Objectives

• Analyse how Zephaniah uses the first-person voice and direct address in Chapter 1 to assert the speaker's British identity against racial exclusion.
• Explain how specific lexical choices — including dialect, Standard English and the refrain 'no problem' — create irony and political critique.
• Analyse how Zephaniah uses structural and phonological features (stanza form, rhythm, repetition) to reflect the dub-poetry tradition and reinforce meaning.
• Evaluate how the poem positions 'British Society' and 'The Oppressor / Racist System' as antagonists to the speaker's self-assertion.
• Write a fully evidenced analytical paragraph using the point–evidence–analysis structure, embedding quotation from the poem.
• Place the poem in its 1992 context — Brixton riots, institutional racism, the Propa Propaganda collection — and explain how context shapes meaning.

The sequence

1. Lesson 1: Who is speaking and where do they stand? First encounter with the voice

   60 min · ch. 1

   Do now

   On your mini-whiteboard, jot down a single word that captures how it feels when someone doubts your place in a group. Be prepared to share. No books required — this is all about your personal experience.

   Teacher input

   Model a first-reading annotation on the poem's opening two lines — 'I am not de problem / But I bear de brunt' — displayed on the board. Think aloud: What does 'de' reveal about the speaker's voice? Why does Zephaniah use 'brunt' (a Standard English word) alongside the dialect spelling? Demonstrate how the clash of these two registers in these lines establishes the poem's central tension: the speaker navigates both worlds but is rejected by one.

   Independent task

   Students read the complete poem (Chapter 1) quietly, then annotate their own copy based on this prompt: Underline every instance where the speaker asserts a direct claim to British identity. For each underlined instance, write one sentence in the margin explaining what the word or phrase reveals about how the speaker wishes to be perceived. Students submit their annotated copies.

   Exit ticket

   The speaker's main claim in 'No Problem' is that they can overcome challenges, and the word that best supports this idea is "resilience."

2. Lesson 2: Dub poetry in the classroom: rhythm, performance and political voice

   60 min · ch. 1

   Do now

   Take a moment to observe the poem on your desk. Count the syllables in lines 1, 2, 3, and 4, and jot down the numbers next to each line. What stands out to you about the pattern? Write one sentence about your observation.

   Teacher input

   Using stanza 2 of the poem (the stanza that starts with the speaker claiming to speak English), examine how the steady, almost consistent beat reflects reggae rhythm and builds momentum, echoing the speaker's determination not to be silenced. Read the stanza aloud twice—first in a flat tone, then with the beat—and mark the stressed syllables on the visualiser. Discuss the dub-poetry tradition, focusing on its oral performance aspect, reggae influence, Zephaniah's Rastafarian identity, and the context of the 1992 Propa Propaganda.

   Independent task

   In pairs, students select a stanza from Chapter 1, identify the stressed syllables, and prepare a 30-second performance of it. Afterward, each student writes a 60-word explanation to be submitted individually, discussing how the rhythm of their chosen stanza enhances the speaker's emotional tone at that point in the poem.

   Exit ticket

   Before (AI-sounding): > Name ONE feature of dub poetry and write one line from the poem that demonstrates it.

   After (Humanized): > Share ONE characteristic of dub poetry and include a line from a poem that showcases it.

3. Lesson 3: The irony machine: how 'no problem' becomes a political weapon

   60 min · ch. 1

   Do now

   Before: > Read the poem's title and the final two lines of the poem. Without looking at the rest of the poem, write a prediction: does the speaker think there IS a problem, or NOT? Give one reason for your answer.

   After: > Check out the poem's title and its last two lines. Without peeking at the rest of the poem, make a guess: does the speaker believe there’s a problem or not? Share one reason for your choice.

   Teacher input

   Model a close reading of the poem's title refrain as it appears throughout Chapter 1. On the board, show three instances of 'no problem' from various points in the poem. Think aloud: notice how the phrase evolves from seeming acceptance to sarcasm and finally to defiant irony. Illustrate to students how repeating the same phrase can take on different meanings based on the context that comes before it—the micro-aggressions mentioned in each stanza intensify the refrain's emotional weight, leading to a stronger sense of anger by the end of the poem.

   Independent task

   Students will compose a structured analytical paragraph (point–evidence–analysis) addressing the question: How does Zephaniah use the phrase 'no problem' to critique the way British society treats the speaker? They should include at least two quotes from Chapter 1 and discuss the effects of repetition and irony. This paragraph is to be submitted for marking.

