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Copyright © 2003 FRET’s English Teaching Resources, Lesson Plans & Schemes of Work. www.englishteaching.co.uk + www.english-teaching.co.uk

1

SMILE, it’s POETRY S.M.I.L.E. is a good Acronym to help you remember what to look for when investigating poetry.

It stands for:

Structure Meaning Imagery Language Effect

S - STRUCTURE: How is this piece organised? ( How many stanzas/verses) How is the idea developed? (what words or phrases give the images or theme emphasis or clarity) What is the structure? (line length/rhyme scheme? Is there any rhythm/repetition/enjambment?

M – Meaning: What is the poem about? Does it have a message? What is the poet discussing? Is there an overall theme and idea in the poem?

I – IMAGERY: What pictures do you get in your mind when you read the poem? Does the poem contain similes/metaphors or personification? Why do you think the poet has included these images in the poem?

L – LANGUAGE: what words has the poet used to create an image? Are there any complicated words? Is the language simple to understand? Which words and phrases create the images? (Use quotations to prove your point).

E – EFFECT: What is the effect of the poem? What does the poem make you feel/think about? What opinion does it show about the subject? What is the poet trying to say about their subject?


2THE SLAVE TRADE: AN INTRODUCTION.

We are going to look at a number of poems written by people from other cultures. For instance Maya Angelou wrote “And Still I Rise” which contains references to the enslavement of African people. Many black writers come from America, Britain and the British Commonwealth. These writers are linked to our country by history. WHAT IS SLAVERY? Slavery is when one person is owned by another person, in much the same way as a sheep or cow is owned by a farmer. Slave owners were allowed to do precisely as he or she wished with their slave. It was common for slaves to be beaten and starved because they had no legal protection. A slave was not paid for their work and all decisions that a person might make for themselves were taken by the slave owner. Slavery benefited the owners and countries which used it as a method of forced labour. Britain had many links with the slave trade and made substantial profits from it. THE ROMAN AND GREEK EMPIRE Slavery is not a new concept because slavery dates back to 432 B.C. The Greek civilisation was founded due to the use of slaves. The Greek civilisation did not recognise that women were free people. Women were bought and sold according to the wishes of their father or husband. The country you know as Italy was also built by slaves. The population who lived in Italy during the 1st century A.D. were known as the Romans. Like the Greek Empire the Romans used slaves to invade other countries, including Britain. In A.D. 61 slavery was flourishing in Rome. Slaves were bought and sold in market places as if they were animals. The price of a slave depended on his or her skills. A strong, fit, male slave would be valuable to work on his owners’ land, or to join a gang of slaves owned by a contractor who built roads and bridges. Other slaves were used to clean the house, keep the garden tidy, cook the food or help the woman of the house with her make up and dress. EUROPE AND THE SLAVE TRADE Slavery has been used by many countries. Africans made their own prisoners of war slaves and sold them to Arab traders long before the Europeans set foot on African soil. Britain’s involvement in the slave trade did not start until the great explorers started to find new countries. Christopher Columbus discovered the Caribbean islands (West Indies) in 1492. He brought back many items that could be sold in Spain, including a shipload of African slaves. SUGAR PLANTATIONS. In the 16th century Europeans discovered sugar in the Caribbean. Rich people in Britain reacted favourably to the discovery of sugar. It was previously unknown and many households wanted to buy it. Sugar was a luxury item in Britain and it sold for a high price. The Europeans set up huge plantations which needed a workforce. The West Indians had suffered a great famine and needed a source of food. The Europeans “bought” the native people and put them to work on the sugar plantations. The slaves


3worked for 18 hours a day but more slaves were needed. The settlers decided to look to Africa to supply its need for a workforce. In 1660 King Charles II set up a company of merchants to trade with the Africans for slaves. Britain paid the Africans with trinkets and cheap goods in return for slaves. They then transported the slaves to the Caribbean to work on the sugar plantations. The movement of slaves and sugar was also known as “The Golden Triangle”. See illustration below.

1. How did Christopher Columbus help to start the trade in slaves? (2 marks) 2. Can you think of any benefits for a company to use slaves? (2 marks 3. How did the discovery of sugar help to make a profit for Britain? (2 marks) 4. Can you think why the word “golden” was used as a description for the

movement of slaves and sugar? (1 mark)

The Golden Triangle.

