Thursday April 21 st John Keenan John keenannewman



















































- Slides: 51

Thursday April 21 st John Keenan John. keenan@newman. ac. uk

Today 1. 2. 3. 4. 5. 6. Admin and break 10 -12 Prevent 12 -1 Lunch 1 -2. 30 – Poetry – DA 102 2. 30 -4 Core Time/Admin Time/ Seb Time/Tutorial Time 4 ?

And now… • https: //youtu. be/5 AVOp. NR 2 PIs

Next Month • Thursday May 26 th – tutorials

Sign Off…. . • Monday 27 th June – Core • Thursday 30 th June - SD

What’s done… • PG 703 S (English) PG 721 S (Drama) – 30 Credits at 6 or 7 • Component 1 - resource • Component 2 – curriculum

What’s Left? • Whole School Issues PG 701 S – 30 Credits at 6 or 7 • Behaviour Essay • Poster Presentation • Component 3 • EAL Module – needs to be done

PG 701 S Component 3 guidance


Subject Knowledge Audit and Targets Mahara Last Year

• Sam Burnham 6. 11. 15; 4. 12. 16; 11. 3. 16 = 3 • Kelly Davies 24. 11. 15; 7. 3. 16; 26. 4. 16; = 3 • Geri Ferguson 13. 11. 15; 22. 1. 16; 11. 3. 16 = 3 • Shaan Gill 10. 11. 15; 8. 2. 16; 14. 3. 16; 21. 3. 16 = 4 • Suzie Johnson 17. 11. 15; 1. 12. 15; 7. 3. 16; 12. 4. 16 = 4. Sarah x 2 • Selina Ikhlaq 11. 15; 10. 2. 16; 12. 4. 16 = 3 • Laura Wilcox Sarahx 2 9. 3. 16; 15. 3. 16 = 4 • Fatima Khalfey 12. 11. 15; 11. 2. 16 = 2 • Merci Gilbert-Barrow 23. 11. 15; 7. 12. 15; 2. 3. 16; 16. 3. 16 = 4 • Kiran Khan Sarahx 2 9. 2. 16; 9. 3. 16 = 4. Sarah x 2 • Zara Mirza 4. 11. 15; 9. 12. 15; 22. 3. 16; 18. 4. 16 = 4 • Nasrat Shaheen 11. 15; 10. 2. 16; 23. 3. 16 ; 27. 4. 16= 4 • Alex Slawinski 23. 11. 15; 7. 12. 15; 2. 3. 16; 16. 3. 16 = 4 • Onyx Peynado 23. 11. 15; 7. 12. 15 9. 2. 16; 2. 3. 16 = 4 • Ross Horton x 2 Sarah; 23. 3. 16 = 3. Sarah x 2 • Emma Gasby SCx 2; 10. 3. 16; Sarah x 1 = 4 • Seb Newbold – Sarah x 4 = 4. Sarah x 2 • Alice Jones Sarah x 4= 4 • Beth Reynolds Sarah x 4 =4 • Heidi Griffiths 4. 1. 16 -12. 2. 16 Sarah x 2; 18. 4. 16 = 5 • Erica Fenton Sarah x 4 = 4. Sarah x 2 • Sian Slaney Sarah x 4; 22. 4. 16 = 5 • Sam Crossley = JKx 2; SCx 1; 15. 4. 16 = 4 • Barwago Ismail = JKx 2; SCx 1; 19. 4. 16 = 4 • Mariyam Moosa = JK x 2; 14. 4. 16; 20. 4. 16 = 4 th 24 June

Bingo

Observations – numeracy and using assistants

School File Checks with tutorials Thursday May 26 th Sign Up Sheet

Key Stage 2 and Key Stage 5 experience 3 pm today – all core

Compulsory national curriculum subjects at primary school are: English maths science design and technology history geography art and design music physical education (PE), including swimming computing ancient and modern foreign languages (at key stage 2) Schools must provide religious education (RE) but parents can ask for their children to be taken out of the whole lesson or part of it. Schools often also teach: personal, social and health education (PSHE) citizenship modern foreign languages (at key stage 1)

Key stage 1 tasks and tests cover: reading writing speaking and listening maths science The tasks and tests are taken when the school chooses. Your child’s teacher will use the child’s work (including spoken work and homework) to work out what level your child is at in each area. You can ask for the results but they’re only used to help the teacher assess your child’s work. Key stage 2 tests cover: English reading English grammar, punctuation and spelling maths (including mental arithmetic) The tests are taken in mid-May and last under 5 hours 30 minutes in total. You’ll get the results in July. If your child is demonstrating higher achievement then the headteacher may put them in for extra tests. When your child reaches the end of key stage 2 the teacher will also report on your child’s progress in English, maths and science.

