Exploring Literature: Active Learning

1. Exploring Literature: Active Learning Goal: • Teach literature to S4 & S5/6 classes in a more interesting way. • Responsibility for learning. • Personal response to texts. Reality: • S6 repeating course • Lack of enthusiasm • Few original ideas of their own about texts. • Lack of confidence.

2. Exploring Literature: Active Learning Options: • Great ideas from Pauleen and others in dept. • Melissa Keelan’s Active Learning Presentation. • Lesley’s ‘Coaching for Confidence’ GROW model: Goal Reality Options Will.

3. Exploring Literature: Active Learning • GROW & ‘The Scale Game’ to set GOALS • ‘The Jigsaw Task’ to learn the text & develop personal response. • ‘Jeremy Kyle Questions’ to revise. • Story-boarding the text to revise.

4. Valentine By Carol Ann Duffy Intermediate 1/2 Unit

5. The Big Picture • We will read the poem ‘Valentine’ by Carol Ann Duffy. • You will study the poem in groups and teach others in the class what you have learned. • We will explore how the poet develops the theme of love using an extended metaphor throughout the poem. • We will also study other poetic techniques such as imagery, word choice and structure. Goal by the end of this unit: • To improve your critical writing skills • Be able to write an excellent critical essay on ‘Valentine’ including interesting personal response.

6. Current Reality • How do you feel about achieving this goal? • Think about the following for a minute: What aspects of writing a CEL/preparing for the critical essay exam do you feel confident that you can do well? Are there any obstacles which might make it difficult for you to achieve this goal successfully?

7. Current Reality Scale Rules • The right side of the room represents 100% confidence. • The left side of the room represents 0% confidence. • The middle of the room represents a neutral position (you have some confidence but also doubts). • You can stand anywhere across the scale. • I will read out various statements. • Decide how you feel about each one and position yourself on the ‘scale’. • Be honest and notice where others are standing too.

8. Current Reality Scale How confident do you feel about: • Your critical writing skills overall? • Writing an effective introduction for a critical essay? • Writing clear topic sentences? • Choosing appropriate quotations for a CEL? • Analysing quotations and commenting on techniques? • Expressing your own opinion about texts? • Writing conclusions? • How do you expect you will feel about writing a critical essay by the end of this unit? Other Scale Contents

9. Current RealityDiscussion • What other difficulties or obstacles have you thought of? • Time • Working at home • Absence • Getting help

10. Options • What can we do to ensure you are able to achieve your goal of writing an excellent critical essay? • Option 1: Do nothing! This is always an option, however, it won’t help you to achieve your goal. • Option 2: ?

11. Will • Actively participate in class! • Throughout this unit, you will be given various pieces of homework. • Plan what you will do and when you will do it. Contents

12. Context of the Poem • This poem is written in the first person. The speaker appears to be the poet, addressing her lover as "you". In fact, Carol Ann Duffy wrote Valentine after a radio producer asked her to write an original poem for St. Valentine's Day. (Valentine was published in 1993, in the collection Mean Time.) But the poem is universal: it could be from any lover to any beloved (for example, there is no indication of the sex of either the "I" or the "you"). • The poem, on the surface, is about the giving of an unusual present for St. Valentine's Day, but really is an exploration of love between two people. This is a good text to write about, because it has a single central image, which is developed throughout the poem.

13. CEL Task • Discuss the effectiveness of Carol Ann Duffy’s use of extended metaphor in the poem ‘Valentine’. DISCUSS What are the key words in this task? What is the question asking you to do?

14. Just Imagine. . . • It is Valentine’s Day. There is a special someone you would love to get a card or romantic gift from. You wake up, full of anticipation for the most romantic day of the year. . . . • What springs to mind when you think of Valentine gifts and cards? • What are you hoping the postman has brought you? • Let’s see what the postman has brought you. . . Discussion:

15. Here’s your gift. . . Yes, that’s right; your special person has given you an onion! Discussion: What is your initial impression of this gift? Why do you think they might have given you it? While reading the poem, think about the speaker’s reasons for giving an onion as a gift.

