Year 9 Unit 2: Poetry

  1. Beginning Poetry
  2. Reading and Reflecting
  3. Writing about poetry
  4. Storm on the Island
  5. Extended metaphors
  6. Rhythm and Rhyme
  7. Climbing my Grandfather
  8. Reading Respite
  9. Writing about Climbing My Grandfather
  10. Reading 'The Prelude'
  11. Analysing The Prelude
  12. Drawing comparisons
  13. Reading Respite
  14. Context of Kamikaze
  15. Reading Kamikaze

Beginning Poetry

LO: To consider how we can first approach new poems

What do you think this quotations is saying about poetry?
I think Eliot is suggesting that poetry is...

“Genuine poetry can communicate before it is understood.”

T.S. Eliot

Finish your DIRT redraft for homework (I will add you to our Teams page)

So what is poetry?

Poetry is...

Using the A3 sheet, brainstorm some ideas about what poetry means to you

  • Why do people write it?
  • Do you like it, not like it? Why?
  • Can you remember any poems?
  • Should we study it at all?
  • What makes a good poem? What makes a bad one?

Reading and Reflecting

LO: To consider how we can first approach poems

Re-read your notes from last lesson. What was the most interesting idea you wrote down?

Should we study poetry at school?

Preparing for reflections

Copy this reflection grid into your book, leaving plenty of space to fill it in.

Reflection Grid
📝 I think the poem describes...
...
💭 I think the poem is about...
...
❓ I would ask the poet...
...
🕰️ This poem reminds me of...
...

Ozymandias

I met a traveller from an antique land,
Who said—“Two vast and trunkless legs of stone
Stand in the desert. . . . Near them, on the sand,
Half sunk a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed;
And on the pedestal, these words appear:
My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!
Nothing beside remains. Round the decay
Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.”

Writing about poetry

Finish the sentence: Ozymandias is a poem which describes...

What emotion does Shelley want to capture in his poem?

Ozymandias

I met a traveller from an antique land,
Who said—“Two vast and trunkless legs of stone
Stand in the desert. . . . Near them, on the sand,
Half sunk a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed;
And on the pedestal, these words appear:
My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!
Nothing beside remains. Round the decay
Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.”

Writing about the poem

How does the poet explore the idea of memory in the poem Piano?

  • Point
  • Evidence
  • Technique
  • Analysis & Effect
  • Link

Storm on the Island

LO: To use our analysis skills to understand how poets create atmosphere

Write three sentences describing what it was like to be in Dubai during the rainstorms earlier in the year.

How would you describe it to someone who'd never seen rain?

Preparing to read

  • Seamus Heaney was an Irish poet
  • He grew up in the countryside
  • Lots of his poems are about humans interacting with nature
Reflection Grid
📝 I think the poem describes...
...
💭 I think the poem is about...
...
❓ I would ask the poet...
...
🕰️ This poem reminds me of...
...

Storm on the Island, by Seamus Heaney

We are prepared: we build our houses squat,
Sink walls in rock and roof them with good slate.
The wizened earth had never troubled us
With hay, so as you can see, there are no stacks
Or stooks that can be lost. Nor are there trees
Which might prove company when it blows full
Blast: you know what I mean - leaves and branches
Can raise a chorus in a gale
So that you can listen to the thing you fear
Forgetting that it pummels your house too.
But there are no trees, no natural shelter.
You might think that the sea is company,
Exploding comfortably down on the cliffs
But no: when it begins, the flung spray hits
The very windows, spits like a tame cat 
Turned savage. We just sit tight while wind dives
And strafes invisibly. Space is a salvo.
We are bombarded by the empty air.
Strange, it is a huge nothing that we fear

Extended metaphors

LO: to consider how poets can use images to aid their description

Copy down your favourite line from yesterday's poem. Why did you like it?

Which is the cleverest line in the poem?

