A class in which y9 (!) discuss this poem. Now part of the IGCSE materials for study, they worked so well – the video is testament to their attitude.
A movie of the lesson can be found here on the department you Tube feed. the boys explain each sheet in turn.
I am experimenting with ExplainEverything as a medium for supporting learning.
This is a link to a lesson taught today with my Year 10 class and acting as support for the 6 or 7 boys who were sitting an art exam…
The boys are finding English tricky, but are capable of good work. Hopefully this will boost their confidence somewhat. Some much improved writing and sensible analysis here of an unseen poem.
https://youtu.be/awIWtxzrVdI : link to JLS you tube channel
A resource for unseen poems based on Robert Frost…
jwp unseen poetry
Year 10 linking work for the poetry anthology.
love group the pdf version
I am preparing Y10 for the Anthology C poems for Edexcel.
This is a draft spreadsheet to try to organise their thinking in relation to the 16 poems.. I would welcome feedback and suggestions.
poems reference grid
In John Tomsett’s new book This much I know… there is a lovely example of modelling annotation for a class, using a visualiser. I ran this today with my Year 10 class – a set who do not find poetry analysis or discussion easy – and I post the result.
This is a great way to help students who are not necessarily ready to move to annotation or discussion of a text without support. The PDF shows a page from the Edexcel IGCSE anthology which we worked on under the visualiser. When I felt I wished to annotate, they were told to copy and I explained why I was writing what I wrote. Yes this is copying, but it is much more. The discussion element broadens and deepens the understanding and the modeled annotation enables them to confidently annotate their own work. For the first time the discussion was ended by the end of the lesson with much more to say.
We discussed the poem in terms of God/Satan, symmetry of good and evil, metaphors of fire and hell, the power and omnipotence of a God who could create the Tyger, the distinction between God and Satan,. the figurative idea of the heavens watered by tears, the alliteration and the rhythmic patterns, the idea of Innocence and Experience…
So much more was covered than in many lessons. I like this, I had forgotten it and it works.
My favourite poem in the Edexcel IGCSE anthology…
This is for Year 10 who spent a grand 50 minutes exploring the SCA of SCASI.
One or two didn’t copy it and one was absent.
I can’t summarise a poor photo, but the gist is that the poem is a poem of development from innocence to experience – the childish excitement of the opening becoming more of a sense of “excited and scared” (Sondheim) as the child gains experience. We looked closely at Character to chart this development in the language used around the child and repressive nature of the imperatives which come from his internal voice (?) which add more and more inhibitions to his behaviour.
The overt sensory setting was a rich area of discussion as was the passage of time and the awareness of moving from one state to another after a cocoon-like wrapping in the sacks… The boy emerges with heightened self-awareness as his innocent state is left behind him.
The Action divided between inside the shed and external action – the scuffling laughter suggesting his “friends” conscious rejection of him and the cold “biting at the same time suggesting the emergence of his recognition of his new state.
My boys may not have gone for the Sondheim allusion – this is Red Riding Hood ion Into The Woods – excited and scared as her “experiences” in the woods are considered – the new-found awareness s of sexuality is not really a feature here, but the personified garden of threat at the end seems clearly to signify a frightening new world which awaits our young adolescent.
As part of my Yr 9 curriculum, I introduced a year 9 competition a couple of years ago. The students are working on a war literature module and are required to submit a poem for a Remembrance Competition.
This year I have prepared this slide-deck to help my class prepare. I will use a visualiser to write alongside them and will post the result. Hopefully the winner, when posted, will be an altogether stronger poem!
The winning poems from an earlier year can be seen here: winners: poetry competition
My my first draft in the lesson, from the visualiser… a bit of work to do. Why did I try trochaic hexameters in the beginning?
Year 11 created a spectacular learning wall for open day with ideas building for MAAN and TKAM… It will not be available in the classroom indefinitely, so here are the key elements in PDF…
Aimed at Year 9 who are about to consider writing poems for a competition. this may not be to all tastes…