Why is it that I only feel I have come to grips with a text when it is about to be removed from the Prescriptions list? Happens all the time. Finally feel I am teaching Belonging well and its gone. Now it is time to say goodbye to Harwood. My lovely Harwood. She was with me through the death of my Dad, giving me comfort. She reminded me that daughters have their own agendas, not mine and each year as I began the next Year 12 class, she helped me get to know them as people as well as students. I shall miss her. For what its worth, I’ve put a bit of a unit together from my notes. If you can use it, great! As I approach retirement I feel this need to pay it forward.
This is for Polly.
So, I’m away from home and for the first holiday in forever I’ve brought nothing with me except my iPhone and iPad. Any the ipad is only getting a run today because I wanted to share some stuff with Polly. I was a bit amazed that I had a bit of stuff on Harwood with me, which I have duly shared with Polly through the wonders of modern technology. Hope the sharing actually worked! I plan to send some more to Polly when I get home, but i know I might get sidetracked between now and then so I’m writing a post on something I do with Harwood that I think actually works rather well ( and can be applied to other modules). I have blogged about this when I posted on teaching Atwood. The principle is the same.
I noticed a few years ago that I kept running out of time when teaching poetry in the ‘new’ HSC. The problem, on reflection, was teaching a 21st century syllabus using 20th century methodology. Two years ago I tried something different. Instead of ‘teaching’ each poem, I taught Harwood. Yes I know Duh! The first thing I do now is divide the class into 7 teams (because there are 7 poems). The class will work in these teams during the unit. The teams are numbered and I rotate the teams through the poems. I aim for every team to work with every poem twice. This has worked amazingly well, in terms of kids knowing all the poems. I have to keep a running table in my notes, to make sure they do get every poem.
An example of how it works:
Harwood’s use of imagery around water. Poems are allocated to teams and students work through a set of close reading tasks on ‘their’ poem. I start with the basic ‘find the words and lines’, move on to connotations, links within the poem, explore the techniques used, describe the main images, connect the imagery to the meaning, consider theoretical perspectives (romanticism with water imagery), connect students previous poem experiences. At each point we stop and talk. The conversations are always lively and interesting. Usually I send them off to write reflectively about what they learned about Harwood’s use of water imagery in both the poem they worked on and other poems. The kids get a new poem every lesson, so an exploration on water imagery might take a few lessons, but kids will look at water imagery in several poems.
The technique works equally well with themes, or applying critical commentary. One thing I should have mentioned earlier, i do start the module with tasks where kids have to read every poem and I usually finish with tasks where kids have to re read every poem. I’ve really enjoyed teaching this way, although I frequently have to hold myself back from going through a poem! It may sound fragmented but the outcomes so far is that kids have much more of a sense of the poems as a body of work and it has lifted their own critical commentary on her work. And I get to the end of the Module without feeling that I’ve left things undone and a feeling that I have to come back to it later, when I know the thinking about Harwood will have moved into revision, not discovery mode.
Great 2012 Harwood question! I felt very comfortable with the question and confident that the kids were well prepared to answer. As one said: ” At Mornington” wasn’t one I had prepared but I knew enough to link it to my other two, so I was OK. We can only hope.
With the new Year 12 we have introduced their assessment task and got started on the weekly workshops that will build to their performances. In this module our task is a team performance and an individual reflection on their own performance and that of others. We have used this task for the last two years and it always generates close reading of the poem the team selected, as well as lifting their critical thinking about the way different poems can be ‘read’.
I introduce the task by showing kids some past performances and getting the class to analyse some features of the performances. This includes the main idea of the poem performed, devices used by teams to convey these ideas and the strengths and weaknesses of the performances. Modelling the task usually allays their fears. We follow this with workshops every week throughout the module where students develop their own performances. Since part of the task is to learn the ‘lines’, kids always end up with one poem they know really well (and never forget) and a really good understanding of the others.
While viewing other performances students complete a table recording their responses to the performances. These notes are used in their reflection on the performances, which they do at the end of ‘performance day’. I am hoping this year that I can upload some videos of the kids performances to the blog.
While, at first, the task can seem daunting, at the end of the year in the evaluations the outgoing year 12 all commented on the value of this task. Kids could recite from the poem easily and frequently did when we were revising for trials and post trials. And it was fun!
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.