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KS3 · Year 7 - Foundations · Term 2 - Voices Across Time · Week 2
Pages: Half-caste - John Agard
Agard writes in Guyanese Creole to confront the term "half-caste". The poem questions why mixed identity is treated as incomplete.
Lesson 1
What students do
Read poem aloud twice; gloss "half-caste", "Picasso", "tchaikovsky".
Task
Underline three lines where Agard directly addresses the reader ("Explain yuself…").
Success criteria
Can quote one line where the speaker challenges the reader.
Lesson 2
What students do
Discuss why Agard mixes Creole and standard English; teacher models "The dialect shows…".
Task
Pair-talk: how does the missing punctuation change the pace?
Success criteria
Names one effect of the Creole voice.
Lesson 3
What students do
Live-model a WHAT/HOW/WHY paragraph using a Creole quote.
Task
Copy modelled paragraph; label WHAT/HOW/WHY.
Success criteria
Understands the analytical paragraph shape for poetry.
Lesson 4
What students do
Scaffolded paragraph using "yu mean when light an shadow / mix in de sky".
Task
Fill-in-the-blanks paragraph using "This shows…".
Success criteria
Inference goes beyond literal meaning.
Lesson 5
What students do
Independent paragraph with reduced scaffold.
Task
How does Agard challenge the reader?
Success criteria
One paragraph with embedded quote + "This shows…" inference.
AI marking - try this with the English Hub feedback engine
Students can submit their independent paragraph to the AI feedback engine for AO-aligned commentary. Their teacher sees the same feedback alongside their own marking. The task is auto-loaded into the practice surface - students just write and submit.
Open the marking surface with this task pre-loaded →