America Britain The Caribbean Islands Africa

This picture shows the route sugar took. The slaves were transported from Africa to the Caribbean and back to Britain. THE SLAVE TRADE It was not just the Europeans who enjoyed profits from slave trading. Some Africans set themselves up as slave traders and attacked neighbouring villages in order to capture people to sell to the Europeans. These “slave traders” liked the European rum and the guns which were exchanged for people. By the end of the eighteenth century most of Europe was trading in slaves including: Portugal, France, Holland, Sweden and Denmark. In 1800 Britain transported over half of


4the slave population. British ports such as: Liverpool and Bristol rapidly expanded due to the vast profits which were made from the slave trade. The slaves had no legal rights or legal protection. This meant that they could be beaten, mutilated and killed without any legal protection. When Britain discovered North America (U.S.A.) they discovered cotton. The British set up plantations like they had in the Caribbean and used slave labour to run it. The slaves were transported from Africa to work on the cotton plantations. Back in Britain factories were set up in Lancashire to turn the raw cotton fibres into yarn and then into clothes. Many businesses made a lot of money from selling sugar, tobacco and cotton. The businessmen did not have to pay their workers wages so they could sell their products for almost total profit. The transportation of slaves and cotton was similar to the trade of sugar and slaves.

1. Draw a diagram of the trade in slaves and cotton between Britain, America and Africa . (3 marks)

(Look at the diagram of “The Golden Triangle”. Remember to label your diagram). THE END OF SLAVERY? The abolition of slavery was a long process. Many MPs and powerful men were opposed to the idea of abolishing slavery. British industry benefited from the slave trade. Shipping companies made ships which were designed to transport slaves. The sugar industry was virtually run on slave labour. Slaves were not paid and were forced to work very long hours. The British government feared that businesses would go bankrupt if they had to pay their workers a wage. Many members of parliament owned businesses which were connected with the slave trade and were unwilling to oppose a practice which had made them rich. Finally, in 1807 William Pitt and Charles James Fox presented a bill ( a proposal / suggestion) to parliament that slavery should be abolished. The bill was agreed after much arguing. However, it was not until 1833 that parliament passed another bill which freed the slaves in “The British Empire”. The following questions are designed to make you think. Refer to the text and make sure you give reasons for your answers.

Imagine that you owned a cotton factory.

1). What were the benefits of slavery? 2). Why could slavery be seen as a bad thing? 3). What is your opinion of slavery?


5

TECHNICAL TERMS This is not the complete list, but it will help you to analyse the poems. Make sure that you learn the spellings.

Alliteration: repetition of closely connected words beginning with the same letter, usually a consonant. It is used to highlight the feeling of sound and movement, to intensify meaning, or to bind words together, e.g. "the b urning b ushes" or " S ing a s ong of s ixpence"!

Assonance: repetition of similar or identical vowel sounds in words which follow each other, especially when the vowel is stressed, i.e. "Now as I was young and easy under the apple boughs/ About the lilting house and happy as the grass is green."

Enjambement: a line ending in which the syntax, rhythm and thought are continued and completed in the next line, i.e. "But in contentment I still feel/ the need of some imperishable bliss."

Imagery: use of pictures, figures of speech and description to evoke ideas feelings, objects actions, states of mind etc.

Irony: use of words or phrases that are often sarcastic and or humorous. E.g. it would be ironic for a police officer to be arrested.

Lyric: originally poetry meant to be sung, accompanied by lyre or lute. Now refers to category of poetry that is short, concentrated in expression, personal in its subject matter, and songlike in quality.

Metaphor: like the simile, is based on a point of similarity between two things; but whereas the simile states that one thing is like another, the metaphor identifies them completely. Thus, "the child chattered like a monkey" is a simile, but "that child is a perfect monkey" is a metaphor.

Onomatopoeia: use of words which echo their meaning in sound, e.g. "snap", crackle" and "pop"!

Personification: technique of presenting things which are not human as if they were human, i.e. "The Ballad of John Barleycorn"

Refrain: a recurring phrase or line, especially at the end of a verse, or appearing irregularly throughout a song or poem. It is used to create unity, to accumulate plot and meaning or to maintain rhythm and melody.

