1. What does the word ‘posh’ mean to you?
How would you define someone who is posh?

2. Look at these two images.
1. How would you class these people? Why?
2. What background information do you think would fit with them?
3. How would you imagine them to speak?
4. What have you just been guilty of?

4. Lesson objectives:
To understand what the poem ‘The Class Game’ by Mary Casey is about.
To analyse how the poet has used language and structure to convey thoughts, feelings and ideas.

5. Let’s hear the poem being read
Let’s hear the poem being read. Follow it in your anthologies while you listen (page 28).
How would you describe the clash/collision in this poem?

6. In your anthologies, underline in blue all those words that you think are posh.
Then circle in blue all those words that don’t sound or suggest being posh.
What did you underline?

7. Now list all the words in a table and try and pair them up so you can see the contrast in words that mean the same. The first one has been done for you:
NOT POSH
POSH
Tara-ma
Bye mummy dear

8. Who do you imagine the speaker is talking to? Why?
What tone of voice would you expect her to be speaking with? Why?
How do you think she feels about those people she is addressing?
How does the speaker feel about how she speaks and her class?
What evidence for these feelings can you find in the poem?

9. Plenary : our lesson objectives were:
To understand what the poem ‘The Class Game’ by Mary Casey is about.
To analyse how the poet has used language and structure to convey thoughts, feelings and ideas.
In your own words, answer the following questions:
What is ‘The Class Game’ about?
How do language and structure contribute to meaning?