Lesson Objective:

to engage with and respond to poetry •What do you think the

lesson title says?

•What is wrong with the two words of the title?

•This is also the title of a poem. What do you think the poem might be about?

1. Gust becos I cud not spelIt did not mean I was daftWhen the boys in school red my ritingSome of them laffed.

2. But now I am the dictatorThey have to rite like meUtherwise they cannot pasTher GCSE

3. Some of the girls were okBut those who laffed a lotHave al been rownded upAnd hav recintly bean shot

4. The teecher who corrected my spelingAs not been shot at alBut four the last fifteen howersAs bean standing up against a wal.

5. He has to stand ther until he can spelFiggymisgrugifooniyn the rite wayI think he will stand ther foreverI just inventid it today.

silly, foolish, or stupid

marked the mistakes

gathered together

created or designed

a leader who rules a country by force

Can you find a word in the poem that matches each definition?

Highlight the word, and write the definition on your sheet.

an exam taken in British schools

silly, foolish, or stupid

put right an error

gathered together

created or designed

a leader who rules a country by force

dictator

daft

corrected inventid

rownded up

an exam taken in British schools

GCSE

Look through the poem again and talk about your ideas.

Think about the questions on the sheet.

You can make notes on the sheet, if you find it helpful.

The important thing is to talk about the poem.

6. Match each image to one or two lines and stick them to the poem. What do the images tell you about the poet’s feelings?

What is an image, in a poem?

An image is a picture, made out of words.

1. Gust becos I cud not spel

It did not mean I was daft

When the boys in school red my riting

Some of them laffed.

2. But now I am the dictator

They have to rite like me

Utherwise they cannot pas

Ther GCSE

3. Some of the girls were ok

But those who laffed a lot

Have al been rownded up

And hav recintly bean shot

4. The teecher who corrected my speling

As not been shot at al

But four the last fifteen howers

As bean standing up against a wal.

5. He has to stand ther until he can spel

Figgymisgrugifooniyn the rite way

I think he will stand ther forever

I just inventid it today.

Where does this image go?

1. Gust becos I cud not spel

It did not mean I was daft

When the boys in school red my riting

Some of them laffed.

2. But now I am the dictator

They have to rite like me

Utherwise they cannot pas

Ther GCSE

3. Some of the girls were ok

But those who laffed a lot

Have al been rownded up

And hav recintly bean shot

4. The teecher who corrected my speling

As not been shot at al

But four the last fifteen howers

As bean standing up against a wal.

5. He has to stand ther until he can spel

Figgymisgrugifooniyn the rite way

I think he will stand ther forever

I just inventid it today.

Draw a storyboard your stanza. What three images does your stanza make you imagine ?

You can work in twos or in threes.

When we have finished, we will put the poem into sequence.

•As you walk around and look at the images, notice which image has the most impact.

•Which image best shows the speaker’s feelings in the poem?

•Choose one.

•Write a few words or sentences about the image you have chosen.

•What does the image tell you about the poet’s feelings?

•Stick your note next to the image.