Key stage 3 Compulsory national curriculum subjects are: English maths science history geography modern foreign languages design and technology art and design music physical education citizenship computing Schools must provide religious education (RE) and sex education from key stage 3 but parents can ask for their children to be taken out of the whole lesson or part of it.

Key stage 4 During key stage 4 most pupils work towards national qualifications - usually GCSEs. The compulsory national curriculum subjects are the ‘core’ and ‘foundation’ subjects. Core subjects are: English maths science Foundation subjects are: computing physical education citizenship Schools must also offer at least one subject from each of these areas: arts design and technology humanities modern foreign languages They must also provide religious education (RE) and sex education at key stage 4.

KS 5 A Level English Language/English Literature/English Language and Literature B-Tec Drama/A Level Drama English Baccalaureate (EBacc) In performance tables, the EBacc shows how many students got a GCSE grade C or above in English, maths, 2 sciences, a language, and history or geography. And Progress 8

AS and A level specifications in English literature must encourage students to develop their interest in and enjoyment of literature and literary studies as they: read widely and independently both set texts and others that they have selected for themselves engage critically and creatively with a substantial body of texts and ways of responding to them develop and effectively apply their knowledge of literary analysis and evaluation explore the contexts of the texts they are reading and others’ interpretations of them In addition, A level specifications must encourage students to develop their interest in and enjoyment of literature and literary studies as they undertake independent and sustained studies to deepen their appreciation and understanding of English literature, including its changing traditions

SD 604 S/PG 604 S Primary Transitional Arrangements: • This module aims to provide an opportunity for trainees to consolidate their understanding of the primary transitional arrangements within the context of their own specialist subject and those between their host school and feeder primary schools.

SD 604 S/PG 604 S - assessment • Task: Complete a reflective piece of writing on your placement on Mahara evidencing the creation of an innovative/creative piece of work, to be used as a transitional tool within your classroom. • Aims: Discuss the educational implications and impact upon their subject specialism in relation to transition. Reflect upon the challenges faced by themselves as teachers and the role they have to play in transition. Think creatively about how they can impact upon transitional arrangements within the classroom. • Assignment Format: Electronic via Moodle page • Final deadline: Submit assessment by Friday 1 st July 2016 midday. Include evidence of innovative/creative transitional work. • Word count: 500 – 1000 words

SD 604 S innovative work Might include • Devising a new resource • Devising an idea and layout for a display • Devising an activity that would ‘bridge the gap’ for your subject, to engage transitional pupils in your subject or introductory topic

In Sum to do: remaining observations SEN assignment Primary placement and assignment Mahara School File

Poetry


The Lesson Chaos ruled OK in the classroom as bravely the teacher walked in the nooligans ignored him his voice was lost in the din 'The theme for today is violence and homework will be set I'm going to teach you a lesson one that you'll never forget' He picked on a boy who was shouting and throttled him then and there then garrotted the girl behind him (the one with grotty hair) Then sword in hand he hacked his way between the chattering rows 'First come, first severed' he declared 'fingers, feet or toes' He threw the sword at a latecomer it struck with deadly aim then pulling out a shotgun he continued with his game The first blast cleared the backrow (where those who skive hang out) they collapsed like rubber dinghies when the plug's pulled out 'Please may I leave the room sir? ' a trembling vandal enquired 'Of course you may' said teacher put the gun to his temple and fired The Head popped a head round the doorway to see why a din was being made nodded understandingly then tossed in a grenade And when the ammo was well spent with blood on every chair Silence shuffled forward with its hands up in the air The teacher surveyed the carnage the dying and the dead He waggled a finger severely 'Now let that be a lesson' he said. Roger Mc. Gough

