Template guidance

Template guidance

Engaging students in Poetry and scaffolding effectively Term 1, Development Day X Session outcomes By the end of this session, trainees will: Understand how to successfully scaffold learning so students can access and engage in poetry Be confident in using modelling to move students towards independent annotation and exploration of poetry Have planned to deliver a scaffolded lesson on a poem from the Power and Conflict cluster Length: 3 hours Subject specific Subject generic Teacher Development Framework TS4 TS3

TS2 Links to other sessions The session will link to the previous session where scaffolding was considered and trainees were starting to explore. It will also lead into the next session on analytical writing. Resources Ppt Copies of My last Duchess Teaching Poetry Developing students engagement in poetry through scaffolding and modelling @TeachFirst @teachfirstuk Learning Outcomes Understand how to successfully scaffold learning so students can access and engage in poetry

Be confident in using modelling to move students towards independent annotation and exploration of poetry Have planned to deliver a scaffolded lesson on a poem from the Power and Conflict cluster Slide footer if required 02/24/2020 3 List 3-5 things that could cause jealousy in a relationship 1. 2. What themes could appear in this poem? What impact does this have on the learner? Poetry: readerresponse theory A novel or poem or play remains merely ink-spots on the paper until a reader

transforms them into a set of symbols Louise Rosenblatt Rosenblatt 1970:25 To what extent do you agree or disagree with this statement? What implications does this have for you teaching poetry in the classroom? What obstacles, as an English teacher do you face? Slide footer if required 02/24/2020 5 Rosenblatts Live Circuit Rosenblatts Live Circuit Reader brings interpretation and the words channel the readers reaction. Iser proposed an interactive role for the reader a text has potential meaning, only actualised when a reader brings their own interpretation to it (Iser 1978:21) Slide footer if required

Text Reader 02/24/2020 6 Possible tensions. Naylor and Wood suggested that there are tensions in the English classroom & pressures to secure (a 4+)English teachers have little room for failure. Freedom for teachers to be creative and innovative is limitedyet the criteria for the highest grades require original and creative responses Naylor & Wood 2012:20 How do we develop learners ability to own their interpretations in the classroom whilst directing them to ensure all AOs are covered? What can we do in the classroom to scaffold this approach to learning and ensure the students are exam ready? Slide footer if required 02/24/2020

7 AQA Power and Conflict Assessment Objectives: AO1 Read, understand and respond to texts: Maintain a critical style and develop an informed, personal response Use textual references AO2 Analyse the language, form and structure used by a writer to create meanings and effects using relevant 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 structure for clarity, purpose and effect, with accurate spelling and punctuation Slide footer if required 02/24/2020 8

Scaffolding: what does this mean? As Mercer explains (1994:96): "Scaffolding represents the kind and quality of cognitive support which an adult can provide for a child's learning, which anticipates the child's own internalisation of mental functions". What examples of scaffolding have you observed in school? How much of it features in your practice? Slide footer if required 02/24/2020 9 Clear, articulated goals! Start with the 4Ms: Made first, Most important, Measurable, Manageable Lesson 1 To explore the character of the Duke in the poem My Last Duchess Lesson 2 To analyse the language and structure used in the poem to present the Duke. Slide footer if required

02/24/2020 10 Practice In pairs write a clear learning objective for a poem you will be teaching shortly. 3 minutes Share with your partner and peer asses: Is it: Most important? Made First? Manageable? Measurable? Slide footer if required 02/24/2020 11 Learning Journey

Identify Slide footer if required Understand Practice Apply 02/24/2020 12 Planning: Annotations Your annotations The students annotations What will they focus on? My Last Duchess Possessive noun, premodification, connotation, spot of joy- metaphor- this could mean a blush. she smiled, no doubt- comma used to add

opinion. she thanked men- verb- thanked. too soon made glad- adverb- too. too easily impressed-adjective- impressed or adverb-too. piece a wonder- metaphor or noun piece. Slide footer if required 02/24/2020 13 Dual coding Dual Coding Theory a theory of cognition and how we think uses the idea that the formation of mental images aids in learning. Put simply, the use of verbal and visual information This was first hypothesised by Allan Paivio in 1971 and is part of the 6 Effective Learning Strategies Slide footer if required 02/24/2020 14

List 3-5 things that could cause jealousy in a relationship What themes could appear in this poem? DARTs activities Good readers use what they know about language and the world to interact with what they are reading. This helps them create meaning from the words on the page. British Council: Teaching English What are DARTs activities and what are the benefits from using them? Directed Activities Related to Text Slide footer if required The advantages? When students interact with texts, their reading comprehension improves. They also become more aware of how texts are

constructed. This makes them more critical of texts. They begin to ask questions about the information that has been included in, and excluded from, the text. As students' understanding of how text is constructed improves, so too does their own writing. Research has shown that interacting with texts also improves students' cognitive development. DARTs also help students learn how to use texts without plagiarizing them. 02/24/2020 16 Duchess Last My My Last Duchess Slide footer if required 02/24/2020 17