Extending the metaphors

An extended metaphor is used by a poet to compare their subject to something else, linking together different points of comparison

Find and write down all the extended metaphors being used in this poem to compare the storm to a war.

Why is a war an appropriate metaphor to compare to a storm?

...Nor are there trees
Which might prove company when it blows full
Blast: you know what I mean - leaves and branches
Can raise a chorus in a gale
So that you can listen to the thing you fear
Forgetting that it pummels your house too.
But there are no trees, no natural shelter.
You might think that the sea is company,
Exploding comfortably down on the cliffs
But no: when it begins, the flung spray hits
The very windows, spits like a tame cat 
Turned savage. We just sit tight while wind dives
And strafes invisibly. Space is a salvo.
We are bombarded by the empty air.
Strange, it is a huge nothing that we fear

Picking our own

Think back to the storms we had earlier in the year

Decide on a metaphor you are going to use to compare the storm to.
I am going to compare the storm to..., because...

It could be...

  • an animal 🐺
  • a person 👩
  • a place 🎪
  • an experience 🛬
  • ...anything!

Pick three, and explain which is most appropriate and why

Plenary: Writing our own version

Now, write your own version of the poem, entitled Storm in the City.
Use your extended metaphor to make it believable

Add in descriptions using the Five Senses!

Rhythm and Rhyme

LO: to consider how poets can use rhythm to enhance their poetry

Finish off your description from Friday's lesson

What do we mean when we say 'rhythm'?

The Context

Take notes of the below, before we read the poem

  • In 1854, Britain was at war with Russia for control of Crimea
  • One of the bloodiest battles of the war took place at Balaclava
  • During the battle, a group of cavalry - soldiers on horses - were accidentally sent to charge at Russian cannon
  • This group was called The Light Brigade
  • The poet, Alfred Lord Tennyson, was appointed Poet Laureate in 1850
  • Usually wrote on themes such as bravery, duty, and the tragic consequences of war
  • Tennyson wrote the poem shortly after the battle

The Battle

  • The Brigade was ordered to charge down a valley
  • At one end of the valley was a collection of big Russian guns and cannon
  • The guns fired at the Brigade as they charged, killed hundreds of them
  • The order had been a mistake
Reflection Grid
📝 I think the poem describes...
...
💭 I think the poem is about...
...
❓ I would ask the poet...
...
🕰️ This poem reminds me of...
...

Charge of the Light Brigade

I
Half a league, half a league,
Half a league onward,
All in the valley of Death
   Rode the six hundred.
“Forward, the Light Brigade!
Charge for the guns!” he said.
Into the valley of Death
   Rode the six hundred.  
II
“Forward, the Light Brigade!”
Was there a man dismayed?
Not though the soldier knew
   Someone had blundered.
   Theirs not to make reply,
   Theirs not to reason why,
   Theirs but to do and die.
   Into the valley of Death
   Rode the six hundred.
III
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
   Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of hell
   Rode the six hundred.

Climbing my Grandfather

LO: To consider how poets can use extended metaphors to get their ideas across

Think of phrases you could use to describe a mountain

Add descriptions of climbing that mountain.

Remembering: extended metaphors

What was the extended metaphor in Storm on the Island? Why did Seamus Heaney use it? What did it make us think about the storm?

Climbing my Grandfather

I decide to do it free, without a rope or net.
First, the old brogues, dusty and cracked;
an easy scramble onto his trousers,
pushing into the weave, trying to get a grip.
By the overhanging shirt I change
direction, traverse along his belt
to an earth-stained hand. The nails
are splintered and give good purchase,
the skin of his finger is smooth and thick
like warm ice. On his arm I discover
the glassy ridge of a scar, place my feet
gently in the old stitches and move on.

At his still firm shoulder, I rest for a while
in the shade, not looking down,
for climbing has its dangers, then pull
myself up the loose skin of his neck
to a smiling mouth to drink among teeth.
Refreshed, I cross the screed cheek,
to stare into his brown eyes, watch a pupil
slowly open and close. Then up over
the forehead, the wrinkles well-spaced
and easy, to his thick hair (soft and white
at this altitude), reaching for the summit,
where gasping for breath I can only lie
watching clouds and birds circle,
feeling his heat, knowing
the slow pulse of his good heart.