Rhyme: The use of words with matching sounds, usually at the end of each line.


6Rhetorical question: A question posed by a writer that remains unanswered OR which is not intended to be answered. For instance, your teachers do not always need an answer when they ask “What are you doing?” It is sometimes a way to stop you doing something.

Similes: compare things which are alike in some respect, although they may be different in their general nature, i.e. "as light as a feather" or "sleeping like a baby". (Also see metaphor.)

Stanza: another word for verse.

Symbol: when a word, phrase or image 'stands for' or evokes a complex set of ideas, the meaning of which is determined by the surrounding context, i.e. the sun can symbolize life and energy, a red rose can symbolize romantic love.

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7

And Still I Rise

You may write me down in history With your bitter, twisted lies,

You may tread me in the very dirt But still, like dust, I'll rise.

Does my sassiness upset you? Why are you beset with gloom?

'Cause I walk like I've got oil wells Pumping in my living room.

Just like moons and like suns, With the certainty of tides,

Just like hopes springing high, Still I'll rise.

Did you want to see me broken? Bowed head and lowered eyes?

Shoulders falling down like teardrops. Weakened by my soulful cries.

Does my haughtiness offend you? Don't you take it awful hard

'Cause I laugh like I've got gold mines Diggin' in my own back yard.

You may shoot me with your words, You may cut me with your eyes,

You may kill me with your hatefulness, But still, like air, I'll rise.

Does my sexiness upset you? Does it come as a surprise

That I dance like I've got diamonds At the meeting of my thighs?

Out of the huts of history's shame I rise

Up from a past that's rooted in pain I rise

I'm a black ocean, leaping and wide, Welling and swelling I bear in the tide.

Leaving behind nights of terror and fear I rise

Into a daybreak that's wondrously clear I rise

Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave.

I rise I rise I rise.

Maya Angelou

Write on this poem to identify and underline any technical devices you find. Use the SMILE criteria.


8

Understanding Poetry You have just read “And Still I Rise” by Maya Angelou. In order to understand a poem you need to look at the techniques an author uses to put across their opinion or thoughts on a particular subject. TASK 1 Using the technical terms sheet re-read the poem and underline all the different technical devices that you can find. TASK 2 Now that you have identified some of the main devices which are used in the poem try and complete this table. Sometimes the device name has been missed or the quotation.

Device Quotation Effect

Rhetorical question Does my sassiness upset you?

To make the reader aware that she is speaking to them.

rhyme

Extension: Continue this table on the other side of this sheet. How many more can you find?


9

“And Still I Rise” Vocabulary List Sassiness Sexy, sexual allure or attractiveness. Beset To have, to have something put upon you ( “beset by gloom” ) To be gloomy. Gloom To feel upset or miserable and never see the positive side of things. Bowed To lower the head or body. To bow. Soulful having or expressing deep feeling. Haughtiness To give an air of being superior to someone else. The

colloquial expression would be to call someone a snob. Welling to swell. Ancestors Ancient relatives of a person. Add any extra words which you do not understand in the space

below.

Word Meaning


10‘And Still I Rise’ by Maya Angelou

Now you have discussed the poem and understand the language and context, consider the following questions. Remember to refer to the text in order to support your answers.

1) Who is rising in the poem? Think about who the poet is and how they might be different to the person they are speaking to. (1 mark)

2) Who do you think the poet is speaking to? (1 mark) 3) Why do you think the poet has written this poem? (2 marks) 4) Look in detail at the third verse. What is the significance of these

comparisons? What is the poet saying to you, the reader? (1 mark) 5) Take a close look at the eighth verse. Put it into your own words. 6) Choose your favourite verse and explain your choice. Study and

write about the language used and the images created. (5 marks)

‘And Still I Rise’ by Maya Angelou

Now you have discussed the poem and understand the language and context, consider the following questions. Remember to refer to the text in order to support your answers.

7) Who is rising in the poem? Think about who the poet is and how they might be different to the person they are speaking to. (1 mark)

8) Who do you think the poet is speaking to? (1 mark) 9) Why do you think the poet has written this poem? (2 marks) 10) Look in detail at the third verse. What is the significance of these

comparisons? What is the poet saying to you, the reader? (1 mark) 11) Take a close look at the eighth verse. Put it into your own words. 12) Choose your favourite verse and explain your choice. Study and

write about the language used and the images created. (5 marks)


11Slavery and The British Empire Vocabulary sheet

Listed below are some words that might be unfamiliar to you. Read the word and the definition.

