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Year 10 - English

Analysing the poem 'The Class Game' by Mary Casey

'Conflict'

Unit Summary

In this unit, pupis explore 12 of the 15 poems from the 'Conflict' anthology. Pupils complete two lessons on each poem: one on understanding and one on analysis. Pupils study the poems in a thematically linked order so they can complete comparative and thematic lessons at key points in the unit.

Lesson Summary

You will learn to explain how Casey uses language, form and structure to express her viewpoint about social class.

Key Notes

  • The poem is written in a deliberately colloquial manner to reflect the pride in Casey's roots.
  • Rhetorical questions are used to force the reader to challenge their own prejudices.
  • Contrasting images are used throughout the poem to contrast the differences between the social classes.
  • The rhyming couplets used create a teasing tone and Casey does not take herself too seriously.
  • Humour is used to soften the sense of conflict.

Vocabulary To Learn

  • caricatures: exaggerated or distorted representations of people or things, often used for humour
  • prejudice: preconceived opinions or attitudes towards a person or group, often based on stereotypes
  • compelling: persuasive, convincing
  • colloquial: language commonly used in everyday speech, often specific to a particular region or social group
  • rhyming couplets: a pair of successive lines of verse, typically rhyming and of the same length

Common Mistakes To Avoid

  • Casey's playful tone makes light of class conflict.

3 Quick Questions (With Answers)

1. Explain this English learning goal in two key points.

The poem is written in a deliberately colloquial manner to reflect the pride in Casey's roots. Rhetorical questions are used to force the reader to challenge their own prejudices.

2. Define this language term and use it in a sentence. 'caricatures'

exaggerated or distorted representations of people or things, often used for humour.

3. Correct this common English misunderstanding.

Mistake: Casey's playful tone makes light of class conflict. Correction: While Casey uses a playful tone which does lighten the mood of the poem, her use of repeated rhetorical questions foregrounds her more serious message about class prejudice.

More Lessons In This Unit

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