1. Slideshare address for ‘Elvis’s Twin Sister’ http://www.slideshare.net/lizaollett/elviss-twin-sister
2. Tuesday 26th January 2010 Learning Objective: To understand the techniques used by writers in ‘Kid’ and ‘Homecoming’ by Simon Armitage
3. ‘Homecoming’ by Simon Armitage Listen and note down any striking words/phrases. What do you think this poem is about?
4. What is the effect of this on the reader? Imperative What type of verb is this? Think, two things on their own and both at once. The first, that exercise in trust, where those in front stand with their arms spread wide and free-fall backwards, blind, and those behind take all the weight. Is this possible? What is this exercise’? How does this relate to the title ‘Homecoming’? Who would you trust to do this?
5. The second, one canary-yellow cotton jacket on a cloakroom floor, uncoupled from its hook, becoming scuffed and blackened underfoot. Back home the very model of a model of a mother, yours, puts two and two together, makes a proper fist of it and points the finger. Temper, temper. Questions in the house. You seeing red. Blue murder. Bed. Consider in relation to 1st line Where do you think this happened? How does this relate to the previous point? How would it make the child feel? What does the mother think has happened? what is implied about the mother? Whose house? intertextual reference reference to houses of parliament what are the connotations of red? What are the connotations of this? Who says this? What is implied about the ‘your’ emotions? How does the sentence structure reflect the content at this point?
6. What colours are mentioned in stanza 2? Yellow, red and blue are the primary colours. Why? Perhaps Armitage used these to show how vivid and 'colourful' the child's memories of the row are - it is obviously still important to him many years later.
7. Then midnight when you slip the latch and sneak no further than the call-box at the corner of the street; I'm waiting by the phone, although it doesn't ring because it's sixteen years or so before we'll meet. Retrace that walk towards the garden gate; in silhouette a father figure waits there, wants to set things straight. Does this suggest that their relationship with him is not now as 'rounded' as a result of the row? What happens after ‘bed’? Who is it? The child can see his shape, but not his whole body. introduction of 1st person It is not definite that he is the child's actual father - only a father figure. The fact that he is waiting outside shows that he is concerned for the welfare of the child, but also that he wants to set things straight (line 17) – perhaps implying that the argument is not over yet!
8. These ribs are pleats or seams. These arms are sleeves. These fingertips are buttons, or these hands can fold into a clasp, or else these fingers make a zip or buckle, you say which. Step backwards into it and try the same canary-yellow cotton jacket, there, like this, for size again. It still fits. A clasp can be a fastening on a jacket, but also means a tight hold on something or someone. The child and their parents are 'clasping' each across the generations other now that they have made up. emphasise closeness of family pun on clasp reconciliation Extended metaphor: The embrace between the child and the family is likened to putting on the yellow jacket that caused the row in the first place.
9. Structure The poem consists of 4 stanzas of varying lengths (4 lines, 7 lines, 6 lines, 6 lines). The lines are roughly equal in length, ranging from 9 to 13 syllables. The verse is therefore quite IRREGULAR (it doesn't fit a strict pattern). Why? Perhaps reflecting the idea in the poem that relationships can be awkward and don't follow a set pattern.
11. Comparisons Yeats: Song of the Old Mother Both poems deal with the tensions between different generations. Yeats writes from the point of view of the older generation, Armitage of the younger. Duffy: We Remember Your Childhood Well Both poems deal with a rift between the generations. The rift is never healed in Duffy's poem.
14. What do you think the relationship between Batman and Robin is like?
15. In pairs Label yourselves 1 and 2. Student 1 reads ‘Kid’ (p. 43) aloud. Students 2 re-reads the poem, emphasising the –er rhyme that mimics the Batman theme tune. Make a note in your Anthology about how the rhyme relates to the theme tune.
16. In groups of 4 Label yourselves A, B, C and D. Make notes on the following: A – how Batman used to be B – how Robin used to be C – how Batman is now D – how Robin is now Feedback to group
17. Slang Underline all slang used in the poem. What does the slang tell us about: - the setting of the poem? - Robin? - Robin’s opinion of Batman? Make a note of these observations in your Anthology.
18. Alliteration Find the phrase that contains alliteration of the labial plosive ‘b’. What does it show the reader about Robin’s opinion of Batman? Consider the tone. How does the alliteration emphasise this? What is the significance of it’s position within the poem?
19. Mocking How does Robin mock Batman in: Lines 9-10 Lines 15-16 Lines 20-21
20. How does this poem relate to the theme of parent/child?
21. Plenary Write a paragraph on your opinion of the poem. It must contain: Comments on at least 3 aspects of the poem, including at least 1 focused on language. Clear explanations of your reasons for your views.
