Teaching notes and ideas
Name of resource:
Singh Song!
Age group(s)
Subject(s)
12 to 14, 15 to 16
English
Topic
Language Level
Poetry
Beginner/Intermediate/Advanced
EAL Nexus
Description of resource
A lesson exploring the poem ‘Singh Song!’ by Daljit Nagra.
 PowerPoint presentation about ‘Singh Song!’ looking at how character and
voice are created through different aspects of the poem and using different
poetic techniques
 Vocabulary handout
 Jigsaw activity cards
Preparation needed
You will need:
 interactive whiteboard or projector to use the PowerPoint electronically
 copy of the poem (from AQA anthology or other source – not included here for
copyright reasons) – one for every learner
 highlighter pens
 dictionaries (English, bilingual – as appropriate for learners)
 computers (optional).
You will need to:
 print and cut out cards for the jigsaw activity – each small group will need one
character card; in a large class, two groups will look at each character
 print images (PowerPoint slides 5–8) – one set for each small group, which can
be printed as two slides on a page, or one set printed as a single slide per page
to use as a whole class flashcard set
 print vocabulary handouts – one for each learner.
Curriculum objectives
 To reflect on, understand and analyse the content of the poem, with reference
to meaning, imagery, language, character and voice
 To respond to the poem from a personal point of view
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2015
EAL Nexus
Language/Literacy objectives
Functions
Structures
Describing
Present simple tense: Mr Singh is ...
Justifying
How do you know? I know this because ...
I think he uses ________ because he wants to …
Inferring
What does this tell you? This tells me that …
Vocabulary
Technical language: character, voice, culture, identity, structure, meaning,
images, language, emotion, response, repetition, rhyme, narrator (1st or 3rd
person), metaphor, alliteration, enjambment, annotate, non-standard English,
accent
Words from the poem: bride, chapatti, chutney, pinnie, plantain, mop, high heels,
the web, stumble, a drunk, teddy, crew cut, tartan, donkey jacket, sari, tickle,
precinct
This resource could be used:
 whole class
 as differentiation within class
 one to one or small group.
Ideas for using the resource
This resource is intended to be used in conjunction with two other EAL Nexus
resources – Checking Out Me History and Comparing two poems. The intention is
to look at ‘Checking Out Me History’ first, then ‘Singh Song!’ and finally ‘Comparing
two poems’ which looks at common themes in the two poems.
What to do
Work through the lesson as detailed in the PowerPoint presentation, using the
supplementary resources as suggested at each relevant point.
On the presentation, key points and questions are written in black. Instructions for
learners to carry out specific tasks are in blue, so that they can easily be referred
back to. Key words are in green. Where not otherwise stated, key questions are to
be discussed as a whole class; the teacher should model and encourage learners
to annotate their own copies of the poem with the key points that arise from these
discussions.
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2015
EAL Nexus

Slide 3: note that Singh is the traditional middle name of all male Sikhs.

Slide 4: draw on experience of Indian students or learners from other migrant
backgrounds to discuss the background, aspirations and then inherited
prosperity of people like Mr Singh.

Slides 5–8: use as flashcards – either whole-page size for whole class
discussion, or reduced-size cards for small groups to discuss the questions on
Slide 4. Alternatively, use the pictures on the screen to stimulate discussion.

Slide 9: draw particularly on EAL learners’ experiences..

Slide 10: elicit that this is the English of many British Indians who have never
learnt English formally. Whole class discussion. Teacher to read or use a
video of the poet reading. Learners look at their own copies of the poem.

Slide 13: use prepared vocabulary sheets.

Slide 14: use jigsaw activity handout. Divide learners into three or six small
groups, depending on the size of the class.

Slide 15: as the teacher monitors, make notes of the learners’ key points on
paper or on the interactive whiteboard. Add any key points they have missed –
to be printed as a summary for all learners.

Slide 17: beginner and intermediate EAL and lower ability learners may need
additional support here.
Other ideas for making the best use of this resource
 Throughout the lesson series, EAL learners may use bilingual dictionaries/
translations and the teacher should encourage using the learners’ first
language ability, particularly as they discuss their own experience as well as
the meaning of the poems. With this in mind, the teacher should consider
carefully how learners are paired or grouped, facilitating first language
communication as well as ensuring that EAL learners have access to good
models of English language use around them, and are encouraged to
communicate in English with their peers in order to develop their language
skills.
Possible extension activities

As well as annotating their copies of the poem with responses to the key
questions covered in the lesson, learners could summarise at the end or at key
points in the lesson what they have discovered about different aspects of the
poem.
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2015