I Students, look at this table And now when you see a man six feet tall You can call him a fathom. Likewise, students when yes and you do that and other stuff Likewise too the shoe falls upon the sun And the alphabet is full of blood And when you knock upon a sentence in the Process of explication you are going to need a lot of rags Likewise, hello and goodbye. II Nick Algiers is my student And he sits there in a heap in front of me thinking of suicide And so, I am the one in front of him And I dance around him in a circle and light him on fire And with his face on fire, I am suddenly ashamed. Likewise the distance between us then Is the knife that is not marriage. III Students, I can’t lie, I’d rather be doing something else, I guess Like making love or writing a poem Or drinking wine on a tropical island With a handsome boy who wants to hold me all night. I can’t lie that dreams are ridiculous. And in dreaming myself upon the moon I have made the moon my home and no one Can ever get to me to hit me or kiss my lips. And as my bridegroom comes and takes me away from you You all ask me what is wrong and I say it is That I will never win. The Process of Explication DOROTHEA LASKY

Then said a teacher, "Speak to us of Teaching. " And he said: No man can reveal to you aught but that which already lies half asleep in the dawning of our knowledge. The teacher who walks in the shadow of the temple, among his followers, gives not of his wisdom but rather of his faith and his lovingness. If he is indeed wise he does not bid you enter the house of wisdom, but rather leads you to the threshold of your own mind. The astronomer may speak to you of his understanding of space, but he cannot give you his understanding. The musician may sing to you of the rhythm which is in all space, but he cannot give you the ear which arrests the rhythm nor the voice that echoes it. And he who is versed in the science of numbers can tell of the regions of weight and measure, but he cannot conduct you thither. For the vision of one man lends not its wings to another man. And even as each one of you stands alone in God's knowledge, so must each one of you be alone in his knowledge of God and in his understanding of the earth. Teaching Xviii Khalil Gibran

Henry Reed They call it easing the Spring: it is perfectly easy If you have any strength in your thumb: like the bolt, And the breech, the cocking piece, and the point of balance, Which in our case we have not got; and the almond blossom Silent in all of the gardens and the bees going backwards and forwards, For today we have the naming of parts. And this you can see is the bolt. The purpose of this Is to open the breech, as you see. We can slide it Rapidly backwards and forwards: we call this Easing the spring. And rapidly backwards and forwards The early bees are assaulting and fumbling the flowers: They call it easing the Spring. This is the safety catch, which is always released With an easy flick of the thumb. And please do not let me See anyone using his finger. You can do it quite easy If you have any strength in your thumb. The blossoms Are fragile and motionless, never letting anyone see Any of them using their finger. This is the lower sling swivel. And this Is the upper sling swivel, whose use you will see, When you are given your slings. And this is the piling swivel, Which in your case you have not got. The branches Hold in the gardens their silent, eloquent gestures, Which in our case we have not got. Today we have naming of parts. Yesterday, We had daily cleaning. And tomorrow morning, We shall have what to do after firing. But today, Today we have naming of parts. Japonica Glistens like coral in all the neighboring gardens, And today we have naming of parts.

D. H. Lawrence And shall I take The last dear fuel and heap it on my soul Till I rouse my will like a fire to consume Their dross of indifference, and burn the scroll Of their insults in punishment? - I will not! I will not waste myself to embers for them, Not all for them shall the fires of my life be hot, For myself a heap of ashes of weariness, till sleep Shall have raked the embers clear: I will keep Some of my strength for myself, for if I should sell It all for them, I should hate them - I will sit and wait for the bell. The Last Lesson When will the bell ring, and end this weariness? How long have they tugged the leash, and strained apart My pack of unruly hounds: I cannot start Them again on a quarry of knowledge they hate to hunt, I can haul them and urge them no more. No more can I endure to bear the brunt Of the books that lie out on the desks: a full three score Of several insults of blotted pages and scrawl Of slovenly work that they have offered me. I am sick, and tired more than any thrall Upon the woodstacks working weariedly. Afternoon in School