WORD DEFINITION / MEANING abolition To stop something. E.g. the death penalty

was abolished in the 1960’s

bill A suggestion made to parliament which will be discussed and, possibly, made law.

colony/colonies A colony is a country which is owned by another E.g. One of Britain’s colonies was India.

commercial A business or profit making project.

expansion To expand, make bigger.

exported To sell goods to another country. E.g. America exports jeans to Britain.

imported To buy goods from another country

immigration To enter another country to live.

profit To make money

missionaries

Religious people who try and convert other countries to a particular religious belief. E.G. Christian missionaries went to Africa to try and persuade Africans to follow the Christian faith.

Extension: Which word fits? Copy out the sentences, inserting the appropriate word.

1. A successful company should make a lot of ……………. to pay its employees.

2. People who leave their country of origin to live in a different country are ……………………………. from their country.

3. The use of caning pupils in school has been ………………………. 4. If a person eats too many chocolates they will ……………………… 5. A business could be described as a …………………… venture. 6. Britain once owned Zimbabwe. Zimbabwe was a British ………………. 7. This word describes bringing in products from another country. 8. To sell goods to another country. 9. A group of religious people who try and convince other people of

their beliefs are called?


12

The British Empire

The British Empire was the name given to the United Kingdom when it governed many countries around the world. At its height in the early 1900s, the British Empire Covered over 20 percent of the world’s land area and controlled more than 400 million people. HOW DID IT ALL START? The British Empire was established over the course of three centuries. It began in the late 16th century with chartered commercial ventures in sugar and tobacco plantations, slave trading, and missionary activities in North America and the Caribbean Islands. The sugar and tobacco industry made use of slaves. During the nineteenth century, the British Empire reached the height of its power, ruling over large parts of Africa, Asia, and North America. 1). How long did it take for Britain to establish an Empire? (1 mark) 2). What industry helped to found the British Empire in India? (1 mark) 3). When was the British Empire most successful? (1 mark)

WHY WAS THE EMPIRE USEFUL TO BRITAIN?

An important factor in the first empire was trade. Britain managed to create a system where it exported more goods than it imported. This enabled Britain to make a lot of money from selling its goods abroad. Under this system, colonies were established to increase the wealth of the home country. They were either used as sources of raw materials such as sugar or tobacco, or as markets for products of the home country. The intention was to keep the amount of the home country’s exports higher than the amount of its imports.

♥ What does it mean if you export a product? (1 mark) ♥ What does it mean if you import a product? (1 mark) ♥ Can you think of any benefits for Britain keeping importation low and

exportation high? (2 marks)


13

INDIA

India has always been important to Britain. Have you ever wondered why SO many people from India can speak English?

Britain started to trade with India in the seventeenth century. The English East India Company founded trading posts known as factories at Surat (1612) and Madras (1639). Rapid expansion followed, and in 1690 the company set up a new factory further up the River Hugli, on a site that became Calcutta (now Kolkata). By the early 1800’s The East India Company owned and controlled much of India. Britain now had control of India and it was even ruled by Queen Victoria. During the 19th century, Britain used its strong armies in India to expand into Southeast Asia.

AUSTRALIA

Australia became important to the British, both as a strategic port near East Asia, and as a destination for British convicts. In 1783 a British fleet of convicts was sent to Botany Bay. This resulted in the foundation of Sydney in 1788.

1). How did Britain benefit from owning India? (1 mark)

2). What uses did Britain have for Australia? (2 marks)

SOUTH AFRICA

Britain gained South Africa from the Dutch during the Napoleonic Wars. This allowed the British to establish a strong presence in southern Africa. Thousands of British colonists began to arrive after 1820, and English became the official language in 1822.


14The map below shows the extent of The British Empire. Look carefully at all the countries that Britain governed.

1). Name five countries which Britain has ruled. 5 marks

♥ How did the British Empire benefit Britain? In your answer, use your knowledge of slavery. (5 marks)

The map below shows the extent of The British Empire. Look carefully at all the countries that Britain governed.