Possessive pronoun My. Implies control. She belongs to somebody. Patriarchal society? Pre modification with adjective last. Implies there are more. Lots of wives? A jilted lover? Final one or more to come Noun denotation refers to a woman of the same rank as a Duke. Implies wealth, territory, hierarchy. My Last Duchess Syntax speaker comes first. Most

important? First person narrative ego? Slide footer if required Use what you know about the themes on the poem from the images and the exploration of the title. Predict what the poem will be about and what you think will happen. 02/24/2020 18 Teach the context This is a dramatic monologue. SETTING: In 1846 Browning and his wife Elizabeth eloped to Italy to escape Elizabeths dad who tried to

control her. A stately home The poem reflects Brownings interest in Italian politics and the Renaissance. In the Middle Ages each city was its own realm and had its own ruler. Dowries, for marrying off daughters, were common. It is a recollection of events and is ambiguous. Slide footer if required A rich, devastatingly handsome Duke, flowing dark hair, bright blue eyes, a velvet jacket, an ornately embroidered waistcoat with gold buttons, a walking cane adorned with jewels. An envoy a man sent to meet the Duke a lesser man, smartly dressed but does not have the Dukes money or charisma and the Duke knows it. The Duke takes the envoy around his home to show off his art collection, including a portrait

of his late wife, the Last Duchess. 02/24/2020 19 Observe the dramatisation as you have the poem in front of you. Start to think about what sort of a person the Duke is Slide footer if required 02/24/2020 20 Text Marking Modelling the annotation process allows you to demonstrate the practicalities of marking up a text. It also provides a visual guide to you

thought processes as a reader. Yet annotation is much more than simply writing notes on a projected text. It is a process that needs to be taught in a carefully staged way, allowing ample time for practice Tharby: 2017:47. Slide footer if required Sir, twas not Her husbands presence only, called that spot Of joy into the Duchess cheek She had A heart- how shall I say?- too soon made glad, Too easily impressed; she liked whateer She looked on, and her looks went everywhere. 02/24/2020

21 Gradual Release: I do. AO1 What is happening here? Which words/ phrases are significant? What is your view of the speaker/Duke? AO2 Language devices and structural features: Sir, twas not Her husbands presence only, called that spot Of joy into the Duchess cheek AO3 How does this link to the context of the poem? Slide footer if required

02/24/2020 22 Gradual Release: We do. AO1 What is happening here? Which words/ phrases are significant? What is your view of the speaker/Duke? AO2 Language devices and structural features: She had A heart- how shall I say?- too soon made glad, AO3 How does this link to the

context of the poem? Slide footer if required 02/24/2020 23 Gradual Release: You do. AO1 What is happening here? Which words/ phrases are significant? What is your view of the speaker/Duke? AO2 Language devices and structural features: Too easily impressed; she liked whateer She looked on, and her looks

went everywhere. AO3 How does this link to the context of the poem? Slide footer if required 02/24/2020 24 AO1 What type of a character is he? Include the quotes AO3: What links can you make with the context of the poem? Duke of Ferrara AO2 What language & structural features do you notice? Thunks

A. The Duke is paranoid, taking to himself in a house he is haunted by previous relationships that have failed. He wants to be seen to have power but he is insecure and just as much of a victim as the Duchess. B. The Duke is an egotistical megalomaniac who revels in the power he has over women and pays no regard whatsoever to the opinions and thoughts of others 1:12 1:13 1:14 1:15 1:16 1:17 1:18 1:19 1:20 1:21 1:22

1:23 1:24 1:25 1:26 1:27 1:28 1:29 1:30 1:31 1:32 1:33 1:34 1:35 1:36 1:37 1:38 1:39 1:40 1:41 1:42 1:43 1:44 1:45 1:46

1:47 1:48 1:49 1:50 1:51 1:52 1:53 1:54 1:55 1:56 1:57 1:58 1:59 0:12 0:13 0:14 0:15 0:16 0:17 0:18 0:19 0:20 0:21 0:22

0:23 0:24 0:25 0:26 0:27 0:28 0:29 0:30 0:31 0:32 0:33 0:34 0:35 0:36 0:37 0:38 0:39 0:40 0:41 0:42 0:43 0:44 0:45 0:46

0:47 0:48 0:49 0:50 0:51 0:52 0:53 0:54 0:55 0:56 0:57 0:58 0:59 1:00 1:01 1:02 1:03 1:04 1:05 1:06 1:07 1:08 1:09 1:10

0:01 0:02 0:03 0:04 0:05 0:06 0:07 0:08 0:09 0:10 2:00 1:11 0:11 End Slide footer if required 02/24/2020 26 Show some understanding of implicit ideas, perspectives and contextual factors. (Level 2-3- 3/4)