by Taylor Mali He says the problem with teachers is What’s a kid going to learn from someone who decided his best option in life was to become a teacher? He reminds the other dinner guests that it’s true what they say about teachers: Those who can, do; those who can’t, teach. I decide to bite my tongue instead of his and resist the temptation to remind the dinner guests that it’s also true what they say about lawyers. Because we’re eating, after all, and this is polite conversation. I mean, you’re a teacher, Taylor. Be honest. What do you make? And I wish he hadn’t done that— asked me to be honest— because, you see, I have this policy about honesty and ass ‐kicking: if you ask for it, then I have to let you have it. You want to know what I make? I make kids work harder than they ever thought they could. I can make a C+ feel like a Congressional Medal of Honor and an A ‐ feel like a slap in the face. How dare you waste my time with anything less than your very best. I make kids sit through 40 minutes of study hall in absolute silence. No, you may not work in groups. No, you may not ask a question. Why won’t I let you go to the bathroom? Because you’re bored. And you don’t really have to go to the bathroom, do you? I make parents tremble in fear when I call home: Hi. This is Mr. Mali. I hope I haven’t called at a bad time, I just wanted to talk to you about something your son said today. To the biggest bully in the grade, he said, “Leave the kid alone. I still cry sometimes, don’t you? It’s no big deal. ” And that was noblest act of courage I have ever seen. I make parents see their children for who they are and what they can be. You want to know what I make? I make kids wonder, I make them question. I make them criticize. I make them apologize and mean it. I make them write. I make them read, read. I make them spell definitely beautiful, definitely beautiful over and over again until they will never misspell either one of those words again. I make them show all their work in math and hide it on their final drafts in English. I make them understand that if you’ve got this, then you follow this, and if someone ever tries to judge you by what you make, you give them this. Here, let me break it down for you, so you know what I say is true: Teachers make a goddamn difference! Now what about you? What Teachers Make

Roger Mc. Gough I wish I could remember my name Mummy said it would come in useful. Like wellies. When there's puddles. Yellowwellies. I wish she was here. I think my name is sewn on somewhere Perhaps the teacher will read it for me. Tea-cher. The one who makes the tea. And the railings. All around, the railings. Are they to keep out wolves and monsters? Things that carry off and eat children? Things you don't take sweets from? Perhaps they're to stop us getting out Running away from the lessins. Lessin. What does a lessin look like? Sounds small and slimy. They keep them in the glassrooms. Whole rooms made out of glass. Imagine. A millionbillionwillion miles from home Waiting for the bell to go. (To go where? ) Why are they all so big, other children? So noisy? So much at home they Must have been born in uniform Lived all their lives in playgrounds Spent the years inventing games That don't let me in. Games That are rough, that swallow you up. First Day at School

What to do with a poem

5 things we do with literature….

Comprehend and Respond

April is the cruellest month, breeding. Lilacs out of the dead land, mixing. Memory and desire, stirring. Dull roots with spring rain. Comprehend and Respond

Comprehend and Respond It was late, late in the evening, The lovers they were gone; The clocks had ceased their chiming, And the deep river ran on ‘O stand, stand at the window As the tears scald and start; You shall love your crooked neighbour With your crooked heart. ' ‘O look, look in the mirror, O look in your distress: Life remains a blessing Although you cannot bless. ‘Where the beggars raffle the banknotes And the Giant is enchanting to Jack, And the Lily white Boy is a Roarer, And Jill goes down on her back. ‘The glacier knocks in the cupboard, The desert sighs in the bed, And the crack in the tea cup opens A lane to the land of the dead. ‘O plunge your hands in water, Plunge them in up to the wrist; Stare, stare in the basin And wonder what you’ve missed. ‘Into many a green valley Drifts the appalling snow; Time breaks the threaded dances And the diver’s brilliant bow. ‘In headaches and in worry Vaguely life leaks away, And Time will have his fancy To morrow or to day. ‘In the burrows of the Nightmare Where Justice naked is, Time watches from the shadow And coughs when you would kiss. But all the clocks in the city Began to whirr and chime: ‘O let not Time deceive you, You cannot conquer Time. ‘The years shall run like rabbits, For in my arms I hold The Flower of the Ages, And the first love of the world. ' ‘I’ll love you till the ocean Is folded and hung up to dry And the seven stars go squawking Like geese about the sky. ‘I’ll love you, dear, I’ll love you Till China and Africa meet, And the river jumps over the mountain And the salmon sing in the street, And down by the brimming river I heard a lover sing Under an arch of the railway: ‘Love has no ending. As I walked out one evening, Walking down Bristol Street, The crowds upon the pavement Were fields of harvest wheat. W. H. Auden, 1907 - 1973 As I Walked Out One Evening

