The Hurricane

The Hurricane, week 1Poetry and Song

Lesson objectives

• Understand the plot of ‘Hurricane’• To interpret meaning from verse

Starter

Watch the clip and make notes on what you think the story is about.What are the themes?

https://www.youtube.com/watch?v=YTzvLMUfwB8

IN GROUPS OF 3Read the lyrics

• Summarize what happens in each verseE.g.

Pistol shots ring out in the bar-room nightEnter Patty Valentine from the upper hallShe sees a bartender in a pool of blood

Cries out, "My God, they killed them all!”

A bartender has been shot and a woman called Patty Valentine has discovered the body in a bar.

Write your interpretations down. Put your group’s names on the sheet and keep them together.

• What happens in the story?• Are the same themes in the song as in the

clip? Which ones?

• Which lyrics match to this clip?

http://www.youtube.com/watch?v=g5Gb7V5-pts

Lesson Objectives

• Draft effective lyrics to convey an opinion

Listen to the protest music

• Pick the most powerful lines• Mix them together to make a meaningful poem• Draft 2 verses

https://www.youtube.com/watch?v=j0A_N-wmiMo I’m black and I’m proudhttps://www.youtube.com/watch?v=x8LesTvNuaw Mannish Boyhttps://www.youtube.com/watch?v=NdbQtFHlx4k I am somebodyhttps://www.youtube.com/watch?v=9Ri7TcukAJ8 Smokestack lightening

• Extension: Add words from the word bank

ExampleThere's some good in every manBlack, whiteGive them respectGive them a chanceBecause until every individual is freeWe can’t strengthen through diversity

I am somebodyYet I’m silenced, and I’ll never be freeI’ll never be meUntil I can speak things the way I seeUntil that day, I am nobodyInvisible, but boundBy the ties of societyWhy can’t you hear me cryin’?

Lines from songs

Lines by me

How can I improve this? (look at the vocab list)

Lesson Objectives

• Write effective poetry to convey an opinion

Instructions• Look back over what you wrote yesterday – put it

together and perform it to each other

• Your partner needs to recommend 3 changes about how to make it more powerful

• Alter your poem, and write one more verse using vocab from the word bank (2 or more words)

Lesson Objectives

• I can use stylistic techniques to convey a message

• I can put a story into verse

Using your poem from yesterday

• Add the story of Rubin Cater into your poem – take 3 of your bullet points from the plot that you will use

• Write in first person – it is Rubin Carter singing it

• Use words from the word bank

Stylistic techniques

• Repetition for effect• Metaphor/ simile• Keeping rhythm/ understanding syllable

counts in lines• Finding ways of emphasising your main point

(e.g. in Mannish Boy: ‘No B, O child, Y’)

Lesson Objectives

• Write your own version of Bob Dylan’s Hurricane

• 5 verses using stylistic techniques and taking elements from the biography

The Hurricane, week 2Diaries

Lesson Objectives

• I can use appropriate vocabulary to convey a traumatic emotional experience

In pairs

• Remember a time when you were blamed for something you didn’t do – tell your partner and come up with 5 or more adjectives to describe the situation and how you felt

• Feedback

In pairs• Recap the Rubin Carter biography (the events leading

up to his imprisonment). Make notes on the important bits if you wish

• Rally Robin – use the words you came up with in a sentence as Rubin Carter when he has just been sent to jail. 2-3 sentences each. Note them.

• Extension (on your own): use the word bank to make more sentences, and begin to construct them into a paragraph

• Read them out to the group – use others’ ideas if you wish

Lesson objectives

• AF5 focus: I can vary sentences for clarity, purpose and effect

Review the protest music and the quotes section

• Pick lines you and your partner think are powerful and integrate them into your paragraph from yesterday. Let your partner read your work and make suggestions.

• You may then change them using different sentences structures and power openers, as well as coming up with your own.

• You are writing as Rubin Carter in jail – think about all of the things in his life that he has now lost for no reason (family, fame, fortune, boxing career, friends, freedom, peace of mind)

• 1-2 good paragraphs by the end of the session

Lesson objectivesDraw on historical context (events that were happening at the time of Rubin’s trial and imprisonment) to inform your writing

Listen to ‘I have a dream’

• What is the overall point he is making?• What techniques does he use to make his

speech powerful?https://www.youtube.com/watch?v=smEqnnklfYs

The American Dream

Is the idea from the US constitution that ‘all men are created equal’ and are therefore entitled to equal opportunities in life, regardless of class, race or the situation they were born into.

