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Y10 L3-6 Refugee Blues

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Miss L Towers

on 10 January 2014

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Transcript of Y10 L3-6 Refugee Blues

Refugee Blues
Refugee Blues
Refugee Blues
Exploring Quotes
When we explore a poem we need to ask ourselves these questions.
Over to you...
Think about the quote you have been given.

What is the narrator describing?
Why is the narrator describing this?
What does this say about Jews?
How does the narrator feel? Why?

EXT:Can you say anything about the language used in your quote?
Starter
Refugee Blues
How does the narrator in Refugee Blues react to his situation (i.e. how does he feel?)
Does the narrator in Refugee Blues have hope about his future?
How do we know this?
Evidence
Underline any quotations in the poem that show how the narrator feels.

EXT: Can you say anything about the language used in these quotes?
Is it simple? Complex?
Word choice? Repetition?


Hot Seat
Identifying Contrasts in the Poem
Dreamed I saw a building with a thousand floors,
A thousand windows and a thousand doors:
Not one of them was ours, my dear, not one of them was ours.

P.E.E Paragraph
In the .... stanza, Auden contrasts the .... with the ....
What is she thinking?
How does she feel?
Where is she from?
Where are her
family?
What is she doing?
Why is she upset?
Is she hurt?
Where is she
going?
"Yet there's no place for us, my dear"
Who is speaking?
Why is there no place?
Who is the narrator talking to?
Where is he? Where is going? What is he doing? How does he feel? Why?
What challenges do
refugees face in the
poem?
Refugee Blues
LO: To show an understanding of characters
in the poem.
Starter
Hows does this man react to being in a concentration camp?
LO: To recognise the reaction of the narrator to the situation
Diary of a Jewish Refugee
Write a diary entry from the perspective of the narrator about his own fears about being caught.
Wednesday, 16th May 1929.
I feel worthless. I have never been so lonely. We have nowhere to turn, nobody to help, no life to live. We are treated like animals. We would soon be hunted and killed if they could always have their way. I remain as hopeful as is possible, clutching on to hope as if it were a child of mine. Life is hope.

Anne Frank
July 15th 1944: “It’s utterly impossible for me to build my life on foundation of chaos, suffering and death. I see the world being slowly transformed into a wilderness, I hear the approaching thunder that, one day, will destroy us too, I feel the suffering of millions. And yet, when I look up at the sky, I somehow feel that everything will change for the better, that this cruelty too will end, that peace and tranquility will return once more. In the meantime, I must hold on to my ideals. Perhaps the day will come when I’ll be able to realise them.”
Pronouns
(I, we, us) help the reader to empathise and feel part of the text
Date
Chronological order
Past/
present
tense
Personal
feelings
Time connective
Empathy
Suffering
Persecution
Religion
War
Learning outcomes:
Good: I can identify the characters in the poem (D)
Great: I can identify quotes in the poem that tell the
reader how the character(s) feel (C)
EBI: I can identify quotes in the poem and understand why the poet has used these to express characters' feelings (B)
Learning outcomes:
EBI: I can explore quotations in the poem and I can comment on the writer's use of language (B)
Great: I can select quotations from the poem that show how the narrator feels (C)
Good: I can identify how the narrator feels and why (D)
Learning outcomes:
EBI: I can explore quotations in the poem and I can comment on the writer's use of language (B)
Great: I can select quotations from the poem that show how the narrator feels (C)
Good: I can identify how the narrator feels and why (D)
Learning outcomes:
EBI: I can explore quotations in the poem and I can comment on the writer's use of language (B)
Great: I can select quotations from the poem that show how the narrator feels (C)
Good: I can identify how the narrator feels and why (D)
Learning outcomes:
EBI: I can explore quotations in the poem and I can comment on the writer's use of language (B)
Great: I can select quotations from the poem that show how the narrator feels (C)
Good: I can identify how the narrator feels and why (D)
Learning outcomes:
EBI: I can explore quotations in the poem and I can comment on the writer's use of language (B)
Great: I can select quotations from the poem that show how the narrator feels (C)
Good: I can identify how the narrator feels and why (D)
Learning outcomes:
EBI: I can explore quotations in the poem and I can comment on the writer's use of language (B)
Great: I can select quotations from the poem that show how the narrator feels (C)
Good: I can identify how the narrator feels and why (D)
LO: To identify contrasts in the poem
What the poet is describing in the 1st part of your quote
What the poet is describing in the 2nd part
What the different is in the writer's tone
How each part makes you, as a reader, feel
Think about...
1. Point
2. Evidence
"... (your quote) ... "
3. Explain
The effect of this is ...
The language is ... because ...
This makes the reader feel ...
Peer Assess
Have they used a quotation?
Have they mentioned effective language?
Have they mentioned how the poet is trying to make us feel?
Learning outcomes:
EBI: I can analyse the effect of the contrasts on the reader and comment on the use of language (B)
Great: I can understand why the poet has used these contrasts (C)
Good: I can identify the contrasts
that have been used in the poem (D)
Full transcript