• This sonnet will have 22 lines • In his bath staring at his inky voids

Brain Movies • share photographs, websites, and other images to help set the stage. • Ask students to share examples of movies based on books they've read, and lead a discussion about the difference between reading the poem and watching the movie. Emphasize that as we read or are read to, our imagination creates its own brain movie. http: //www. edutopia. org/blog/brain-movies-visualize-reading-comprehension-donna-wilson

Writing Poetry "I Am" Poem An "I Am" poem is a good way to introduce poetry to children, because it allows them to focus on their own characteristics. The process is simple. The "I Am" poem is made up of three stanzas that are six lines each. It follows a specific format with the intention of describing something, often a person or an object. The beginning of each line is already written, and the writer fills in the end of the line by inserting a specific word or words. A simple strategy that all kids will find interesting, it's easy enough to implement and a great process for student self-expression. As you read their "I Am" poems, you might get to know your kids on a deeper level. Shape Poetry Explain the process for shape poems, which entails starting with a shape and building a poem from there. Some examples of shape poems are haiku, diamantes and acrostics. Shape poetry has to do with the physical form of the words on the paper. While the words, writing style and literary devices all impact the poem's meaning, the physical shape that the poem takes is significant. Combining content and form creates a powerful poem. This is a simple and fun way to get started with poetry in the classroom, and kids of all grade levels will enjoy it. Turn Poems into Illustrations Have students select a favourite poem and illustrate it. This can be done on paper, digitally, on a large sheet of butcher paper on the ground, or on the sidewalk by your classroom. You can use crayons, markers, paint or chalk. Get the kids talking about their poems while illustrating, or just let them draw. After this activity invite the class to do a "poetry walk" around the room or drawing space to share their impressions of the illustrated poems. Invite others to see the poetry-art. Consider pairing up with a colleague who might want to do this activity with you. Take photos of the poetry art to archive for later discussion. This is a great, easy way to start exploring poems and poets while mixing the medium of art in the process. Use Music to Teach Poetry Have students pick a favourite song. Next, have them share the song lyrics by reading them as they would a poem. Engage them in conversation about the similarities they note between song lyrics and poetry. Have them "investigate" the poetry in lyrics. Then, using a smartphone or tablet device, consider taking the time to video your budding classroom poets reading their favourite lyrics -- or have them do it. Create Your Own Poem in Your Pocket Day http: //www. edutopia. org/blog/poetry-teaching-tips-new-teachers-lisa-dabbs

Dipity It • http: //www. dipity. com/

Video It • http: //www. jiscdigitalmedia. ac. uk/

Let the pupils find you one • http: //www. poetryarchive. org/

Take them on a trip • https: //www. heacademy. ac. uk/sites/default/files/resources/poetry_ and_sustainability. pdf • The Trip Coogan

Get the pupils to research http: //www. scottishcorpus. ac. uk http: //www. janeausten. ac. uk/ http: //www. beckettarchive. org/ http: //www. blakearchive. org/blake/

Write your own • https: //www. youtube. com/watch? v=Vc. CZHa. Jg. Whw

Take them to a performance • https: //www. facebook. com/howlspokenword • http: //birminghameastside. com/2015/10/28/leon-priestnall-spokenword-poet/

Invite a poet in • http: //poetrysociety. org. uk/education/poets-in-schools/ • http: //www. childrenslaureate. org. uk/previous-laureates/michaelrosen/poets-in-school/

A thousand ideas • http: //poetrysociety. org. uk/content/education/schoolpoet • http: //www. poetryarchive. org/teach
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