|
Post by awaddell on Oct 23, 2013 14:59:39 GMT
Valentine 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 a 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 Widely-taught and much-loved Explores different stages of modern relationships Extended metaphor of the onion First-person/Duffy’s experienceStart-up Questions What are the connotations of Valentine’s Day? What are the connotations of an onion? What are Duffy’s reasons for comparing her love to an onion? SummaryIn this intense love poem Duffy rejects the traditional symbols of love, such as 'red roses' or 'satin hearts' in favour of 'an onion'. She views these as empty gestures of love. Instead she tells her lover, and the reader, that her love is more original, honest and true. She shows her wit and poetic cleverness by managing to keep the extended metaphor of the onion being like her love going throughout the poem. Turns an ordinary object, the 'onion‘, into an unusual symbol of love. In a way she makes it seem a more appropriate symbol than traditional Valentine gifts. StructureLines, form and order.Length- some quite short lines for impact. They’re quite simple too in order to convey plain verity (truthfulness) Caesura – a dramatic pause using punctuation. This works well with present tense (immediacy) Repetition – to reinforce, emphasise a point Anaphora – a type of repetition, same start to lines Enjambment – when lines run onto one another without a full stop at the end of them. Helps it flow or mixes it up and changes the rhythm (free-verse = no rhyme) Attachments:
|
|
|
Post by awaddell on Oct 23, 2013 15:04:59 GMT
Power Point Valentine to Anne Hathaway Attachments:
|
|
|
Post by awaddell on Oct 23, 2013 15:06:54 GMT
Power Point Mrs Midas to Originally Revision tables Additional Notes Attachments:
|
|
|
Post by awaddell on Oct 24, 2013 8:04:07 GMT
Revising Links 1. In order to identify the similarities between the six poems, you must first identify the main concerns/ideas of each poem. Example: Mrs Midas: Marraige/Separation, greed, change and relationships. 2. Do this for the six poems. 3. Colour code words which relate to more than one poem. 4. Create a simple table or mind map to clearly illustrate these similarities. Example:Idea Relationship Separation Loss Hatred Change Poem V YES YES H AH YES M.M WP O 5. Write out the similarities under each poem. Example:Anne Hathaway 1. Valentine - deals with the positive side of love, e.g. passion and longevity. 2. 3. 4. Get revising! The prelim is less than 70 school days!
|
|
|
Post by awaddell on Jan 23, 2014 15:02:12 GMT
OriginallyWe came from our own country in a red room which fell through the fields, our mother singing our father’s name to the turn of the wheels. My brothers cried, one of them bawling, Home, Home, as the miles rushed back to the city, the street, the house, the vacant rooms where we didn’t live any more. I stared at the eyes of a blind toy, holding its paw. All childhood is an emigration. Some are slow, leaving you standing, resigned, up an avenue where no one you know stays. Others are sudden. Your accent wrong. Corners, which seem familiar, leading to unimagined pebble-dashed estates, big boys eating worms and shouting words you don’t understand. My parents’ anxiety stirred like a loose tooth in my head. I want our own country, I said. But then you forget, or don’t recall, or change, and, seeing your brother swallow a slug, feel only a skelf of shame. I remember my tongue shedding its skin like a snake, my voice in the classroom sounding just like the rest. Do I only think I lost a river, culture, speech, sense of first space and the right place? Now, Where do you come from? strangers ask. Originally? And I hesitate. by Carol Ann DuffyBackgroundDuffy’s personal experience of moving from Scotland to England. Examines problems of original identity as people mature. Identity as state of mind rather than geographical location. Childhood to adulthood also analysed as state of transition. Structure3 Stanza 8 lines each = octets Free-verse, some internal rhyme. TechniquesAlliteration Sibilance Repetition Caesura Metaphor Simile Rhetorical Question Word Choice Helpful links:www.g08english.com/wp-content/uploads/2013/07/Originally-annotated.pdfwww.poetrybyheart.org.uk/poems/originally/phshigher.wikispaces.com/Carol+Ann+DuffyMain ideas:Personal Experience Identity Change Growing up Memory
|
|
|
Post by awaddell on Jan 24, 2014 8:04:09 GMT
Stanza 1
We came from our own country in a red room
1. Alliteration of "r" could echo the sound of a car engine. 2. "Red room" could arguably be a) a metaphor for the car or b) the description of a train's interior. 3. "red" - connotations of anger - she doesn't want to move 4. "We" - sense of family. 5. "our" - sense of ownership and belonging.
which fell through the fields, our mother singing
1."Fell" - negative 2. "Fell through fields" - alliteration emphasises harsh, forceful nature of having to move. Childhood image of watching the moving landscape from the window which we can relate to. 3. "mother singing" - happiness, eager to move, trying to cheer up others
our father’s name to the turn of the wheels.
1.Sense of family.
My brothers cried, one of them bawling, Home,
1. "brothers cried" - contrast in feelings, not wanting to leave, sadness.
TBC...
Home, as the miles rushed back to the city, the street, the house, the vacant rooms where we didn’t live any more. I stared at the eyes of a blind toy, holding its paw.
|
|
|
Post by awaddell on Jan 31, 2014 12:33:48 GMT
Question: Choose another poem by Carol Ann Duffy that effectively builds the character of the speaker.