‘Life, Liberty and the Pursuit of Happiness’

‘Give me your tired, your poor, Your huddled masses, yearning to breath free,

The wretched refuse of your teeming shore, Send these, the homeless, tempest tost to me,

I lift my lamp beside the golden door.’

‘America, the land of opportunity, the home of the free’

In pairs

• Highlight lines you may want to quote/ use as RC

• How is Martin Luther’s speech applicable to RC’s situation?

Individually• Write a line you will use from Martin Luther’s speech.

Underneath, explain how it links to Rubin Carter’s situationE.g. “One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land.”

This line of MLK’s speech is applicable to RC because he was exiled from society through being sent to prison. He was imprisoned for a crime he didn’t commit – he was imprisoned for being of the lesser favoured race.

Lesson objective

• I can vary sentences for clarity, purpose and effect to write a diary entry exploring a traumatic emotional experience.

• Write your diary entry

Use all of the material you have been given within your diary entry

• Martin Luther’s speech – quote it and reference MLK• Quotes from RC• Your own work (poem/ song included) and words

describing how he felt• Use a variety of sentence structures and power openers

• You may use the protest songs if you wish (but sparsely).

• 2-3 paragraphs

The Hurricane, week 3“ The newspapers – they all went along for the

ride…”

Lesson objectives

• To understand how to use different types of language for different audiences

• Facts: Things that are true – quotes, statistics, videos and pictures of real life.

• Opinions: Things that someone thinks or believes. Opinions are not necessarily true.

Read these articles – how do they target a certain audience?

• http://www.mirror.co.uk/news/uk-news/dale-cregan-trial-police-officers-1591812

• http://www.guardian.co.uk/uk/2013/feb/07/dale-cregan-trial-hail-of-bullets

How does each newspaper appeal to the reader? Answer all the questions and quote the article

• Highlight the words/ pictures that are emotional/ opinionated

• Highlight the words/ pictures that are factual• Count them• What balance does of emotional/ factual does each

newspaper have?• Which is more interesting?• Which is more reliable?

• Extension: Write one factual and one opinionated sentence about Rubin Carter

Lesson objective

• Use appropriate language to appeal to a specific audience

Which kind of newspaper do you prefer?

• Why?• Make a spider diagram of words you would

use to describe the situation of Rubin Carter in ‘Hurricane’.

• Label them factual or opinionated• Eg: ‘the unfair treatment of Carter, aged 23’

opinion fact

Rubin Carter’s trial

Unfair framed

one fatally wounded, nearly blind man

2 people dead

A boxer from New JerseyArthur Bello found on the scene

Bello testifies against Carter

Tabloid Broadsheet

You are in competing teams to write the most convincing and sensational article

• Draft 1 argument each (every member of the team needs to have a different point) in the style of a newspaper. Copy it into your books.

Formal Brief Speaks as though it has no opinion (neutral)

You will have a debate at the end and will gain points for style, word choices and how well you argue.

Lesson objective

• Plan a newspaper report with a clear point of view about RC trial

Plan your own newspaper article on the triple murder

• Tabloid/ broadsheet, pro/ anti Carter?• Plan what you will write in each section (bullet point)• Compose sentences in pairs for each section – use

the language we have gathered in previous weeks• Use 3 different sentence structures• Refer to my examples for help

Tomorrow we will use the computers to type them up and add pictures.

FINSIH your plan

• Opening paragraph• Summary of what’s happened (why Rubin is

on trial)• Who’s involved• Quotes from witnesses

• Need 2 - 4 paragraphs

Extension

• Analyse your work – does it fit the conventions of the tabloid/ broadsheet? Tell me how and why in reference to the text and the way you’ve laid your article out.

• Mark it in relation to the assessment criteria.

Lesson objective

• Differentiate style between a script and an article

Prep for drama

• American news programmes• Are they different to English programmes?• How?• Which one will you do for your performance?

http://www.youtube.com/watch?v=Ue7Oc324veI(ABC)

http://www.youtube.com/watch?v=WeNgLWdse_M(BBC)

BBC: Reith Doctrine – the media’s purpose is to ‘inform, educate and entertain’.

Plan your news report in groups

• 5-10 minutes longThink about:

• who you will interview (assign roles)• how you will present Carter (innocent/ guilty)• what kind of news programme you’re using• where your interviews are taking place (at the

court, scene of the crime, on the street)• will you need a photo of any of the witnesses/

criminals?

Lesson objectives (Drama)

To present Carter’s story in a news programme http://www.youtube.com/watch?v=4TSJhIZmL0A (BBC)http://www.youtube.com/watch?v=3jYupAk9I_U (CNN)