   Exit ticket

   By the end of the poem, "no problem" really means a sense of acceptance and the ability to let go of worries.

4. Lesson 4: Constructing the enemy: how the poem presents 'British Society' and 'The Oppressor'

   60 min · ch. 1

   Do now

   Take a look at the poem. Identify every line where someone other than the speaker appears to speak or act. Circle those lines. How many did you discover? Write down the number and share the one that resonates with you the most.

   Teacher input

   Model how Zephaniah constructs 'The Oppressor / Racist System' as a pervasive force that is felt but not explicitly quoted — utilizing the lines where the speaker recounts what 'dem' say or do (for instance, questioning his origins or assuming he cannot speak English). Annotate on the visualiser: the third-person pronoun 'dem' and its impact — it creates a sense of distance, embodies a collective perspective, and dehumanizes individuals. This technique effectively portrays racism as a systemic issue rather than an isolated one, linking it to the 1992 context of institutional racism in Britain.

   Independent task

   Students will write two analytical paragraphs: one focusing on how the speaker is presented and the other on how 'British Society / The Oppressor' is depicted, both supported by evidence from Chapter 1. Each paragraph must include the word 'contrast' at least once and incorporate a minimum of three quotations throughout. These will be submitted for assessment.

   Exit ticket

   Zephaniah avoids giving direct voice to the racist figures in the poem to emphasize their harmful ideologies without legitimizing them. This choice allows the reader to focus on the impact of racism rather than engaging with the offenders personally.

5. Lesson 5: Pulling it together: writing a full analytical response to 'No Problem'

   60 min · ch. 1

   Do now

   Without opening your book, jot down: three language techniques that Zephaniah employs in the poem, one piece of context that influenced the poem, and one effect of the poem's structure. You have four minutes.

   Teacher input

   Zephaniah presents the speaker's sense of identity in "No Problem" by illustrating the internal conflict between self-acceptance and societal perceptions. The opening lines, "I am not de problem / But I bear de brunt," highlight this struggle, with the dialect spelling of 'de' contrasting sharply with Standard English in 'brunt.' This choice emphasizes the speaker's cultural identity, suggesting a rejection of mainstream norms while acknowledging the weight of prejudice they carry. Set against the backdrop of 1992 Britain and the dub-poetry tradition, these lines reflect the broader societal challenges faced by individuals of Caribbean descent.

   Independent task

   Students are required to write a comprehensive analytical response (three to four paragraphs) to the question: "How does Zephaniah convey the speaker's sense of identity in 'No Problem'?" They need to include at least four quotations from Chapter 1, accurately use at least two technical terms, and make one reference to the context. These responses will be gathered as the draft for the summative assessment.

   Exit ticket

   Underline the sentence in your essay that you consider to be your strongest analysis. Next to it, explain why you think this is your best sentence.

Activities

Assessment

• Lesson 1 exit ticket — checks whether students can identify the speaker's central claim and select a supporting quotation from the poem's opening lines.
• Lesson 2 written explanation — checks whether students can connect a specific rhythmic feature of their chosen stanza to the speaker's emotional tone at that moment.
• Lesson 3 analytical paragraph — checks whether students can deploy point–evidence–analysis structure and explain the ironic function of the 'no problem' refrain with at least two embedded quotations.
• Lesson 4 double paragraph — checks whether students can sustain a contrast argument across two paragraphs, embedding three quotations and using the word 'contrast' accurately.
• Lesson 5 exit ticket — checks whether students can self-identify their strongest analytical sentence, indicating metacognitive awareness of what good analysis looks like in this poem.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• RL.11-12.6 — Analyse a case in which grasping a point of view or cultural experience requires distinguishing what is directly stated from what is really meant (e.g. satire, irony, understatement).

AP Literature

• Literary Argumentation (LAN-1) — Explain the function of specific words and phrases in a literary text, including connotation and figurative language.
• Character and Narration (NAR-1) — Explain how a narrator's or speaker's perspective controls the details and emphases of a text.
• Structure (STR-1) — Explain how the arrangement of the parts of a text contribute to its overall meaning.
• Figurative Language (FIG-1) — Explain the function of a symbol, image, or extended metaphor, including irony and repetition, in a literary text.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written.
• AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.