1. Year 10 Poetry Collection
Lesson 15 – ‘What were they like?’ by Denise Levertov

2. Learning Objective
To understand how Levertov subverts normal Q&A structure to present and represent irreconcilable points of view
To explore Levertov’s use of tone
To appreciate how Levertov’s use of linguistic and poetic devices and ironic juxtapositions reflect her message of protest
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

3. 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?

4. Glossary reverence inclined to ivory jade
treat with deep respect in the habit of indulging in hard creamy-white substance taken from elephant or walrus tusks used to make ornaments and jewellery hard green stone used for ornaments and jewellery

5. Glossary epic poem distinguish illumined paddies
long narrative poem traditionally recounting heroic exploits see any difference between lit, illuminated short for ‘paddy fields’ – flooded farmland where rice is cultivated

6. Glossary free verse juxtaposition tone
poetry that does not rhyme or have a regular structure or rhythm; also known by the French term vers libre placing close together for contrasting effect mood created by a manner of expression in writing

7. Glossary alliteration simile metaphor onomatopoeia
repetition of the same consonant sound at the beginning of words in close proximity to each other for emphasis or other effect a phrase used to make a description more vivid by using ‘like’ or ‘as’ to compare two things direct comparison between two things without using ‘like’ or ‘as’ words that sound like their meaning

8. Background to poem
1971 poem of protest against US involvement in Vietnam War ( )
Research this in more detail – public attitudes changed
British poet
She worked as a nurse during WWII, where she experienced first hand the effects of German bombing
Later poems focused on general theme of people’s suffering

9. Structure of poem Barely looks like a poem – free verse.
What does it remind you of?
Transcript of Q&A session.
Answers, however, do not follow their respective question.
Why has the poet structured it in this way?
Does it suggest the two minds do not meet on any topic – contrasting opinions

10. Exploring the poem…
What do you think the relationship between the two speakers is?
Who has the power?
What are their attitudes and opinions towards the Vietnamese people?
Where do you think the speakers are from?
Use evidence from text to support your views.
Overriding theme of poem in one noun? What would you say?
Loss/destruction? Find quotations to support each theme below:
horrors/brutality of war lost generation
destruction of culture beauty of pre-war Vietnam
loss of cultural identity loss of pride/pleasure in traditional crafts
ignorance of the outsider loss of memory/reminders of pre-war past
loss of ancient language loss of traditional stories

11. Contrasts/juxtapositions…
Poem is full of ironic contrasts with sarcastic respondant relishing the opportunity to distort the innocent questioner’s viewpoint.
Any irony/wordplay involved in the contrasts?
Evidence of anti-war protest in poem?
Verb choice/alliteration/metaphor/simile/onomatopoeia/repetition
Find examples of each and consider effect in overall context of poem.
Effect of rhetorical question in last line?

12. Consolidation
How has Levertov’s choice of an original poem structure and language full of stark contrasts helped her to convey her anti-war message in the poem?
Two paragraphs, please.

13. 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.