16. Not a red rose or a satin heart. I give you an onion. It is a moon wrapped in brown paper. It promises light like the careful undressing of love. Here. It will blind you with tears like a lover. It will make your reflection a wobbling photo of grief. I am trying to be truthful. Not a cute card or kissogram. I give you an onion. Its fierce kiss will stay on your lips, possessive and faithful as we are, for as long as we are. Take it. Its platinum loops shrink to a wedding ring, if you like. Lethal. Its scent will cling to your fingers, cling to your knife. Valentine What is the poem about?

17. Jigsaw Task • Each group will be given one verse of the poem to study. • You should write notes on your copy of the poem (this is called ‘annotating a poem’). • You should expand these notes by adding more detail in your note book/jotter. • You will then teach others in the class about your verse.

18. Why study the poem this way? • You have to think for yourself and form your own ideas. • Writing about your personal response to a text is an important part of a critical essay. • You all have to be actively involved. If you do nothing, it will impact on others. • It’s far more interesting than being given line after line of analysis to copy from the board.

19. Learning Groups Teaching Groups

20. Consider the followingwhile studying your verse: • Can you identify the extended metaphor? Remember your essay will be about this. • What ideas and themes are you aware of? • Is there anything note-worthy about the structure of the verse? • Are there any interesting words or images in the verse? • Any other poetic techniques? • You will then be split into different groups and you will have to teach the rest of your group about the verse you have studied.

21. Not a red rose or a satin heart. I give you an onion. It is a moon wrapped in brown paper. It promises light like the careful undressing of love. Here. It will blind you with tears like a lover. It will make your reflection a wobbling photo of grief. I am trying to be truthful. Not a cute card or kissogram. I give you an onion. Its fierce kiss will stay on your lips, possessive and faithful as we are, for as long as we are. Take it. Its platinum loops shrink to a wedding ring, if you like. Lethal. Its scent will cling to your fingers, cling to your knife. Valentine 1 3 2 4 How does Duffy feel about Valentine’s gifts and the reality of love?

22. Teach It! • Now we have completed the Jigsaw Task, you should now understand more about the poem and have developed your ideas about it. • Are you confident enough to go over your verse with the class? We need a volunteer for each verse. • While our volunteers go over each verse with you, you should make more notes and ask & answer questions. • You will be completing some questions for homework to check your understanding. • The group with the most marks (altogether) wins!

23. Valentine Homework Questions • “Not a red rose or satin heart” What are these traditional symbols of? Why does the speaker choose not to give these? =2 • Consider the metaphor “it is a moon wrapped in brown paper” A. Explain your understanding of the idea of the onion as “a moon” =2 B. What is the significance of “brown paper”. =2 • “Like the careful undressing of love”. Explain the meaning of this line. =2 • What is the effect of the word “Here”? =1 • “Blind you with tears like a lover”. In what way is this an effective simile? =2 Contents

24. “I am trying to be truthful”. In what way is the speaker trying to tell the truth? What does this suggest about traditional Valentine’s gifts? =2 • What is the effect of this line standing alone? =2 • “It’s fierce kiss will stay on your lips”. Why is this line effective? What does this suggest about other Valentine’s gifts? =2 • “Platinum loops shrink to a wedding ring” If you think about an onion, what could these words be referring to? What else does this represent? =2 • What does the word “Lethal” suggest about love? Why is this word on it’s own? =2 • “it’s scent will cling to your fingers” What does the scent of the onion symbolise? What does this suggest about traditional gifts? =2 • “Cling to your knife” ends the poem. What does this suggest to you? Is it an effective ending? Why/why not? =3 • Explain why you think the extended metaphor of an onion representing love is effective in each verse of the poem. You should comment on each verse separately and you should quote particularly effective words/phrases or lines. = 4 marks = 30 marks altogether Contents

25. Answers 1) “Not a red rose or satin heart” What are these traditional symbols of? Why does the speaker choose not to give these? • Love/romance/Valentine gifts (1) • She feels they are clichéd/do not mean anything/do not really represent love (1) = 2 altogether.

