Lesson focus: Flirt Analysis of Envy by Mary Lamb Learning Objectives: You will be able to... Learning Outcomes: You will have... Grades: I know what FLIRT stands for I can recall all elements of FLIRT D I understand the language used in the poem. I can identify different language techniques used in the poem. C I can use my notes in order to complete a FLIRT analysis I can use the writing frame to write a comprehensive analysis of the poem using all elements of FLIRT. A/B Literacy Spotlight: Simple Sentences WOW:

DO NOW What does envy mean to you? Write down the definition using a dictionary

Literacy spotlight

Literacy spotlight: Simple Sentences 22nd February-6th March Literacy spotlight: Simple Sentences

Vocabulary Bear Mignionet Natural Vain Fret Discontent Senseless Care Culture Mind

Context Poet Mary Lamb

BIOGRAPHY Mary Ann Lamb,  (born December 3, 1764, London,England—died May 20, 1847, London), English writer, known for Tales from Shakespear, written with her brother Charles. Born into a poor family, Mary Lamb received little formal education. From an early age she helped support the family by doing needlework. Her mother was an invalid, and for many years she was entirely dependent on Mary’s care. On September 22, 1796, in a fit of madness, Mary stabbed and killed her mother. It is believed that there was a hereditary strain of mental illness in the family and that Mary’s illness was precipitated by overwork. She was declared temporarily insane and placed under the guardianship of her brother Charles. For the rest of her life Mary was subject to recurrent bouts of mental illness.

In 1807 Mary and Charles published Tales from Shakespeare, a collection of prose adaptations of William Shakespeare’s plays, intended for children. Mary wrote the preface and the 14 comedies and histories, and Charles contributed the 6 tragedies; only Charles’s name, however, appeared on the title page. The book was successful, and it established Charles Lamb’s literary reputation. In 1809 Charles and Mary published two collaborative works, Mrs. Leicester’s School, a book of children’s stories, and Poetry forChildren.

Despite her illness, the siblings developed a collaborative writing relationship and produced many well-known collections of poetry and prose for children, includingTales from Shakespeare (1807), Mrs. Leicester’s School (1809), and Poetry for Children (1809). The books they wrote together were published anonymously or under Charles’s name in order to shield Mary from unwanted publicity.  Charles and Mary were forced to move often due to Mary’s notoriety. In 1823 they adopted an orphan, Emma Isola, who lived with them for a decade until marrying their publisher. Charles died in 1834, and Mary was cared for by family members and a nurse, and at times placed in asylums, until her death in 1847.

Task one 1.Why is it important to consider the biography of a poet? 2.Why is context important?

What themes does Mary Lamb explore in this poem? TASK TWO Read the poem as a class. What themes does Mary Lamb explore in this poem?

Envy BY MARY LAMBThis rose-tree is not made to bear The violet blue, nor lily fair,    Nor the sweet mignionet: And if this tree were discontent, Or wished to change its natural bent,    It all in vain would fret. And should it fret, you would suppose It ne’er had seen its own red rose,    Nor after gentle shower Had ever smelled its rose’s scent, Or it could ne’er be discontent    With its own pretty flower. Like such a blind and senseless tree As I’ve imagined this to be,    All envious persons are: With care and culture all may find Some pretty flower in their own mind,    Some talent that is rare.

Themes Mary Lamb’s poem compares an envious person to a rose tree. The poem’s content, ideas, language and structure are explored. Comparisons and alternative interpretations are also considered.

How did you do today? Choose a colour to represent how you feel you did today. Remember to write a WWW & EBI I have struggled today and haven’t understood... I understand parts of the lesson but I’m unsure about... I feel confident about today’s lesson and have learnt...

Lesson focus: Flirt Analysis of Envy by Mary Lamb Learning Objectives: You will be able to... Learning Outcomes: You will have... Grades: I know what FLIRT stands for I can recall all elements of FLIRT D I understand the language used in the poem. I can identify different language techniques used in the poem. C I can use my notes in order to complete a FLIRT analysis I can use the writing frame to write a comprehensive analysis of the poem using all elements of FLIRT. A/B Literacy Spotlight: Simple Sentences WOW:

STARTER Is there a difference between jealousy and envy. Are they not the same really? Write a short response to explain your view.