1). Name five countries which Britain has ruled. 5 marks

♥ How did the British Empire benefit Britain? In your answer, use your knowledge of slavery. (5 marks)


15

IMMIGRATION BY INVITATION

Immigration to Britain has been affected by both slavery and The British Empire. Britain is a culturally diverse society and it has benefited from new nationalities living here. We have borrowed words, foods, clothing and ideas from other countries

WHO ARE ‘THE BRITISH?’

Many British people attribute their origins to the early invaders: Celts, Vikings, Anglo-Saxons, Normans. Today they call themselves English, Scottish, Irish, or Welsh. Immigration has been an ongoing process for hundreds of years. However, it has become more of a talking point since the decades following the end of World War II in 1945.

IMMIGRATION TO REBUILD A SHATTERED BRITAIN.

After the Second World War Britain had a lot of problems. Many men and women had been killed in the fighting and Britain had suffered severe bombing during the war and many cities needed to be rebuilt. Britain’s new Prime Minster, Clement Atlee, needed to rebuild the country. There were not enough people to fill the vacant jobs. In order to combat this problem Britain invited foreign workers to this country. The government asked the: Chinese, Asian Indians, Pakistanis, Africans, and Caribbean people of African ancestry to come and work in Britain.

THE REALITIES OF IMMIGRATION

However, when the immigrants arrived in Britain they began to face racism. Many immigrants were given low paid jobs which the British public had refused to do. It was not uncommon for immigrants to face prejudice. They were unable to find rented accommodation or even a hotel room! The British public seemed to forget that it had asked them to come here in the first place.

Immigration by invitation still occurs today. The National Health Service has appealed to foreign nationals to come and work in our hospitals because of the lack of British nurses and doctors. Similarly, in 2002, the London borough of Hackney advertised in Australia and Africa for teachers because its schools could not recruit enough staff. Many teachers in the southern hemisphere have migrated to Britain to fill vacancies. It is not just the health service and the education system which lack skilled staff. Many engineers and trades-people, such as electricians and mechanics, are also “imported” from other countries.


16Next time you walk down the high street look at the shops and people. Try to identify the influence of other nationalities. If it wasn’t for immigration you would not be able to enjoy lasagne, pizza, kebabs or a chicken tikka masala!

1. Why did Britain invite immigrants to Britain after the second world war?

2. What problems did the immigrants face? 3. In you opinion, how beneficial is it for Britain to allow

immigration.

(Think about: food, clothing, language, music).


17Presents From my aunt in Pakistan

They sent me a salwar kameez Peacock blue, And another Glistening like an orange split open Embossed slippers, gold and black Points curling Candy-striped glass bangles Snapped, drew blood. Like at school, fashions changed In Pakistan – The salwar bottoms were broad and stiff Then narrow My aunts chose an apple-green sari Silver-bordered For my teens I tried each satin-silken top – Was alien in the sitting room. I could never be as lovely As these clothes – I longed for denim and corduroy. My costume clung to me And I was aflame, I couldn’t rise out of its fire, Half English Unlike Aunt Jamila I wanted my parents’ camel skin lamp – Switching it on in my bedroom, To consider the cruelty And the transformation From camel to shade, Marvel at the colours Like stained glass. My mother cherished her jewellery – Indian gold, dangling, filigree, But it was stolen from our car. The presents were radiant in my wardrobe. My aunts requested cardigans From Marks and Spencers.

My salwar kameez Didn’t impress my schoolfriend Who sat on my bed, asked to see My weekend clothes. But I often admired the mirror-work Tried to glimpse myself in the miniature Glass circles, recall the story How the three of us sailed to England. Prickly heat had me screaming on the way I ended up in a cot In my English grandmother’s dining-room, Found myself alone, Playing with a tin boat. I pictured my birthplace From fifties photographs. When I was older There was a conflict, a fractured land Throbbing through newsprint. Sometimes I saw Lahore – My aunts in shaded rooms, Screened from male visitors, Sorting presents, Wrapping them in tissue. Or there were beggars, sweeper-girls And I was there – Of no fixed nationality, Staring through the fretwork At the Shalimar gardens. Monaza Alvi


18VOCABULARY AND THEMES IN THE POEM.