Reading Respite

Take your newly-borrowed reading book out of your bag, and start reading.

Why?

Reading for 20 minutes a day, every day, will help you build your vocabulary and become a more confident English student.
You can read...

  • 5,000 words in 20 minutes
  • 35,000 words a week
  • nearly 2 million words a year!

The Science of Reading

Writing about Climbing My Grandfather

Why do you think the poet picked a mountain to compare to his grandfather?

Writing about the poem

How does the poet explore his feelings about his Grandfather in the poem?

  • Point
  • Evidence
  • Technique
  • Analysis & Effect
  • Link

Reading 'The Prelude'

Write down your earliest childhood memory. Is it happy, sad, random?

Are we shaped more by the things we remember, or the things we forget?

Meeting William Wordsworth

  • Most important poet of the late 18th/early 19th centuries
  • Helped create the Romantic Movement: poetry and art interested in our connection to nature
  • Grew up and lived in the Lake District: a mountainous, rural part of northern England with many lakes and rivers

“Poetry is the spontaneous overflow of powerful feelings... emotion recollected in tranquility.”

William Wordsworth, Lyrical Ballads, 1798

Note down this information, and Wordsworth's quotation

Based on this, what do you think today's poem might be about?

Preparing to reflect

Copy the reflection grid into your book, ready to fill in for when we start reading

Reflection Grid
📝 I think the poem describes...
...
💭 I think the poem is about...
...
❓ I would ask the poet...
...
🕰️ This poem reminds me of...
...

Setting the scene

  • The poem we are about to read comes from a book-length poem called 'The Prelude'
  • The book is all about Wordsworth's memories of growing up surrounded by nature
  • In this section, the child Wordsworth has just stolen a boat, and is rowing out into the lake at night...

From The Prelude

The moon was up, the Lake was shining clear
Among the hoary mountains; from the Shore
I push'd, and struck the oars and struck again
In cadence, and my little Boat mov'd on
Even like a Man who walks with stately step
Though bent on speed. It was an act of stealth
And troubled pleasure; not without the voice
Of mountain-echoes did my Boat move on,
Leaving behind her still on either side
Small circles glittering idly in the moon,
Until they melted all into one track
Of sparkling light. A rocky Steep uprose
Above the Cavern of the Willow tree
And now, as suited one who proudly row'd
With his best skill, I fix'd a steady view
Upon the top of that same craggy ridge,
The bound of the horizon, for behind
Was nothing but the stars and the grey sky.
She was an elfin Pinnace; lustily
I dipp'd my oars into the silent Lake,
And, as I rose upon the stroke, my Boat
Went heaving through the water, like a Swan;
When from behind that craggy Steep, till then
The bound of the horizon, a huge Cliff,
As if with voluntary power instinct,
Uprear'd its head. I struck, and struck again
And, growing still in stature, the huge Cliff
Rose up between me and the stars, and still,
With measur'd motion, like a living thing,
Strode after me. With trembling hands I turn'd,
And through the silent water stole my way
Back to the Cavern of the Willow tree.

Analysing The Prelude

Pick three quotations that describe nature in the poem. Copy them down in a list.

What is the overall emotion that Wordsworth wants us to take away?

Brainstorming the question

How does the poet present nature in The Prelude?

With the person next to you, finish these three sentences:
The poet presents nature as being...
He also shows nature as being...
Finally, we also see that nature is...

  • Some words you may want to consider: scary powerful calming dangerous sinister controlling impressive mighty sympathetic human-like

Writing about the poem

How does the poet present nature in The Prelude?

  • Point
  • Evidence
  • Technique
  • Analysis & Effect
  • Link

Drawing comparisons

Write a list of all the poems we've read so far, and include a one sentence summary for each.