Is there more happiness or more sadness in the world? Could follow up with space or air, grass or pebbles…………

Literacy spotlight: Simple Sentences 22nd February-6th March Literacy spotlight: Simple Sentences

Task: Listen to the poem 1 being read How does it make you feel? http://www.bbc.co.uk/education/guides/zcg6nbk/revision/

Envy BY MARY LAMBThis rose-tree is not made to bear The violet blue, nor lily fair,    Nor the sweet mignionet: And if this tree were discontent, Or wished to change its natural bent,    It all in vain would fret. And should it fret, you would suppose It ne’er had seen its own red rose,    Nor after gentle shower Had ever smelled its rose’s scent, Or it could ne’er be discontent    With its own pretty flower. Like such a blind and senseless tree As I’ve imagined this to be,    All envious persons are: With care and culture all may find Some pretty flower in their own mind,    Some talent that is rare.

Questions 1. Summarise what you think the poem is about. How does it make you feel? 2. The imagery in the poem is linked to jealousy. Give two examples of this and explain its impact on the reader.

SUMMARY Mary Lamb compares an envious person to that of a rose tree, suggesting that a rose wanting to be like a different flower would be blind to its own beauty. If the rose wished to change its 'natural bent' and grow other flowers, it would be unable to do so. She pictures the rose worrying, and says if it could only appreciate its own red flower and smell its beautiful scent, it would never be unhappy again. This comparison is used to suggest that, if we too could only appreciate our own strengths, talents and beauty, we would have no need to be jealous of others.

Creating a word picture WORDS Pick out a word or phrase from the poem and ‘take it for a walk’ Discuss as much as you can about it.

https://prezi.com/xt1ilkl9yd2g/envy-by-mary-lamb/

FLIRT ANALYSIS You are now going to write an analysis of the poem. You will need to include all aspects of FLIRT. Use your FLIRT sheet and the writing frame to help you structure your response.

Task Annotate the poem. Think about FLIRT

Remember to FLIRT! FORM LANGUAGE IMAGERY RHYME TONE

F-FORM What does the poem look like on the page? How many stanzas? How many lines? Length of Lines? Regular/irregular?

L-LANGUAGE Which words stand out? Alliteration? Onomatopoeia? Strong emotive words? Repetition? Rhetorical Question?

I-Imagery Simile? Metaphor? Personification? Strong pictures? Five senses?

R-RHYME Rhyme pattern? Which words and why?

T-TONE Happy? Sad? Regretful? Positive? Negative? Emotional?

Sins & Virtues Pride – Humility Greed – Generosity Lust – Chastity Envy – Charity Gluttony – Temperance Wrath – Kindness Sloth – Faith

Interpretation of the lines:   'And should it fret, you would suppose/ It ne'er had seen its own red rose' Interpretation Reason for interpretation The speaker draws the reader into the poem. The only direct address to the reader in the poem asks the reader to think of their own experience. Casual tone shows how ridiculous it is for rose to feel jealousy. The line 'you would suppose' is conversational, which suggests it is silly for a flower as beautiful as a rose to ignore its own beauty. Interpretation Reason for interpretation Speaker refers to personal experience suggesting she may have felt jealousy herself. The only use of first person in the poem draws attention to personal experience. Voice of the speaker is like a teacher telling us a moral lesson. The tone suggests instruction and builds to moral message in final stanza.