Moniza Alvi refers to many Pakistani items in her poem. The new words have been explained below. Make sure you refer to this list when you are commenting on the poem.

Salwar Kameez- traditional Pakistani dress. It is made up of a long tunic/top and baggy trousers. This dress is worn by Pakistani women.

Embossed- A pattern which is printed onto clothes. For instance a logo may be embossed on a t-shirt.

Corduroy – A thick material which feels soft to the touch. It is made up of lines of cloth giving it a ridged effect.

Sari - long wrap around cloth worn by many Asian women

Filigree- a detailed pattern which is very complicated.

Fretwork – detailed carving usually made from wood.

Lahore- a city in Pakistan.

Task 2

Using your SMILE worksheet make detailed notes on the poem. You may use coloured pens to underline words and phrases which you think could be important. Next: consider the following questions. Remember to use quotations from the poem and answer in full sentences.

1) From whose viewpoint is this poem written? 1 mark

2) Identify the simile in the first verse. Why has the poet used this simile? 2 marks.

3) Why has the author used an adjective before telling the reader the colour of the clothes? (Peacock blue, apple green) 1 mark

4) Why has the poet used the word “alien” in the second verse?

5) What does “ I could never be as lovely as those clothes” suggest about how the reader views herself? 1 mark.

6) Why does the poet “long for denim and corduroy”? 2 marks

7) How important to the poet are her traditional clothes and what do they remind her of? 2 marks

8) Can you identify any reason for her parents emigrating from Pakistan? (look at the fifth stanza) 1 mark.

9) What does the poet feel about her nationality? 1 mark

10) How does the poet present the image of her nationality in the poem? 5 marks.


19Teacher Notes

Moniza Alvi: Presents from my Aunts in Pakistan

The poem is written in the first person, and is obviously autobiographical - the speaking voice here is really that of the poet.

Moniza Alvi contrasts the exotic garments and furnishings sent to her by her aunts with what she saw around her in her school, and with the things they asked for in return. Alvi also shows a paradox (apparent contradiction), as she admired the presents, but felt they were too exquisite for her, and lacked street credibility. Finally, the presents form a link to an alternative way of life (remote in place and time) which Alvi does not much approve: her aunts "screened from male visitors" and the "beggars" and "sweeper-girls" in 1950s Lahore.

The bright colours of each salwar kameez suggest the familiar notion of exotic clothes worn by Asian women, but the glass bangle which snaps and draws blood is almost a symbol of how her tradition harms the poet - it is not practical for the active life of a young woman in the west. In a striking simile the writer suggests that the clothes showed her own lack of beauty: "I could never be as lovely/as those clothes". The bright colours suggest the clothes are burning: "I was aflame/I couldn't rise up out of its fire", a powerful metaphor for the discomfort felt by the poet, who "longed/for denim and corduroy", plainer but comfortable and inconspicuous. Also she notes that where her Pakistani Aunt Jamila can "rise up out of its fire" - that is, look "lovely" in the bright clothes - she (the poet) felt unable to do so, because she was "half-English". This may be meant literally (she has an English grandmother) or metaphorically, because she is educated in England. This sense of being between two cultures is shown when the "school friend" asks to see Moniza Alvi's "weekend clothes" and is not impressed. The school friend’s reaction also suggests that she has little idea of what her friend, a young Pakistani woman is, and is not, allowed to do at weekends, despite living in Britain.

The idea of living in two cultures is seen in the voyage, from Pakistan to England, which the poet made as a child and which she dimly recalls. This is often a symbol of moving from one kind of life to another.


20

Telephone Conversation

The price seemed reasonable, location Indifferent. The landlady swore she lived

Off premises. Nothing remained But self-confession. "Madam," I warned, "I hate a wasted journey--I am African."

Silence. Silenced transmission of Pressurized good-breeding. Voice, when it came,

Lipstick coated, long gold-rolled Cigarette-holder pipped. Caught I was foully.

"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT OR VERY DARK?" Button B, Button A.* Stench

Of rancid breath of public hide-and-speak. Red booth. Red pillar box. Red double-tiered Omnibus squelching tar. It was real! Shamed

By ill-mannered silence, surrender Pushed dumbfounded to beg simplification.

