1. Simple language and grammar
Rhyme
Repetition
Starter: How many nursery rhymes do you know? What are some features of these nursery rhymes?
Think
Pair
Share
Fantasy
A central character

2. How does Jackie Kay develop character in the poem ‘Brendon Gallacher’?
Big Question:
How does Jackie Kay develop character in the poem ‘Brendon Gallacher’?

3. Learning Objectives: All: Identify the characters of the poem.
Most: Closely analyse the poem, probing the subtext.
Some: Evaluate how Kay’s choice of language and structure develops character.

4. Brendon Gallacher
While I read the poem, consider what the poem may be about. Is it positive? Is it negative? How do you know?

5. Word Cloud

6. Considering Language
Study the word cloud and answer the following questions in full sentences:
What does the word cloud suggest are the most important words in the poem? (Hint: they are larger or more prominent) Do they give any clue as to what the poem is about?
Which proper nouns (place or character names) are used in the poem? What might be the effect of having so many names of people and places in a poem?
What Scottish dialect words can you find?
Organise the words into different groups, e.g. positive words, negative words, words to do with families, childish words. See what other groups you can think of.

7. Why does the poet use the possessive pronoun ‘my’ when referring to Brendon Gallacher?
Why do you think the poet has split this line over 2 verses?
What is the effect of the repeated ‘Oh’ in the final line?
In the last stanza, the poet refers to Brendon with only his 1st name – why do you think Kay decided to do this?
Look back over the whole poem. How does the poet create a child-like tone for the speaker? Identify 3 techniques and explain how they are effective.
Look at the end syllable of every line. What pattern do you notice and what effect does this have?
From stanza 2, what can we tell about the experience of living in Glasgow?

8. Poem Analysis: Structure Meaning Imagery Language Effect
Marketplace sharing:
Two members of your group will stay on your table as ‘teachers’.
The other two will move around the room to be ‘taught’ about the other stanzas. They will then return to your group and share what they have learnt.
Work in groups of 4.
Groups will be given a stanza of the poem to closely analyse.
Use SMILE as a basis for your group analysis.
Remember the close reading we did last week. Pick apart the words used – probe the subtext!

9. Response:
Write a short paragraph which indicates how you believe Kay develops character in the poem.
Optional sentence starter: In ‘Brendon Gallagher’ the narrator of the poem tells the story of her childhood friend, and describes his entire childhood. It is only towards the end of the poem that the reader learns Brendon Gallacher is imaginary. Kay develops the contrasting characters of the narrator and Brendon by….