Post by sir on Feb 9, 2010 10:17:04 GMT -5
How to run your lesson:
It is a good idea to set a thought-provoking question that is in some way related to the theme of your poem (so for “Charge of Light Brigade” you would ask class “Is it a source of honour to die for your country?”
The class needs 2 mins to discuss in pairs before you then take feedback. Control the discussion. Let everyone have a say as much as is possible. Should last no longer than 10 mins.
Then, show then the poem. Hand out the photocopies. Let them read it individually for at least 5 mins in silence. Then read it aloud.
Now, set the question: What is this poem really about? And how can you prove that? 5 mins – class to discuss and make notes in pairs.
Then take feedback. Again, control the discussion and limit it to 10 mins. Encourage people to say WHY they think what they think. Make them justify it and use quotations.
Make sure everyone is noting down what everyone else is saying.
Now you will need to make sure they have picked up all the subtleties of the poem. Have they covered structure and linked it to meaning? Have they covered all the tricks you’ve spotted?
Lastly, ask people to start writing up their response and float round as they do, suggesting alterations and improvements. Make sure they are structuring their answer into controlled paragraphs, and that each paragraph focuses on how a particular technique relates to the poet’s intentions or message, or focuses on the reader’s response. Have they hit most or all of the bullet points? Key things to check for in every paragraph: quotations , references to poet and reader, references to question’s key words.
One of you can be typing an example and ask that it is put up on the whiteboard: you might even prepare on in advance. Then you can point out good bits and bad bits to people, or ask them to do that to you.
The class should finish the response at home if necessary.
It is a good idea to set a thought-provoking question that is in some way related to the theme of your poem (so for “Charge of Light Brigade” you would ask class “Is it a source of honour to die for your country?”
The class needs 2 mins to discuss in pairs before you then take feedback. Control the discussion. Let everyone have a say as much as is possible. Should last no longer than 10 mins.
Then, show then the poem. Hand out the photocopies. Let them read it individually for at least 5 mins in silence. Then read it aloud.
Now, set the question: What is this poem really about? And how can you prove that? 5 mins – class to discuss and make notes in pairs.
Then take feedback. Again, control the discussion and limit it to 10 mins. Encourage people to say WHY they think what they think. Make them justify it and use quotations.
Make sure everyone is noting down what everyone else is saying.
Now you will need to make sure they have picked up all the subtleties of the poem. Have they covered structure and linked it to meaning? Have they covered all the tricks you’ve spotted?
Lastly, ask people to start writing up their response and float round as they do, suggesting alterations and improvements. Make sure they are structuring their answer into controlled paragraphs, and that each paragraph focuses on how a particular technique relates to the poet’s intentions or message, or focuses on the reader’s response. Have they hit most or all of the bullet points? Key things to check for in every paragraph: quotations , references to poet and reader, references to question’s key words.
One of you can be typing an example and ask that it is put up on the whiteboard: you might even prepare on in advance. Then you can point out good bits and bad bits to people, or ask them to do that to you.
The class should finish the response at home if necessary.