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Please Mrs Butler: The timeless school poetry collection

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Allan Ahlberg's collection of witty and comical poems about the trials and tribulations of being at school is superb. Although some of the content is pretty dated, having been written in 1983, the comedy contained within still manages to produce laughter in the classroom. Children of all ages can relate to the various aspects of school life such as friendship, breaking up and making up, misbehaving and getting into trouble, and mean and unsympathetic teachers.

discussed the way the poet has organised the poem into sections which develop or move on the 'story' of the poem; I have been reading the poems from this book over and over from my own childhood as I enjoyed them so much from a young age. Now, as a teacher, I see them for more than their entertainment value. The author of this article, Dr Oliver Tearle, is a literary critic and lecturer in English at Loughborough University. He is the author of, among others, The Secret Library: A Book-Lovers’ Journey Through Curiosities of History and The Great War, The Waste Land and the Modernist Long Poem. Alliteration: a common literary device in children’s poetry. It’s seen through the repetition of consonant sounds, like “Derek Drew.”Allan often uses traditional verse forms like the ballad. Many of his poems have a very strong rhythm, and some sound like playground rhymes and chants. Some are actually written to be sung to a traditional tune. You can sing ’What shall we do with a grumpy teacher?’ to the tune of ‘What shall we do with a drunken sailor?’!

Please Mrs Butler was voted the most important twentieth-century children's poetry book in a Books for Keeps poll. The success of the poem, and the book as a whole, is that it speaks directly, humorously and humanely to children about everyday life in a situation they know well and spend most of their lives in: school. The first time I read Please Mrs. Butler was as a year 6 pupil. .it is a journey through the school day - School time, Play time, Dinner time, School time again and Home time - all from the prospective of the children.Through rhyming couplets and short punchy lines Ahlberg creates a fun yet informative read for children of all ages. Younger children can enjoy the musicality of the poems when read aloud, whilst older children can appreciate the rhymes and relatable content of the verses.

Goldsmith’s depiction of a genial village schoolteacher, who is viewed by the locals as a kind of demigod, is not one that has lasted, alas, into the modern age. But when Goldsmith was writing, learning and literacy were looked up to, and the man who possessed their gifts was revered: Allan always dreamed of being a writer, but first he became a primary school teacher. However, nothing has been wasted. The children in his class, his daughter, his passion for football and even being a postman for a while … all have found their way into Allan’s stories and poems. This is a light hearted, humorous verse written about playtime. I like the way it is easy to read as a verse and by adding a touch of humour to a subject all children can relate to gives added interest to the listener. Whole class activities Shared writing. Begin by asking pupils to help you make a list of the things people say in school. This could be divided up into two halves: things teachers say, and things children say. Compare the different statements. What do the children's statements have in common with each other, and the teachers'? How are the two different kinds of statement different? What do they tell us about the people concerned? What kinds of tone of voice are they spoken in? Discuss the feelings of both parties.Supply Teacher' is one of my favourites. Ahlberg uses an introductory verse followed by two verses concluded with the all too familiar phrases; Differentiated group activities Using the technique of text marking the children are to find and mark the different sections of the poem, identifying any patterns that they notice. This begins with noting the rhymes in individual stanzas; and could lead on to how the six stanzas are divided up into 3 'sections'. The speaker continues, complaining again to Mrs. Butler about Derek Drew. The young speaker tells her teacher that the boy is taking her rubber or eraser, and she wants him to stop. The third stanza follows a very similar structure to the first. Then, the fourth stanza conveys the same dismissive attitude readers saw from the teacher in the second stanza.

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