Havisham Building the character of the speaker: Dickens’ Havisham in a Dramatic Monolgue.
1. Bitter Bitter at the man who left her at the altar. “Beloved sweetheart bastard” Alliteration of ‘b’ is harsh. Use of profanity to express anger.
2. Twisted. She wished for his dead body and the honeymoon they never had. Give me a male corpse for a long slow honeymoon. Pain emphasised by word choice of “slow” and “long”
3. Rejected She was rejected by the man she loved as he abandoned on her wedding day.. “the dress/yellowing, trembling if I open the wardrobe” She roams from room to room in her torn and discoloured wedding dress.
4. Grief-stricken. “the heart that b-b-b-breaks” Disjointed word, repetition of “b” illustrates her breaking heart.
POINT EVIDENCE EXPLANATION X4 = 8 marks
|
|
|
Post by awaddell on Jan 31, 2014 12:35:19 GMT
Final Question
There are a few possibilities.
You may get a question that asks you to: 1. Link the poem you have just answered questions about with another Duffy poem. 2. Link to 2 other poems. 3. You may get asked to write about an aspect of one another poem and not link it with the one on the paper.
How to Answer 1. Link 3-4 main ideas to another poem with evidence and clear explanations. 2. Link 2 different main ideas from two other poems with evidence and a clear explanations. 3. Discuss an aspect of one other poem in depth, e.g. Character of speaker, effective opening, ending…
|
|
|
Post by awaddell on Jan 31, 2014 12:37:23 GMT
Originally
Changing Emotions of Characters
PARENTS - Happy mother to... Both parents apprehensive/worried “My parents’ anxiety stirred like a loose tooth...
DUFFY - Upset to concerned This affected her. ...in my head.”
BROTHERS Brother fits in after being upset, remember "bawling" “seeing your brother swallow a slug” With other boys “ big boys eating worms and shouting words you don’t understand.”
DUFFY Losing Scottish identity, becoming English “I remember my tongue shedding its skin like a snake, my voice in the classroom sounding just like the rest.”
Still unsure about who she is, and what's left of what she was. “I lost a river, culture, speech, sense of first space and the right place?”
|
|
|
Post by awaddell on Jan 31, 2014 12:38:24 GMT
Best of luck for Monday!
|
|
|
Post by Chris Pearson on Feb 2, 2014 12:35:26 GMT
Hi mr Waddell, is originally the main poem we should be revising?
|
|
|
Post by awaddell on Feb 2, 2014 14:51:29 GMT
I cannot say, Chris. Learn 4 quotations for each poem and you'll be in a good position.
Best of luck, Mr W
|
|
|
Post by awaddell on Mar 20, 2014 8:13:50 GMT
|
|
|
Post by awaddell on Apr 9, 2014 10:53:49 GMT
Notes on Havisham adapted from Uiversal Teacher
Havisham – Additional Notes This poem is a monologue spoken by Miss Havisham, a character in Dickens' Great Expectations. Jilted by her scheming fiancé, she continues to wear her wedding dress and sit amid the remains of her wedding breakfast for the rest of her life, while she plots revenge on all men. She hates her spinster state - of which her unmarried family name constantly reminds her (which may explain the choice of title for the poem). She begins by telling the reader the cause of her troubles - her phrase “beloved sweetheart bastard” is a contradiction in terms (called an oxymoron). She tells us that she has prayed so hard (with eyes closed and hands pressed together) that her eyes have shrunk hard and her hands have sinews strong enough to strangle with - which fits her murderous wish for revenge. Miss Havisham is aware of her own stink - because she does not ever change her clothes nor wash. She stays in bed and screams in denial. At other times she looks and asks herself “who did this” to her? She sometimes dreams almost tenderly or erotically of her lost lover, but when she wakes the hatred and anger return. Thinking of how she “stabbed at the wedding cake” she now wants to work out her revenge on a “male corpse” - presumably that of her lover. The poem is written in four stanzas which are non-rhyming. Many of the lines run on (enjambment), and the effect is like normal speech. The poet • uses many adjectives of colour - “green”, “puce”, “white” and “red” and • lists parts of the body “eyes”, “hands”, “tongue”, “mouth”, “ear” and “face”. Sometimes the meaning is clear, but other lines are more open - and there are hints of violence in “strangle”, “bite”, “bang” and “stabbed”. It is not clear what exactly Miss Havisham would like to do on her “long slow honeymoon”, but we can be sure that it is not pleasant.
Questions 1. Why does the poet omit Miss Havisham's title and refer to her by her surname only? 2. Why does the poet write “spinster” on its own? What does Miss Havisham think about this word and its relevance to her? 3. What is the effect of “Nooooo” and “b-b-breaks”? Why are these words written in this way? 4. What is the meaning of the image of “a red balloon bursting”? 5. How far does the poet want us to sympathize with Miss Havisham?
UniversalTeacher
|
|
|
Post by guvzz on Apr 15, 2014 15:08:57 GMT
Me Waddell, see all the notes on the poems you gave us at the revision class, I have left them in your room after the fire alarm went off! When will be the next best time to get them? Or will I just have to wait until we come back to school.?
|
|