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Introduction to corlaine

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This document provides an introduction to the book and film Coraline and outlines what will be covered when studying it. It discusses that students will analyze the family relationships portrayed in Coraline by reading the book and watching the film. It then presents three poems - "Catrin" by Gillian Clarke, "Presents from my aunts in Pakistan" by Moniza Alvi, and "Praise song for my mother" by Grace Nichols - that students will analyze to understand how they depict family relationships. The document explains that students will be required to quote from the poems and analyze the quotes to understand what the poet is trying to convey. It concludes by instructing students to get into pairs and practice quoting and analyzing quotes to

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Introduction to Coralline
What is Coraline? A young girl walks through a secret door in her new home and discovers an alternate version of her life. On the surface, this parallel reality is eerily similar to her real life – only much better. But when her adventure turns dangerous, and her counterfeit parents (including Other Mother and Other Father) try to keep her forever, Coraline must count on her resourcefulness, determination, and bravery to get back home – and save her family.
What we will be looking at? We will be studying Coralline and looking at family relationships. As well as watching the film we will be reading the book and also analysing 3 poems to do with family relationships. The 3 poems we will be looking at are on the following slides.
Catrin – Gillian Clarke I can remember you, child, As I stood in a hot, white Room at the window watching The people and cars taking Turn at the traffic lights. I can remember you, our first Fierce confrontation, the tight Red rope of love which we both Fought over. It was a square Environmental blank, disinfected Of paintings or toys. I wrote All over the walls with my Words, coloured the clean squares With the wild, tender circles Of our struggle to become Separate. We want, we shouted, To be two, to be ourselves. Neither won nor lost the struggle In the glass tank clouded with feelings Which changed us both. Still I am fighting You off, as you stand there With your straight, strong, long Brown hair and your rosy, Defiant glare, bringing up From the heart's pool that old rope, Tightening about my life, Trailing love and conflict, As you ask may you skate In the dark, for one more hour
Presents from my aunts in Pakistan – Moniza Alvi But it was stolen from our car . The presents were radiant in my wardrobe . My aunts requested cardigans from Marks and Spencers. My salwar kameez didn't impress the schoolfriend who sat on my bed , asked to see my weekend clothes. But often I admired the mirror-work, tried to glimpse Myself in the miniature glass circles, recall the story how the three of us sailed to England. Prickly heat had me screaming on the way . I ended up in a cot In my English grandmother's dining-room, found myself alone, playing with a tin-boat. I pictured my birthplace from fifties Photographs. When I was older there was conflict, a fractured land throbbing through newsprint. Sometimes I saw Lahore my aunts in shaded rooms , screened from male visitors, sorting presents, wrapping them in tissue. Or there were beggars, sweeper-girls and I was there - of no fixed nationality, staring through Fretwork at the Shalimar Gardens They sent me a salwar kameez peacock-blue, and another glistening like an orange split open, embossed slippers, gold and black points curling. Candy-striped glass bangles snapped, drew blood. Like at school, fashions changed in Pakistan - the salwar bottoms were broad and stiff, then narrow. My aunts chose an apple -green sari, silver-bordered for my teens. I tried each satin-silken top - was alien in the sitting-room. I could never be as lovely as thoseclothes - I longed for denim and corduroy. My costume clung to me and I was aflame, I couldn't rise up out of its fire, half- English, unlike Aunt Jamila. I wanted my parents' camel -skin lamp - switching it on in my bedroom, to consider the cruelty and the transformation from camel to shade, marvel at the colours like stained glass. My mother cherished her jewellery -Indian gold, dangling, filigree,
Praise song for my mother – Grace Nichols You were water to me deep and bold and fathoming You were moon’s eye to me pull and grained and mantling You were sunrise to me rise and warm and streaming You were the fishes red gill to me the flame tree ’s spread to me the crab’s leg/the fried plantain smell replenishing replenishing Go to your wide futures, you said
Info about the poems As part of the poem analysation piece of English, students are required to read and understand 3 poems in Coralline topic and analyse them word for word and understand what the poet is trying to say.
Your first and final task Get into pairs of 2 Then create 1-2 quotes each, these can be anything for example, “NEVER! I will never leave with you, you sinister witch.” Then analyse the quote for example, the word Never in capitals and with an exclamation mark says this person is shouting. This is what you will be doing with the 3 poems we look at later on.