26. Consider the metaphor “it is a moon wrapped in brown paper” A) Explain your understanding of the idea of the onion as “a moon” • They are both round (1) • and the same colour/bright/light (1) • The moon is appropriate as we associate it with romance (1) Moonlit strolls are romantic (1) = 2 altogether. • What is the significance of “brown paper”. • It describes the brown ‘cover’/outside of the onion (1). • Similar to a present (1) = 2 altogether.

27. “like the careful undressing of love” Explain the meaning of this line. • A present/gift can be undressed by taking the paper off (1) • Just like the sensual/physical side of love between two adults (1) • It’s a simile (1) = 2 altogether

28. What is the effect of the word “Here”? • Draws attention to the gesture/offer/command – she is giving the ‘gift’ to her lover. (1) = 1 altogether.

29. “Blind you with tears like a lover” In what way is this an effective simile? • “Blind” – can’t see because of tears + comment on effectiveness (1) • Love can be painful/hurtful/make you cry + comment on effectiveness (1) • “Blind” – can’t see the truth/reality/the bad things – only the good when in love + comment on effectiveness (1) = 2 altogether.

30. “I am trying to be truthful” In what way is the speaker trying to tell the truth? What does this suggest about traditional Valentine’s gifts? • Truth about what love is really like (1) • that love can cause pain and be difficult (1) • Traditional gifts don’t really represent real love/are meaningless (1) • = 2 altogether

31. What is the effect of this line standing alone? • Draws attention (1) • so truth is clearly important to the poet (1) • = 2 altogether

32. “It’s fierce kiss will stay on your lips” Why is this line effective? What does this suggest about other Valentine’s gifts? • “Fierce” = danger/threat/passion (1) • “Stay on your lips” = love can last and the feelings can stay around even after the relationship is finished (like smell of onion) (1) = 2 altogether

33. “platinum loops shrink to a wedding ring” If you think about an onion, what could these words be referring to? What else does this represent? • Loops of onion get smaller the further in you go (1) • which could suggest that relationships get deeper and deeper and marriage is at the core (1). • OR that “shrink” is negative (1) • suggesting that marriage diminishes/ruins/spoils a relationship (1) = 2 altogether

34. What does the word “Lethal” suggest about love? Why is this word on its own? • Lethal = danger/can cause pain/wound you/can kill you (1) • It’s on its own to draw attention to it (1). = 2 altogether.

35. “it’s scent will cling to your fingers” What does the scent of the onion symbolise? What does this suggest about traditional gifts? • Possessive/jealous feelings/feelings that stay around for a long time/even if you don’t want them to (1). • Traditional gifts don’t last (1). = 2 altogether

36. “Cling to your knife” ends the poem. What does this suggest to you? Is it an effective ending? Why/why not? • “cling” = Possession/jealous feelings/can’t get rid of (1) • marriage vows lasting (1). • “knife” symbolises danger/hurt/pain /violence/difficult side of relationships (1). • Reasonable personal opinions about effectiveness with reason (1) = 3 altogether

37. Explain why you think the extended metaphor of an onion representing love is effective in each verse of the poem. You should comment on each verse separately and you should quote particularly effective words/phrases or lines. = 4 marks I will mark this one for you.

38. Skimming and Scanning • It is your job to skim and scan each of the following slides for any details or notes that you do not have already. • Add to your notes. • Remember – these are only some points. There are many more valid points to be discovered. • You have 3 minutes per slide.

39. Not a red rose or a satin heart.&Not a cute card or kissogram. • Structure of these lines is significant. Duffy begins with a negative (‘not’) to emphasise that she does not approve of these gifts. She adds impact by repeating this exact structure and by placing them as stand alone lines. • She rejects the traditional symbols of love because, to her, they have become meaningless – stereotypical, superficial and insignificant. • The onion, on the other hand, has been carefully chosen by the poet as the best and most genuine declaration of her love.