Thoughtfully consider ideas, perspectives and contextual factors by examining links. (Level 4-5- 5-7) Explore convincing links between ideas, perspectives and contextual factors. (Level 6- 8/9) How does the writer present the Duke and why does he present him this way? Answer this question using PEZZ/PETER/PEZEL.. WAGOLL The Duke perceives the Duchess as being inferior. He distrusts her and believes that she is promiscuous. Through his biased, dramatic monologue, Browning presents the reader with a self obsessed megalomaniac. His Duchess isnt perfect, she is a blemish on his perfect exterior. The use of the metaphor spot of joy implies that the Duchess joy was indeed a blemish, suggested by the word spot. It also connotes her insignificance to him. Her perceived flirtatious way with Fra Pandolf is at odds with the

way she should behave, in his eyes. Browning shows us how he feels he needs to not just own his wife but control her emotions; they should be reserved exclusively for him. Slide footer if required 02/24/2020 28 WAGOLL The Duke perceives the Duchess as being inferior. He distrusts her and believes that she is promiscuous. Through his biased, dramatic monologue, Browning presents the reader with a self obsessed megalomaniac. His Duchess isnt perfect, she is a blemish on his perfect exterior. The use of the metaphor spot of joy implies that the Duchess joy was indeed a blemish, suggested by the word spot. It also connotes her insignificance to him. Her perceived flirtatious way with Fra Pandolf is at odds with the way she should behave, in his eyes. Browning shows us how he feels he needs to not just own his wife but control her emotions; they should be reserved exclusively for him. In doing so, Browning reveals the oppression with which the Duchess lives, a parody of how women would have lived during Victorian England. Slide footer if required 02/24/2020

29 Explain the effects of writers methods, using relevant subject terminology. (Level 2-33/4) I explained what the quotes showed. Grab a red sheet. Examine effects of writers methods, using subject terminology effectively. (Level 4-5- 5-7) Judiciously use subject

terminology to support exploration of effects of methods. (Level 6- 8/9) I identified a device and explained what it suggests. I explained different interpretations of a device or structural element. Grab an orange sheet. Grab a green sheet.

Red Intervention Sheet- Working to interpret devices. 1. 2. Sir, twas not Her husbands presence only, called that spot Of joy into the Duchess cheek She had A heart- how shall I say?- too soon made glad, Too easily impressed; she liked whateer She looked on, and her looks went everywhere. What is a spot of joy? ____________________________ What is the device used here and what does this imply about the Duchess? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

_____________________ 3. What else could this phrase mean, and what else could it suggest about the Duchess? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________ 4. What device is used in the phrase her looks went everywhere? What does this mean, and what two things could it imply about the Duchess? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________ CHALLENGE/EXTENSION- find a quote which shows: - That the Duchess blush was not a good thing. __________ - That the Duke is trying to be polite about the Duchess. _______________ - That the Duchess cheated on the Duke. ______________ Orange Intervention Sheet- Working to Analyse how and why writers use techniques. 1. 2.

Sir, twas not Her husbands presence only, called that spot Of joy into the Duchess cheek She had A heart- how shall I say?- too soon made glad, Too easily impressed; she liked whateer She looked on, and her looks went everywhere. What is a spot of joy? ____________________________ What is the device used here and what two things does this imply about the Duchess? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________ 3. Why has the writer chosen to use this device? How does it add meaning to the rest of the poem? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

_____________________ 4. What device is used in the phrase how shall I say?. What is the impact of the use of this device and why did the writer use it? Consider more than one idea. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________ CHALLENGE/EXTENSION- find a quote which shows: - That the Duchess blush was not a good thing. __________ - That the Duke is trying to be polite about the Duchess. _______________ - That the Duchess cheated on the Duke. ______________ Green Intervention Sheet- Working to Explore insightful interpretations and link to purpose. 1. Sir, twas not Her husbands presence only, called that spot Of joy into the Duchess cheek She had A heart- how shall I say?- too

soon made glad, Too easily impressed; she liked whateer She looked on, and her looks went everywhere. What device is used in the phrase spot of joy? What two things might this imply about the Duchess? _______________________________________________________ _______________________________________ 2. What might be a hidden meaning behind the word spot? __________________________________________________________ ____________________________________________3. How does the phrase how shall I say? use a device and what two effects does this have? __________________________________________________________ __________________________________________________________ __________________________________________________________ ______________________________ 4. The adverb too is used twice here. Explore three different reasons as to why this is effective, and what the writer was intending to do through its use. __________________________________________________________ __________________________________________________________

__________________________________________________________ ______________________________ CHALLENGE/EXTENSION- find a quote which shows: - That the Duchess blush was not a good thing. __________ - That the Duke is trying to be polite about the Duchess. _______________ - That the Duchess cheated on the Duke. ______________ Slide footer if required 02/24/2020 34 Slide footer if required 02/24/2020 35 Slide footer if required 02/24/2020

36 Time to plan and apply Slide footer if required 02/24/2020 38 Thank you. Name [email protected] Phone number Teach First is a registered charity, no. 1098294 teachfirst.org.uk @TeachFirst @teachfirstuk

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