.•_______ very happy today! •_________ effort in class needs to improve.•A brother in law is _______ sibling’s partner. •______ siblings are _______ best friends.•‘______ mother is on the phone’ said Dad.•_______ going to have to stay in if you don’t finish this.

12. Catching up time Do you need to… • Finish yesterday’s paragraph? • Finish yesterday’s peer-marking? • Glue in everything (including the homeland poems sheets)! • Any green penning left to do? All done? Please read in silence.

13. Assessment Objectives (AOs) AO1 Read, understand and respond to texts. Students should be able to: • maintain a critical style and develop an informed personal response • use textual references, including quotations, to support and illustrate interpretations. AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. Explicit and implicit meanings

14. Model answer • Annotate the answer – where and how does it meet AO1 and AO2? • Identify Point, Evidence and Explanation. • What is good about this answer? • What did the student write in the conclusion? • What other connectives or expressions could you use to introduce your conclusion (apart from “overall”)?

15. How does the poet convey the feelings for his/her homeland? Respond directly to the terms of the question – usually by pointing out one of the techniques the poet uses to convey his/her message Quote from the poem Analyse the quote and discuss its effect Zoom-in on one word from your evidence

16. H/w (due Tues): Complete assigned SAM Learning task on spellings (min 70% success). 02/12/16 The migrant bird DO NOW: What are migrant birds? How would you link them to ideas about homeland and identity? L.O.: To write PEEL paragraphs inspired by the model answer

17. Share poems/stories

18. The migrant bird The globe's my world. The cloud's my kinI care not where the skies begin; I spread my wings through all the din;Through fears and fright I fly my flight.No walls for me no vigil gates,No flags, no machine guns that blastBrothers of her brother's sonsNo maps, no boundaries to block My sojourn into unknown landsI spawn and splash in distant spills,I breed my brood where'r I will.I won't look down. No I will not.With speed of wings I hasten pastAnd close my eyes against the sunTo dream my dreams and make them last. - Famida Y. Basheer

19. In “The migrant bird”, how does the poet convey the bird’s feelings about its life? • Underline one word in each quote to zoom-in on • Identify language techniques in your quotes

20. In “The migrant bird”, how does the poet convey the bird’s feelings about its life? • Point (answering the question) • Evidence • Explanation • Zoom-in • 2 paragraphs • Refer to at least one language/structural feature • Add a brief conclusion summing up your points • Use the model answer as a model!

21. H/w (due Thur): revise for assessment (follow guide on SMH). 06/12/16 DO NOW: “iheld an atlas in my lapand whisperedwhere does it hurt? it answeredeverywhere” What do you think this poem is going to be about? what they did yesterday afternoon L.O.: To explore strategies to analyse an unseen poem

22. How to tackle an unseen poem 1: What the poem is about 2:Themesand message 3:Attitudesand feelings 4:Poetic techniques 5:Personal response

23. Any questions you have about what we have done up to now / for the assessment

24. 08/12/16 Revision DO NOW: Write down one personal target you need to remember in the assessment. L.O.: To review our learning on poetry in preparation for the assessment

25. Choose three of the poems studied – for each of them, create a spider diagram / table / bullet point plan listing theme, feelings,language features, and short powerful quotes What they did yesterday afternoon

26. How does the poet convey his/her feelings about xxxxxxxxxxx? • Copy the question in your book and glue in the poem • Read the poem and start to annotate it 5 minutes • Plan 10 minutes • Write 25 minutes • Check (what are your literacy and writing targets?) 10 minutes 2+ paragraphs and short conclusion

27. In “The migrant bird”, how does the poet convey the bird’s feelings about its life? • Underline one word in each quote to zoom-in on • Identify language techniques in your quotes

28. TIPS • Answer the question! • Beautiful quotes • Refer to use of language (e.g. the poet uses imagery of… / the poet contrasts … )

29. How does the poet convey xxxxxxxxxxxxxxxxxxxx? Respond directly to the terms of the question – usually by pointing out one of the techniques the poet uses to convey his/her message Quote from the poem Analyse the quote and discuss its effect Zoom-in on one word from your evidence

30. Assessment Objectives (AOs) AO1 Read, understand and respond to texts. Students should be able to: • maintain a critical style and develop an informed personal response • use textual references, including quotations, to support and illustrate interpretations. AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. Explicit and implicit meanings

31. H/w (due Thurs): homework menu 13/12/16 “Everyone wants happiness, No one wants pain, But you can’t make a rainbow Without a little rain…” DO NOW: Why are these quotes effective? Poetry unit - review “Life is like a camera – just focus on the good times, develop from the negatives and if things don’t work out… take another shot!” L.O.: To review our progress

32. Homework menu – poetry from our cultures This week, for homework you will have to complete minimum three tasks from the menu below. Extension: complete all six! Refer each task to one of the poems studied. You can do all three tasks on the same poem, or choose a different one each time. • Draw a picture inspired by the poem. • Turn the feelings expressed by the poem into a piece of prose (story or descriptive writing). • Turn the poem into a dialogue / play. • Choose six powerful words / expressions from the poem. Write a new poem on anything you want, but include all six words / expressions. • Write a review of the poem. • Write a blog post commenting on the poem and your thoughts and feelings towards it.

33. H/w (due Fri): homework menu x2 15/12/16 Allowables What ideas do we usually associate with spiders? What do spiders symbolise in Mimesis? L.O.: To explore the poem

34. Nikki Giovanni

35. How does Nikki Giovanni use structure to convey meaning in “Allowables”?

36. Can you answer all the questions (in your books)? & why?