While this year’s Year 12 get ready to do their final exams, their teachers wake in a cold sweat wondering if they did enough and if the kids are writing practice essays. Meanwhile Year 11 are transitioning to Year 12 and we start all over again, promising we will be more organised, give more feedback, do more to ensure our kids get the best results they can, not just the results they deserve.
I began with a motivational lesson, congratulating kids on sticking with it and making clear some expectations about the course requirements. (yes, you have to read all three books, watch the film and collect related material!) The shock always comes about now, when they realise it is not just their results that matter, but everyone else as well. They will get better results if everyone does their best.
We studied Margaret Atwood to develop students skills in critical study and reading poetry, in preparation for Module B Critical Study of Texts with Gwen Harwood. A few must have missed that lesson early in the Atwood unit: what, we’re doing poetry again?
Despite their dismay we press on and begin with a ‘cut and paste’ task. Kids were given a random selection of lines from the set poems, all mixed up. Their task was to cut them out and working in pairs, create a poem by pasting the lines, with a title, on to another sheet. This was a lot of fun, engaged kids in a close reading of individual lines and making connections between lines and ideas. During this task I wander around and listen to the conversations in the guise of the teacher/monitor who hands out scissors, paste and cleans up the scraps of paper, occasionally answering questions about word meanings, punctuation, what they can change etc. I always find these conversations illuminating and am frequently re amazed by their perceptiveness and skill.
Once finished, kids circulate around the room, reading other poems. The we discuss ‘what are the poems about?’ Naturally the kids pick up on the main themes and techniques Harwood uses. It will also lead us into a discussion of ‘textual integrity’. As one student noted, the lines from seven poems were easily shuffled around to create new poems that had similar themes, suggesting some coherence and unity in Harwood’s work. How cool was that! Good way to get started on a new poet.