A Red, Red Rose by Robert Burns (1794)

A Red, Red Roseby Robert Burns (1794)

Monday 18th October 2021

Morning Checklist:

❑ Poetry anthology and reading log on desk.

❑ Pens/pencil case out

❑ Folders on shelves

❑ Reading silently until lesson starts.

Learning Objectives

• To read and understand a poem and identify techniques.

• To identify and explore themes within a poem.

• To use a wide range of vocabulary in our topic sentences.

Recap of previous learning• What is a ‘carpe diem’ poem?• What was the subject of To The

Virgins?• What are the four things we

should identify when studying poetry? Why is this important?

Future learning:• Read and understand a range of poems

and write an analytical paragraph.• Develop knowledge of poetic terminology

and apply to the poems we are studying. • Produce an engaging poetry recital.

You have 2 minutes to look through your book before we begin a recap quiz.

Starter Quiz- Solve the riddles

1. I am a stanza with four lines.

2. I am an overused phrase.

3. I am a comparison using ‘like’ or ‘as’

4. I am a type of poem with 14 lines.

5. I am a form of meter with ten syllables, usually used in a sonnet.

6. I am used to give inanimate objects human characteristics.

7. I use symbols or objects to represent ideas or qualities.

8. I am used to give nature human characteristics.

9. I am a Latin phrase meaning ‘Seize the day!’

10. I am the name of the poem which includes number 8.

Starter Quiz- Solve the riddles

1. I am a stanza with four lines.

2. I am an overused phrase.

3. I am a comparison using ‘like’ or ‘as’

4. I am a type of poem with 14 lines.

5. I am a form of meter with ten syllables, usually used in a sonnet.

6. I am used to give inanimate objects human characteristics.

7. I use symbols or objects to represent ideas or qualities.

8. I am used to give nature human characteristics.

9. I am a Latin phrase meaning ‘Seize the day!’

10. I am the name of the poem which includes number 8.

Quatrain

Pathetic fallacy

SimileSonnet Iambic

pentameter

PersonificationSymbolism

Cliché

Carpe diemTo the Virgins

Symbolism

What do red roses symbolise? Mind map your ideas.

Word of the day: Recap

•Theme: a main idea that is repeated throughout literature or art.

• Top tip: Themes are usually abstract nouns, for example-love, romance, comedy.

• Discuss: What themes have we looked at in the poems we have studied so far?

Word of the day

What do you notice about these examples?

1. I’ve told you this a million times!

2. There’s enough food here to feed an army!

3. It’s raining cats and dogs.

Hyperbole – exaggerated statements not meant to be taken literally.

Challenge: How are these examples effective?

A Red, Red Rose

We are now going to read through the poem.

What can you say about:

• Subject =

• Speaker =

• Form =

• Meter =

Challenge: What do you think the theme of the poem is? Can you come up with a few different ideas?

• Luve = historic version of love

• Bonnie = beautiful

• Lass = Scottish word for a young woman

• Gang = Scottish word for go

• Fare thee weel = goodbye

What the poem is about

Who the speaker is

Structure- how many stanzas/lines and rhyme scheme

The rhythm/meter used.

A Red, Red Rose

We are now going to read through the poem.

What can you say about:

• Subject =

• Speaker =

• Form =

• Meter =





• Fare thee weel = goodbye

It describes the speaker’s deep love for his or her beloved and promises that this love is everlasting.

Challenge: What do you think the theme of the poem is? Can you come up with a few different

ideas?

Responding to the poem

The core focus of the poem is for the narrator to declare his affection for his “Luve” and describe how deep his love is. The opening line is

one of the most famous and romantic similes in poetry.

We will then feedback our ideas as a class and make some annotations on the board. You will need to copy down your annotations carefully.

O my Luve is like a red, red rose

That’s newly sprung in June;

O my Luve is like the melody

That’s sweetly played in tune.

So fair art thou, my bonnie lass,

So deep in luve am I;

And I will luve thee still, my dear,

Till a’ the seas gang dry.


• Fair- beautiful




What might this suggest about their love?

What technique is this? What does it show about his love?

What technique is this? What does it show about his feelings?

Till a’ the seas gang dry, my dear,

And the rocks melt wi’ the sun;

I will love thee still, my dear,

While the sands o’ life shall run.

And fare thee weel, my only luve!

And fare thee weel awhile!

And I will come again, my luve,

Though it were ten thousand mile.

• Fare thee weel-farewell/goodbye



Repetition- why has the speaker repeated this line?

Challenge: Can you find any examples of:• Similes• Metaphor• Hyperbole • Repetition

Extra challenge!What is the effect of these techniques? What do they show about the speakers feelings towards his lover?

What is happening at the end of the poem?

Improving our vocabulary

• Choose two of the following adjectives and write out their meaning:

• Infatuated (adj)- intensely in love

• Enamored (adj)- to be filled with love for

• Besotted (adj)- to be strongly infatuated

• In A Red, Red Rose the speaker is infatuated with his lover.

• Now write two topic sentences about the poem using your adjectives and the model above to help you.

Challenge: Use your own impressive adjective in a topic sentence.

Responding to the poem

A Red, Red Rose the speaker is infatuated with his lover. In the first line of the poem, Burns uses the simile ‘my Luve is like a red, red rose’ to compare his emotions to a beautiful flower. By emphasising that the rose is ‘red’, he shows the reader that his love is passionate and strong.

Copy and annotate. What is successful about this response?

Question:

1. Identify 3 quotations that you can say something interesting about.

2. Write a topic sentence using impressive adjectives. (Banned words: nice, happy, good.)

3. Then embed your quotation and say something interesting about it.

4. Repeat 2 and 3 with your other two quotations.

Topic sentence example: In the poem, Burns is infatuated with his lover.

Embedded quote example: The speaker compares his love to ‘a red, red rose’.

Challenge: Label and annotate your sentences carefully, showing your topic sentence and embedded quotations.

Star Time!

• Substitute words with more suitable replacements.

• Take things out and remove unnecessary details.

• Add things in or go into more detail.

• Rearrange the order of ideas and structure of the writing.

Always check your spelling and punctuation and make at least 3 visible changes.

Peer Assessment

❑Has your partner produced a clear topic sentence using an impressive adjective? (banned words: nice, happy, good).

❑Has your partner embedded their quotation?❑ Have they used quotation marks? - ‘quote’ ❑ Have they made it flow into the middle of their

sentence?

Plenary: Poetry is often symbolic…

Write down your own definition of what love is.

Beneath that, draw an image of what you imagine love would look

like if it existed as something that we can see and touch.

1. I think that love is…

2. I think that love would look like this:

A Red, Red Rose by Robert Burns (1794)

Documents

Transcript of A Red, Red Rose by Robert Burns (1794)