Bit of a blog-bomb here of highlights from placement 2…
FLIGHT OF FANCY
I really enjoyed the last lesson I had with a Y10 class. Wed done poetry in detail together, and so I wanted to go with an unseen approach to the last lesson, but make sure there were really in the mood first. The poem was James Fenton’s In Paris With You, and as the calendar would have it, we wound up exploring this on Valentines Day. I started the lesson by giving each pupil boarding cards from this great site: http://omatic.musicairport.com
I went with a class name, the truly committed could input individual names. I did put relevant flights and a time for that lunch, and led the class through a series of consideration conversations about whether they would use the ticket or not as we revealed more about the poem and its circumstances.
With a Y9 class we were examining a poem that uses wealth imagery to explore the value of objects, with water ultimately being revealed as the most precious. I started the lesson by giving each pupil a trading card with an object on it. The class had 5 minutes to move around the class and persuade one another to trade items until they ended up with the highest value item that they could. Back in groups, they choose the highest value from that which they had collated, and I stuck this to the board.
Later in the lesson, once the meaning of the poem had been discovered, tables could choose to trade their item on the board for one form their remaining stash, so long as they could explain WHY. All the groups did, humbly and eloquently swapping gold and skull candy headphones for bottles of water, food and medical supplies. It was awesome! Another winner in the student voice survey, and could easily be adapted to teach other poems – such as valuing time in Duffy’s hour, or relationships in many others.
I’m also LOVING Triptico’s new Think and Link
I recently used the hexagons to make a random selection of characters and quotes from Skellig, and each pupil had a hexagon grid in front of them.
They generated an impressive list of key themes, of which they had to choose 2. These were written at either end of the hexagon sheet, and pupils had to use the hexagon prompts form the TRIPTICO screen to make a link bridge across the page, writing explanations for the link in the spaces around the bridge, to ensure genuine HOT.
Sounds a little complicated, it wasn’t in practice though, and the pupils loved directing me in reconstructing their theme bridges in screen. Very satisfying Triptico click/think noise too!