  1. Ozymandias - the poet describes a ruined statue in the desert

Suggest another poem for us to read

Making connections

In pairs, use the A3 sheets to brainstorm ways in which the poems can be compared. Think about...

  • Language used
  • Ideas explored
  • Themes
  • Rhythm and structure

Try to colour code your ideas!

Reading Respite

Take your reading book out of your bag, and start reading.

Why?

Reading for 20 minutes a day, every day, will help you build your vocabulary and become a more confident English student.
You can read...

  • 5,000 words in 20 minutes
  • 35,000 words a week
  • nearly 2 million words a year!

The Science of Reading

Completing comparisons

In pairs, use the A3 sheets to brainstorm ways in which the poems can be compared. Think about...

  • Language used
  • Ideas explored
  • Themes
  • Rhythm and structure

Try to colour code your ideas!

Context of Kamikaze

LO: To consider how context can shape our understanding of a poem

Why is it helpful to understand the context of a poem? Write down three reasons

What context would someone need to know about you if you wrote a poem?

Context questions

Read the fact file and answer these questions

  1. What does "kamikaze" mean in Japanese?
  2. During which time period did kamikaze pilots operate in World War II?
  3. Why did the Japanese military develop the kamikaze strategy?
  4. What key characteristics defined a kamikaze mission?
  5. Describe the training process for kamikaze pilots.
  6. Who was Lieutenant Yukio Seki?
  7. What age were many kamikaze pilots?
  8. How did the Allies respond to kamikaze attacks as the war progressed?

Why might it be important to learn about the stories of kamikaze pilots? What does it teach us about war?

  1. What does "kamikaze" mean in Japanese? It means "divine wind."

  2. During which time period did kamikaze pilots operate in World War II? From 1944 to 1945.

  3. Why did the Japanese military develop the kamikaze strategy? To counteract severe losses in the war.

  4. What key characteristics defined a kamikaze mission? They were suicide missions targeting enemy ships.

  5. Describe the training process for kamikaze pilots Pilots underwent rigorous training, focusing on flying skills and psychological readiness.

  6. Who was Lieutenant Yukio Seki? He was a kamikaze pilot known for crashing into the USS Essex.

  7. What age were many kamikaze pilots? They were often in their late teens or early twenties.

  8. How did the Allies respond to kamikaze attacks as the war progressed? They developed better strategies and technology to counteract them.

Writing Predictions

The poem we are looking at tomorrow is titled Kamikaze.

Here are the opening lines:

Her father embarked at sunrise
with a flask of water, a samurai sword
in the cockpit

Make a prediction about...

  • What the poem will describe
  • What the big ideas and themes of the poem will be
  • What you think the message of the poet will be

Reading Kamikaze

LO: to consider how the poet conveys ideas around the topic through poetry

Note down the keywords:

  • honour ~~ good character and reputation; highly respected
  • shame ~~ loss of honour or respect
  • shun ~~ persistently avoid or reject something/someone
  • poignant ~~ evoking sadness or regret

Without looking at your notes, write down three things you remember about Kamikaze pilots in the Second World War

Why might someone volunteer to be a Kamikaze pilot?

                     KAMIKAZE 

Her father embarked at sunrise
with a flask of water, a samurai sword
in the cockpit, a shaven head
full of powerful incantations
and enough fuel for a one-way
journey into history

but half way there, she thought,
recounting it later to her children,
he must have looked far down
at the little fishing boats
strung out like bunting
on a green-blue translucent sea

and beneath them, arcing in swathes
like a huge flag waved first one way
then the other in a figure of eight,
the dark shoals of fishes
flashing silver as their bellies
swivelled towards the sun
and remembered how he
and his brothers waiting on the shore
built cairns of pearl-grey pebbles
to see whose withstood longest
the turbulent inrush of breakers
bringing their father’s boat safe
-- yes, grandfather’s boat -- safe
to the shore, salt-sodden, awash
with cloud-marked mackerel,
black crabs, feathery prawns,
the loose silver of whitebait and once
a tuna, the dark prince, muscular, dangerous.

