Year 10 Poetry Collection Lesson 14 – ‘No Problem’ by Benjamin Zephaniah

Learning Objective To analyse how Zephaniah’s use of language and tone contribute to the power of his anti-prejudice message in the poem ‘No Problem’. Outcomes: You MUST annotate your poem independently with as much info as possible. You will need this for your revision next year. Anything you miss, it is your responsibility to catch up/complete Flipped Learning

Read and listen First impressions? What is it about? Repeated ideas? Tone? Message? Words – specific/interesting/unusual? Alliteration or other devices? Rhyme and rhythm? Structure?

Glossary stereotyping prejudice treating people according to false assumptions based on a widely held but oversimplified image or idea of their ‘type’ dislike or hostility based on a preconceived opinion rather than actual experience

Background to poem Zephaniah born in 1958 and raised in Birmingham. He called it the ‘Jamaican capital of Europe’ Suffered racial abuse as a child – based on stereotyping. Sent to approved school but left at 13, unable to read or write. He was dyslexic. In 2003, turned down an OBE as he believed ‘Empire’ had connotations of slavery. Has been creating poetry since a young age. Most of his work is performance poetry. He is now a prominent political activist, particularly in human and animal rights.

Social stereotyping Typical picture of a police officer? A Nurse? Banker? Media experiences = social stereotypes It is this prejudice that leads to unthinking racism – what the poem aims to combat Title of poem – what does it suggest? Not conflict. Could be an agreement to a request from someone. Could also be sarcastic response.

Exploring the poem… Read poem and listen to language used. Phonetic spelling; Caribbean speech rhythms; dialect words. Why has he used these patterns in the poem? Gives it a more personal feel. Allows him to assert his own individuality through the power of language. Rhythm – how does it sound when read? Regular rhythm until last line. Has this last line been structured for a specific impact?

Different levels of racism Each section of poem describes a different experience of stereotyping Racist bullying from schoolmates Educational assumptions – assumed he would be good at athletics and not academics Select one line of poem to summarise the message of the poem and problem of the title. What is his tone? Attitude towards persecutors?

Consolidation Comment on Zephaniah’s use of language to present the experiences of racial abuse of his childhood. Two paragraphs, please.

Peer assessment Are they using correct terminology? Are they using appropriate quotations? References to language, structure and form? GCSE Mark Scheme for Paper 2 Section B  Level 1 Identification of language, form and structure is minimal. Little evidence of relevant subject terminology. Level 2 There is some comment on the language, form and structure of the text. Limited use of relevant subject terminology to support examples given. Level 3 The response shows an understanding of a range of language, form and structure features and links these to their effect on the reader. Relevant subject terminology is used to support examples given. Level 4 Analysis of language, form and structure features and their effect on the reader is sustained. Relevant subject terminology is used accurately and appropriately to develop ideas. Level 5 The response is a cohesive evaluation of the interrelationship of language, form and structure and their effect on the reader. Relevant subject terminology is integrated and precise.