1. 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.

2. 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

3. 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?

4. 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.

5. Engage
and
debate
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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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
(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.

11. 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.