40. I give you an onion. • An offer. Reader imagines the speaker holding onion out like a present – asking for acceptance. • This is repeated in the third verse. • In the 2nd and 4th verse, Duffy uses commands “Here”; “Take it.” • To further urge the lover to accept the speaker’s gift. • Short lines to emphasise the emotional plea. • Can almost hear the speaker’s voice as they offer their genuine gift of love; • “I am trying to be truthful”.

41. It is a moon wrapped in brown paper. It promises light like the careful undressing of love. • Moon – associations with love (moonlit walks/romance of night-time) – positive. • The onion, when unwrapped, reveals a bright, white core – positive. • Love also ‘promises’ happiness and joy. It can ‘light’ up a lovers face/ bring joy to their life. The word ‘promise’ suggests that this is not always fulfilled. • ‘careful’ – tenderness. • ‘undressing’ – sensual side to a romantic relationship (like an onion can be ‘undressed’). • Also emphasises different layers to a relationship.

42. It will blind you with tears • like a lover. • It will make your reflection • a wobbling photo of grief. • ‘Blind you’ – connotations of not seeing things clearly while in love. True love can cause much pain. • Imagery – a wobbling photo of grief. Tears can make you look different and literally/metaphorically help you to see things clearly. ‘Photo’ – stays in your memory as a ‘snapshot’. • ‘grief’ – highly emotive word choice – great pain – comparable to a death.

43. Its fierce kiss will stay on your lips,&Its scent will cling to your fingers, • Powerful love is very difficult to forget, and that just like the pungent scent and taste of a onion, a relationship will remain in the mind of the partners, perhaps even long after it has ended. • ‘cling’ and ‘fierce’ – negative connotations of being overly possessive and almost dangerous.

44. possessive and faithful as we are, for as long as we are. • ‘possessive’ – negative connotations – links to the word ‘cling’ later in the poem. Idea that a lover ‘belongs’ to you and only you (‘faithful’). • ‘for as long as we are.’ – does this suggest forever or simply the course of the relationship? Realistic view of love as not necessarily lasting forever.

45. Its platinum loops shrink to a wedding ring, • if you like. • Loops of the onion reminds us of the loop of a wedding ring – a symbol for love and commitment. • The addition of ‘if you like’ seems to suggest that Duffy does not feel that marriage is necessary – only if both partners want it. • ‘shrinks’ is interesting as if something shrinks, it gets less significant and valuable. This perhaps hints at the end of the relationship. Could it mean the relationship becomes deeper?

46. Lethal. • Its scent will cling to your fingers, • cling to your knife. • The mention of a knife reminds us of pain and following the word ‘lethal’ has sinister connotations. ‘Lethal’ conveys the intensity of the lovers – perhaps forcing the end of the relationship. • Suggests the death of the relationship with one partner ‘cutting’ it (ending it). • Can a broken relationship kill part of a person? • In what way?

47. The Scale Game Learning Intentions • To consider your own experiences of love/Valentine’s Day and your opinions about it. • To see how your experiences and opinions compare with others in the class. • To promote an interesting discussion on the topic of love and St Valentine’s Day.

48. The Scale Game Rules • The right side of the room represents 100% agreement/yes. • The left side of the room represents 100% disagreement/no. • The middle of the room represents a neutral position (undecided/neither agree or disagree). • I will read out various statements. • Decide how you feel about each one and position yourself on the ‘scale’. • You can stand anywhere across the scale. • Be honest!

49. The Scale Game • I look forward to Valentine’s Day. • I value Valentine’s Day. • On Valentine’s Day I want to receive a card and/or present from the object of my affection. • I would give a card and/or present to the object of my affection on Valentine’s Day. • Valentine’s Day represents love and romance which should be valued in our society. • Valentine’s Day is just an opportunity for shops to sell tacky cards and gifts and is meaningless. • Let’s pause and discuss the views of the class.

50. The Scale Game • Romance is important. • Love is important. • Relationships can be perfect. • Honesty is very important in a relationship. • Marriage is important. • Now I understand what the onion represents, I would appreciate it as a gift. Discussion: • What do you think of the views of the class? Has anything surprised you? • Where would the narrator/poet stand on the scale for each of the above? Back Contents