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Introduction to corlaine

  • 2. What is Coraline? A young girl walks through a secret door in her new home and discovers an alternate version of her life. On the surface, this parallel reality is eerily similar to her real life – only much better. But when her adventure turns dangerous, and her counterfeit parents (including Other Mother and Other Father) try to keep her forever, Coraline must count on her resourcefulness, determination, and bravery to get back home – and save her family.
  • 3. What we will be looking at? We will be studying Coralline and looking at family relationships. As well as watching the film we will be reading the book and also analysing 3 poems to do with family relationships. The 3 poems we will be looking at are on the following slides.
  • 4. Catrin – Gillian Clarke I can remember you, child, As I stood in a hot, white Room at the window watching The people and cars taking Turn at the traffic lights. I can remember you, our first Fierce confrontation, the tight Red rope of love which we both Fought over. It was a square Environmental blank, disinfected Of paintings or toys. I wrote All over the walls with my Words, coloured the clean squares With the wild, tender circles Of our struggle to become Separate. We want, we shouted, To be two, to be ourselves. Neither won nor lost the struggle In the glass tank clouded with feelings Which changed us both. Still I am fighting You off, as you stand there With your straight, strong, long Brown hair and your rosy, Defiant glare, bringing up From the heart's pool that old rope, Tightening about my life, Trailing love and conflict, As you ask may you skate In the dark, for one more hour
  • 5. Presents from my aunts in Pakistan – Moniza Alvi But it was stolen from our car . The presents were radiant in my wardrobe . My aunts requested cardigans from Marks and Spencers. My salwar kameez didn't impress the schoolfriend who sat on my bed , asked to see my weekend clothes. But often I admired the mirror-work, tried to glimpse Myself in the miniature glass circles, recall the story how the three of us sailed to England. Prickly heat had me screaming on the way . I ended up in a cot In my English grandmother's dining-room, found myself alone, playing with a tin-boat. I pictured my birthplace from fifties Photographs. When I was older there was conflict, a fractured land throbbing through newsprint. Sometimes I saw Lahore my aunts in shaded rooms , screened from male visitors, sorting presents, wrapping them in tissue. Or there were beggars, sweeper-girls and I was there - of no fixed nationality, staring through Fretwork at the Shalimar Gardens They sent me a salwar kameez peacock-blue, and another glistening like an orange split open, embossed slippers, gold and black points curling. Candy-striped glass bangles snapped, drew blood. Like at school, fashions changed in Pakistan - the salwar bottoms were broad and stiff, then narrow. My aunts chose an apple -green sari, silver-bordered for my teens. I tried each satin-silken top - was alien in the sitting-room. I could never be as lovely as thoseclothes - I longed for denim and corduroy. My costume clung to me and I was aflame, I couldn't rise up out of its fire, half- English, unlike Aunt Jamila. I wanted my parents' camel -skin lamp - switching it on in my bedroom, to consider the cruelty and the transformation from camel to shade, marvel at the colours like stained glass. My mother cherished her jewellery -Indian gold, dangling, filigree,
  • 6. Praise song for my mother – Grace Nichols You were water to me deep and bold and fathoming You were moon’s eye to me pull and grained and mantling You were sunrise to me rise and warm and streaming You were the fishes red gill to me the flame tree ’s spread to me the crab’s leg/the fried plantain smell replenishing replenishing Go to your wide futures, you said
  • 7. Info about the poems As part of the poem analysation piece of English, students are required to read and understand 3 poems in Coralline topic and analyse them word for word and understand what the poet is trying to say.
  • 8. Your first and final task Get into pairs of 2 Then create 1-2 quotes each, these can be anything for example, “NEVER! I will never leave with you, you sinister witch.” Then analyse the quote for example, the word Never in capitals and with an exclamation mark says this person is shouting. This is what you will be doing with the 3 poems we look at later on.