1. Year 10 Poetry Collection
Lesson 7 – ‘Catrin’ by Gillian Clarke

2. Learning Objective
To explore how Clarke uses language and structural features to present the mixed feelings involved in the parent-child relationship
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 confrontation environmental disinfected defiant
face-to-face fight or argument relating to surroundings, especially as they affect people cleaned to destroy germs openly disobedient or angry

5. Glossary
alliteration assonance onomatopoeia oxymoron
repeated use of the same consonant in a phrase or line repetition of the same vowel sounds in close proximity to one another words that sound like their meaning comparison of two seemingly contradictory ideas

6. Exploring the poem… Welsh poet – spoke English and Welsh
About her daughter: Why did my baby daughter have to turn into a teenager?
Each phrase – initial ideas? Image it creates? Why?
Alliteration and metaphor in poem? Where? Why?
a) Red rope of love
b) a square / Environmental blank
c) the glass tank clouded with feelings
d) the heart’s pool

7. Exploration…
Divide poem into four sections/areas? Where would they be? Why? Give each one a title.
Words associated with conflict?
Words associated with love/affection?
Links between sets of wordS?
Theme = conflicting emotions

8. Consolidation
How does Clarke explore the conflicting emotions involved in the relationship between a parent and child? Explain Clarke’s use of language, imagery and structure to present the parent-child relationship.
Two paragraphs, please.

9. 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.