And though he came back
my mother never spoke again
in his presence, nor did she meet his eyes
and the neighbours too, they treated him
as though he no longer existed,
only we children still chattered and laughed

till gradually we too learned
to be silent, to live as though
he had never returned, that this
was no longer the father we loved.
And sometimes, she said, he must have wondered
which had been the better way to die.

Comprehension questions

Try to answer each of these questions with one sentence

  1. Why do you think the pilot only had "enough fuel for a one way journey"?
  2. What does the phrase "into history" make you think about this journey?
  3. Zooming into stanza 2, 3 and 4, why do you think the pilot came back home?
  4. What emotion can you sense in the narrator's mother as you read Stanza 6?
  5. Zoom into the last line. Did the pilot physically die? What do you think this line means?

Do you think the poet wants us to think positively about Kamikaze pilots?

Analysing Kamikaze

How many perspectives do you think there are in the poem? List the people who 'speak' in the poem

How would the poem be different if it was all from one perspective?

                     KAMIKAZE 

Her father embarked at sunrise
with a flask of water, a samurai sword
in the cockpit, a shaven head
full of powerful incantations
and enough fuel for a one-way
journey into history

but half way there, she thought,
recounting it later to her children,
he must have looked far down
at the little fishing boats
strung out like bunting
on a green-blue translucent sea

and beneath them, arcing in swathes
like a huge flag waved first one way
then the other in a figure of eight,
the dark shoals of fishes
flashing silver as their bellies
swivelled towards the sun
and remembered how he
and his brothers waiting on the shore
built cairns of pearl-grey pebbles
to see whose withstood longest
the turbulent inrush of breakers
bringing their father’s boat safe
-- yes, grandfather’s boat -- safe
to the shore, salt-sodden, awash
with cloud-marked mackerel,
black crabs, feathery prawns,
the loose silver of whitebait and once
a tuna, the dark prince, muscular, dangerous.

And though he came back
my mother never spoke again
in his presence, nor did she meet his eyes
and the neighbours too, they treated him
as though he no longer existed,
only we children still chattered and laughed

till gradually we too learned
to be silent, to live as though
he had never returned, that this
was no longer the father we loved.
And sometimes, she said, he must have wondered
which had been the better way to die.

Understanding perspectives 👨‍👧‍👦

There are four generations to be aware of in the poem.

  1. The poet, who is writing about her mother
  2. A narrator and mother of the poet, a woman telling the story of her father to her children.
  3. The woman's father, a Kamikaze pilot (he doesn't "speak").
  4. The woman's mother, referred to in the sixth stanza.
  5. The pilot's father, referred to in the fourth stanza.

Copy down one quotation for each of these generations

Draw a family tree connecting them

Why do you think Garland chose to refer to four generations in this poem?

Plenary: Summing up the poem

Using the keywords from the last lesson, write two short paragraphs explaining what the poem wants us to understand about Kamikaze pilots.

  • honour shame shun poignant ◀️ Use all four of them

“I think the poet wants us to think that Kamikaze pilots were......."
"We can see this when...."
"The poet also wants us to think about....”

Some other ideas you may want to consider...

  • Personal vs national duty
  • Patriarchal power
  • Power of nature
  • Traumatic memories
  • Harrowing nature of war
  • Institutional power
  • Pride
  • Futility of war

Reading Respite

Take your reading book out of your bag, and start reading.

Why?

Reading for 20 minutes a day, every day, will help you build your vocabulary and become a more confident English student.
You can read...

  • 5,000 words in 20 minutes
  • 35,000 words a week
  • nearly 2 million words a year!

The Science of Reading

Reading log

Use your device to access and complete the Google Form

Access the link on our Teams page, or by scanning the QR code 👉

Carry on reading once you're finished

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