FLIRT Form , Language, Imagery, Response and Tone What kind of poem is it? What style is written in? i.e. elegy, monologue etc Does the poem rhyme or is it written in blank verse and why? Rhyme - is there a rhyme scheme? Couplets? Internal rhyme? Rhythm - how many syllables per line? Is it regular or free verse? Why are some different lengths? Stanzas - How many? How do they change? Is there a narrative? Lines - how many are their in each verse? Do some stand out? Enjambment - do the lines “run on” to the next line or stanza? End stopping - does each line finish at the end of a sentence? Form - does the poem have a shape to it? from start to end? FLIRT Form , Language, Imagery, Response and Tone Always link everything to meaning. Ask yourself how does this contributes to the meaning? Why has the poet used this technique? Imagery Alliteration - the repeating of initial sounds. Assonance - is the term used for the repetition of vowel sounds within consecutive words as in, 'rags of green weed hung down...'. Metaphor - comparing two things by saying one is the other. Simile - comparing two things saying one is like or as the other. Personification - giving something non-human human qualities. Onomatopoeia - words that sound like the thing they describe. Repetition - does the poet repeat words or phrases? REMEMBER THE FIAGURATIVE LANGUAGE SONG! etc) Language What kinds of words are used? Puns - a pun is a play on words - “Shear Class!” if Shearer scores. Connotation - associations that words have (as "stallion" connotes a certain kind of horse with certain sorts of uses)? Double meanings - “butts in” - putting bottoms in or interrupting. Ambiguity - is the word or phrase deliberately unclear? Could it mean opposite things or many different things?. Word order - are the words in an unusual order – why? Adjectives - what are the key describing words? Key words and phrases - do any of the words or phrases stand out? Do they shock? Are the words “violent” or “sad” etc? Slang or unusual words and misspellings - Does the poet use slang or informal language? Are American words used? Intertextuality - does the poem reference another text? Style - does the poet copy another style? (Newspaper, play etc) Characters - if there are characters how do they speak? Response what is the poem about? who is the speaker? - are they dramatized (a character) who is being spoken to or addressed? what is being spoken about? Theme(s) of the poem - what is it really about? Setting/culture - where’s the poem set? Culture it is from/about? where does the poem “get to” from start to end? Tone How would the poem be spoken? (angry, sad, nostalgic, bitter, humorous etc)

Writing Frame The poet explores the theme of …… in the poem….. In the poem …….. the reader is….. ; In… the poet shows that…. ….suggesting that…..The title of the… intimates that.., whereas in …. The title alludes to….. The poet has chose to utilise the ……form, which implies….. This suggests that ……The rhyme ……..and rhythm of the poem is……., which reflects ……….; however, there ……… such as ……which conveys …………... The poet has chosen to develop these ideas in order to……. Much of the tone of the poem comes from the language. The verbs….. and adjectives are emotive language , used to……… In addition, the poet uses ……which rouses imagery ………through the associations ……... Further imagery is explored through……, implying….. This further reinforces……

PEEZL paragraphs In the poem ‘Envy’ one of the key themes is… This is shown here ‘__________’ This suggests … Specifically the use of the _______ ‘_______’ implies… This links to historical context/ the poets message…

PETER PARAGRAPH POINT EVIDENCE TECHNIQUE EFFECT READER

Envy So what do we know already? Remember FLIRT Be ready to discuss an idea from the poem...

PETER PARAGRAPH How does Lamb present the theme of jealousy in Envy? Write at least one PETER paragraph in answer to the question above. Remember to develop your answers by discussing the techniques used.

Structure What does structure include? Rhyme scheme Stanzas Repetition Syllable patterns

Swap your work with a partner Can you add anything to their paragraph? Is there anything you disagree with? Is there anything you could continue to discuss with them?

Let’s hear it Be ready to share your ideas with the class. Be ready to share the conversation you had with your partner as well.

Peer Assessment Using the criteria below identify a grade for your partner and write a WWW and an EBI. B Grades will have … Definitely commented on at least form and language Ensured that they have picked out some key words and explained their effect. Picked out some techniques that have been used Attempted to explain ‘what it reflects’ as well as picking out techniques Used evidence for every point A Grades will have … Definitely commented on at least form, language, themes and response Picked out a variety of techniques that have been used Always explained ‘what it reflects’ as well as picking out techniques Used evidence for every single point, selecting specific words to analyse. C Grades will have … Definitely commented on language Picked out some techniques that have been used. Used relevant quotes. Attempted to explain the significance of language in the quote as well as picking out techniques

PLENARY www (what went well): ebi (even better if): ALWAYS WRITE IN FULL SENTENCES www (what went well): ebi (even better if): Helpful checklist: Which of these can you do? It’ll help you to pinpoint what you did well and how you could improve. D – I understand the themes of the poem D – I know how to identify poetic techniques C – I understand most aspects of FLIRT B – I understand all aspects of FLIRT A – I can apply my understanding to write an analysis of a poem

How did you do today? Choose a colour to represent how you feel you did today. Remember to write a WWW & EBI I have struggled today and haven’t understood... I understand parts of the lesson but I’m unsure about... I feel confident about today’s lesson and have learnt...