Date: Tuesday 18th 2019 Title: 28th Mock Exam Prep Get set, learn! 1. Write date and title onto your lined paper 2.What is ‘Checking out Me History’ about? Summarise it in a few sentences.

Date: Tuesday 18th 2019 Title: 28th Mock Exam Prep Get set, learn! Compare how poets present identity in Checking out me History and one other poem from the cluster? Identity: the fact of being who or what a person or thing is

Date: Tuesday 18th 2019 Title: 28th Mock Exam Prep Get set, learn! Compare how poets present identity in Checking out me History and one other poem from the cluster? So what does the poet tell us about Identity in the poem?

Obj: To identify a main line of argument-in other words what does the poem say about identity? Outcomes: Level 3 –Identify what the poet says about identity and select evidence to confirm this Level 4– Identify what the poet says about identity and select poetic devices, considering the impact Aspiring level 5-Identify what the poet says about identity, selecting poetry devices, exploring their impact and considering alternative viewpoints.

Engage and debate http://www.bbc.co.uk/education/clips/z7fjmp3 Listen carefully to this reading. In a moment, I will be asking you for your first impressions. 11.30 end and register Level 3 –Identify what the poet says about identity and select evidence to confirm this Level 4– Identify what the poet says about identity and select poetic devices, considering the impact Aspiring level 5-Identify what the poet says about identity, selecting poetry devices, exploring their impact and considering alternative viewpoints.

1. The poem looks through the voice and experiences of the poet at our understanding of identity through history. *1Dem tell me Dem tell me *2Wha dem want to tell me   *3Bandage up me eye with *4me own history *3Blind me to *4me own identity Dem tell me bout 1066 and *5all dat dem tell me bout *6Dick Whittington and he cat But Toussaint L’Ouverture *7no dem never tell me bout dat The use of “Dem tell me” shows that there is a divide between the poet and the people he was taught from. His identity he feels was wrongfully ignored and instead White European History was taught. Metaphors further illustrate that his identity was not revealed to him due to identity being linked to Race. Level 3 –Identify what the poet says about identity and select evidence to confirm this Level 4– Identify what the poet says about identity and select poetic devices, considering the impact Aspiring level 5-Identify what the poet says about identity, selecting poetry devices, exploring their impact and considering alternative viewpoints.

Racial identity and history are important to the poem and the poet writes with a phonetic style to capture their voice and create tone emphasising his Caribbean origins *8Toussaint   a slave   *9with vision   lick back   *10Napoleon   *10battalion   and first Black   Republic born   *11Toussaint de thorn   to de French   *11Toussaint de *12beacon   of de Haitian Revolution Dem tell me bout de man who discover de balloon and *12de cow who jump over de moon Dem tell me bout de dish ran away with de *13spoon but dem never tell me bout Nanny de *13maroon      The poem captures the accent and rhythm of the Caribbean ethnicity of the poet and the parts of the work in italic are almost song like with a rhythm that seems to suggest stories passed down in song or to a beat. This is done to emphasise that not just the history, but the way it is passed on is very much a part of the poets identity Level 3 –Identify what the poet says about identity and select evidence to confirm this Level 4– Identify what the poet says about identity and select poetic devices, considering the impact Aspiring level 5-Identify what the poet says about identity, selecting poetry devices, exploring their impact and considering alternative viewpoints.

Be a collaborative learner Nanny   *14see-far woman   of *15mountain dream   *16fire-woman struggle   *15hopeful stream   *15to freedom river   Dem tell me bout Lord Nelson and Waterloo but dem never tell me bout Shaka de great Zulu Dem tell me bout *16Columbus and 1492 but what happen to de *16Caribs and de Arawaks too Dem tell me bout *17Florence Nightingale and *18she lamp and how *17Robin Hood used to camp Dem tell me bout *17ole King Cole was a merry ole soul but dem never tell me bout *17Mary Seacole Written in irregular rhyme and with short mixed enjambment in verses the work creates the tone of a man speaking out and angry/frustrated. Level 3 –Identify what the poet says about identity and select evidence to confirm this Level 4– Identify what the poet says about identity and select poetic devices, considering the impact Aspiring level 5-Identify what the poet says about identity, selecting poetry devices, exploring their impact and considering alternative viewpoints.

Highlighting the conflict in these ‘false’ history. From Jamaica   she travel far   to the *19Crimean War   she volunteer to go   and *20even when de British said no   she still brave the Russian snow   a *21healing star   among the wounded   a *21yellow sunrise   to the dying   *22Dem tell me *22Dem tell me wha dem want to tell me But now I checking out me own history I carving out me *23identity -The poet shows the conflict between cultures and the need to forge his own identity by embracing his Caribbean heritage, even if it is not encouraged by authority. -The poet looks, not just at his own ethnicity, but all those groups who are overlooked in favour of the ‘white British’ contemporaries. Highlighting the conflict in these ‘false’ history. -The poet uses structure to build in rhyme and rhythm and portray an oral tradition of stories. Level 3 –Identify what the poet says about identity and select evidence to confirm this Level 4– Identify what the poet says about identity and select poetic devices, considering the impact Aspiring level 5-Identify what the poet says about identity, selecting poetry devices, exploring their impact and considering alternative viewpoints.

COMH compares to… because… Which poem does Checking out me History compare to in terms of identity and what are your reasons? COMH compares to… because… The Emigree-identity is about where you are from Poppies-Identity can be a national identity e.g. a solider but also to identity as a Mother 11.45-11.57 (the least slide and be left as a lasting thought) Level 3 –Identify what the poet says about identity and select evidence to confirm this Level 4– Identify what the poet says about identity and select poetic devices, considering the impact Aspiring level 5-Identify what the poet says about identity, selecting poetry devices, exploring their impact and considering alternative viewpoints.

Emigree and Poppies would be good choices! Before 28th Revise the poem you are going to compare to Checking out Me History in terms of what it reveals about identity! Emigree and Poppies would be good choices! Level 3 –Identify what the poet says about identity and select evidence to confirm this Level 4– Identify what the poet says about identity and select poetic devices, considering the impact Aspiring level 5-Identify what the poet says about identity, selecting poetry devices, exploring their impact and considering alternative viewpoints.