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.