Considerate she was, varying the emphasis-- "ARE YOU DARK? OR VERY LIGHT?" Revelation came.

"You mean--like plain or milk chocolate?" Her assent was clinical, crushing in its light

Impersonality. Rapidly, wave-length adjusted, I chose. "West African sepia"--and as afterthought, "Down in my passport." Silence for spectroscopic Flight of fancy, till truthfulness clanged her accent

Hard on the mouthpiece. "WHAT'S THAT?" conceding "DON'T KNOW WHAT THAT IS." "Like brunette."

"THAT'S DARK, ISN'T IT?" "Not altogether. Facially, I am brunette, but, madam, you should see The rest of me. Palm of my hand, soles of my feet

Are a peroxide blond. Friction, caused-- Foolishly, madam--by sitting down, has turned

My bottom raven black--One moment, madam!"--sensing Her receiver rearing on the thunderclap

About my ears--"Madam," I pleaded, "wouldn't you rather See for yourself?"

Wole Soyinka

(b.1934)


21Create a Character Profile

You have just read “telephone Conversation” by Wole Soyinka. The reader gains specific information about how the landlady looks.

Task: Draw the landlady in the space below. Remember to refer to the poem to gain specific information. You need to label your drawing and be able to explain why you have made her look a certain way. You might also divide up her brain to explain her opinions and personality.

THE LANDLADY

Do you think that Soyinka is giving a favourable impression of the landlady? Explain your answer. (3 marks)

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22“TELEPHONE CONVERSATION” ACTIVITIES.

TASK 1

You have just read “Telephone Conversation” by Wole Soyinka. In order to understand the two characters in the poem divide up the poem into: the person who wrote the poem and the landlady. Use highlighters to mark who speaks which part.

Vocabulary

Location- a place E.g. the location of the house was very convenient for getting to school.

Rancid- foul, bacteria filled, bad smelling.

Omnibus- an old fashioned bus usually double-decker.

Dumbfounded- completely unable to respond to someone, struck dumb

Clinical- cold and sterile reaction. Displays no emotion

Spectroscopic- many colours a spectrum of colours.

Peroxide- the chemical used to dye hair and clothes it is a form of bleach.

Assent- agreement, to agree.

Sepia - a brownish grey to dark olive brown colour

Friction- when two objects rub against one another usually causing heat and discomfort.

For instance new shoes can cause friction when worn for the first time. Friction can

cause blisters.

TASK 2

Now that you have divided up the poem, read the poem again with your partner. One person should be the landlady and one person the speaker.

Once you have read the poem consider your response to these questions. Discuss your response with your partner. Jot down your responses so you can share them later in the lesson.

1). Why do you think the speaker admitted to his colour at the start of the poem?

2). What do you think the speaker thinks about the landlady? (Remember that the narrator or “voice” in a poem does not have to be the poet him/herself.)

3). What do you think Soyinka, the poet, thinks of the landlady, or people like her? What clues does the poem give us?

When you have discussed these questions join up with another pair to compare and discuss your answers.

Consider: Does the other pair have different answers to you?

How are their responses similar or different? Can you accept/understand any differences in opinion?


23Blues

Those five or six young guys

lunched on the stoop that oven-hot summer night

whistled me over. Nice and friendly. So, I stop.

MacDougal or Christopher Street in chains of light.

A summer festival. Or some saint's. I wasn't too far from

home, but not too bright for a nigger, and not too dark.

I figured we were all one, wop, nigger, jew,

besides, this wasn't Central Park. I'm coming on too strong? You figure

right! They beat this yellow nigger black and blue.

Yeah. During all this, scared

in case one used a knife, I hung my olive-green, just-bought

sports coat on a fire plug. I did nothing. They fought

each other, really. Life gives them a few kicks,

that's all. The spades, the spicks.

My face smashed in, my bloody mug pouring, my olive-branch jacket saved

from cuts and tears, I crawled four flights upstairs.

Sprawled in the gutter, I remember a few watchers waved

loudly, and one kid's mother shouting like "Jackie" or "Terry,"

"now that's enough!" It's nothing really.

They don't get enough love.

You know they wouldn't kill you. Just playing rough,

like young Americans will. Still it taught me something about love. If it's so tough,

forget it.

