In my early years of teaching, I spent many hours cutting up coloured cards, agonising over the correct image to correctly illustrate a skill and differentiated by making a terrifying range of different resources for every possible level within the classroom. Now? I realise less is more and I save my laminating for those multipurpose resources that I am going to use again and again. These conflict poetry strips are quick to create and incredibly versatile when exploring and revising poems. Below are five different ways that you can use them in lessons to enhance your teaching of the conflict poems.
Although these can be useful for students of all abilities, the visual element is particularly helpful for lower ability students who struggle to move between the literal and figurative element of poetry. For those students who are intimidated by elaborate lexical choices, subtle tones and unfamiliar imagery, image strips are a perfect way to give them a visual frame of reference that allows them to fearlessly explore ideas within the poems and gain confidence with poetry. Email us at firstname.lastname@example.org for a set to accompany the AQA conflict poems.
Pre reading activities
Explore poems by using an image strip to explore the imagery contained within a poem before students read it. Give out the images and ask students to make predictions about themes, tones, content and even the words that they might expect to see within a poem. Continue reading “Conflict Poetry: 5 Ways to Use Image Strips”→
Last week my class were totally absorbed in a set of lesson on synthesis. They spent hours carefully poring over several articles and meticulously sifting out quotations, information and inferences to create a precise and accurate summary of what they had read. The subject? Not Paper 2 skills as far as they were concerned but ‘Animal Attacks’. The most bizarre, gruesome and delightfully shocking accounts can be found in abundance thanks to the excellent Guardian Experience rangehere (I was swallowed by a hippo is a personal favourite). Here’s the thing though – I am totally convinced that my boy heavy, gore loving class would not have enjoyed working through the specimen papers provided by AQA nearly as much – in fact I would go as far as to say that I would have inevitably lost some of them along the way; however clearly I broke down the process of synthesis and summary, the extrinsic motivator of being able to perform in a GCSE exam would not be enough to hold their attention or help all of them really embed that skill. It’s not that they don’t care about their GCSEs, it’s more that summary and synthesis are not necessarily fun skills to master for most of us. Useful? Yes. Necessary? Well sort of. But fun? Not really. Animal attacks are intrinsically interesting to them and picking them as the source material would have made any subsequent activity a winner.
I read the debates on Twitter about engagement (or ‘investment’ as James Durran elegantly re-terms it in his post here) and I do agree that much of what we do is intrinsically interesting and that when we approach it with enthusiasm and passion, we shouldn’t need to rely on gimmicks and ‘empty activities’ that are more about entertaining classes than really bringing on their knowledge and skills. It is also true that there is nothing worse than observing ‘fun’ lessons that are full of activity with no real thought or value behind them. Continue reading “Why we should still be having fun”→