DEREK WALCOTT


24“Blues” by Derek Walcott

1. How does Walcott show that he is unguarded in the first verse? (1 mark)

2. What does Walcott mean when he says “not too bright for a nigger, and

not too dark.” ? (2 marks)

3. What does Walcott notice about the other boys? (3 marks)

4. What is the significance of the word “yellow” in the second verse?

5. How does Walcott refer to his face in the forth verse?

6. Why might Walcott think that the boys were fighting each other?

7. Find four examples of slang (non-standard English) in the poem. How does

this choice of vocabulary add to the effect of the poem?

8. Why do you think that Walcott chose this particular title?

9. What do you think Walcott thinks of his attackers? (5 marks)

10. What has Walcott learnt about life in this poem?

“Blues” by Derek Walcott

1. How does Walcott show that he is unguarded in the first verse? (1

mark)

2. What does Walcott mean when he says “not too bright for a nigger,

and not too dark.” ? (2 marks)

3. What does Walcott notice about the other boys? (3 marks)

4. What is the significance of the word “yellow” in the second verse?

5. How does Walcott refer to his face in the forth verse?

6. Why might Walcott think that the boys were fighting each other?

7. Find four examples of slang (non-standard English) in the poem. How

does this choice of vocabulary add to the effect of the poem?

8. Why do you think that Walcott chose this particular title?

9. What do you think Walcott thinks of his attackers? (5 marks)

10. What has Walcott learnt about life in this poem?


25

STUDYING A POEM INDEPENDENTLY

You have just been given a poem which you have not seen before. Remembering everything you have been taught about how to study a poem, annotate the poem and then answer the questions. Try following this structure to help you understand the poem.

1) Read the poem. You should read it at least twice. 2) Using your SMILE and the technical terms sheet, start to make

notes on your A3 paper. Remember to underline the images words and phrases which fit the criterion.

Main task:

Now that you have successfully investigated the poem consider the following question.

Choose two poems to study.

How are cultural differences presented in the poems?

You responses will be different depending on which poems you choose but your plan could look something like this.

Paragraph 1 – Introduce the two poems you are comparing and how the poet shows that they feel torn between two cultures, OR show how the poet feels that he/she has suffered racism. Remember this is only an introduction and should you should not go into great detail.

Paragraph 2- focus on one poem and introduce how the poet feels that they are different. Use a quotation and comment on how it shows the reader how the poet is feeling.

Paragraph 3- Focus on the other poem and present how the poet feels and the subject matter. . Use a quotation and comment on how it shows the reader how the poet is feeling.

Paragraph four- What techniques have the poet’s employed to make the reader understand the issue?

Paragraph five- ten Compare both the poems. How do they use rhythm/rhyme/alliteration/assonance/onomatopoeia/vocabulary metaphor and simile.

Paragraph eleven- How do the poets present their cultural identity? How do they show that they are different to the British people?

Paragraph twelve- Conclusion, which poem is most successful and why?


26

STUDYING A POEM INDEPENDENTLY

You have just been given a poem which you have not seen before. Remembering everything you have been taught about how to study a poem, annotate the poem and then answer the questions. Try following this structure to help you understand the poem.

1) Read the poem. You should read it at least twice.

2) Using your SMILE and the technical terms sheet, start to make notes on your A3 paper. Remember to underline the images words and phrases which fit the criterion.

Main task:

Now that you have successfully investigated the poem consider the following questions.

1. Why does Walcott refer to himself as a nigger? (1 mark)

2. What is Walcott scared of in the third verse? (1 mark)

3. Who is Walcott referring to when he states “they don’t get enough love”? (1 mark)

4. What is Walcott saying about love in the last verse and why do you think he being so hard? (3 marks)

Now consider:

Which two poems were your favourites? What did you think of them and what techniques did they use to interest you as a reader? 5 marks

You should comment on:

• the meaning of each poem; • how they were different compared with each other; • the use of rhyme or repetition; • what words or phrases you particularly liked.


27

Technical Terms Bingo

In the blank squares, write down as many technical terms as you can remember. Write them in the spaces but in no particular order.

------------------------------------------------------------------------------------------

Technical Terms Bingo

In the blank squares, write down as many technical terms as you can remember. Write them in the spaces but in no particular order.

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