Friday, 29 June 2012
I gained Newly Qualified Teacher Status!
Yesterday I gained NQT status with Outstanding, which is the highest grade possible! The external assessor came in to audit my files and watch me teach a lesson. She highly praised my files and parts of my lesson. She said I needed to make my lesson pacier and at the beginning of the lesson she said there was too much guess work even though the girls were having fun. The students worked in pairs and gave feedback to the rest of the group, one thing she did say was that I needed to start the feedback in a different place in the room every time to make sure that every student has a fair chance to feedback. She said I should have made the Learning Objective more explicit and I should have assigned the TA to a job. However, I am pleased and have to teach a four period day today and then have two weeks of preparation time to sort out things for next year.
Monday, 25 June 2012
Year 12 live blog
The class teacher is playing the students The Life and Loves of a She Devil to introduce the text by Fay Weldon. She has asked the students to research the legend of Faust for homework as the text by Weldon relates to a poem called Mrs Faust by Carol Ann Duffy.
Thursday, 14 June 2012
First year 12 media lesson
As part of my professional development I have asked to start teaching a-level media. Today I had my first lesson with a year 12 group who have just taken their AS exam and are starting the A2 course. They are starting to look at how to deconstruct a music video. The person that was observing me is an AST and his feedback has been integral to my training year. The girls took a long time to come to the lesson because they were coming from assembly. Therefore, my starter had to be shortened and I gave the students 1 minute to come up with 10 terms relating to the picture of Geri Halliwell. If I were to do this activity again I would consider giving them more structured ideas such as aspects of mise en scene or connotations/denotation.
The students were then asked to watched the video. I wanted the students to watch and enjoy the video. I maybe should have capitalised on the fact that the students are now active viewers and asked for their initial thoughts about the video. I gave the students questions to consider after watching the video for the first time and the observer said this could considered to be guiding their thinking. I maybe should have just had a freer approach to the discussion about the video. We then watched the video for the second time and as they were watching it I wanted the students to consider the questions I presented to them. This then led into a class discussion where we discussed a variety of things. However, I think I could have probed more about representation as the only representation we discussed was of women.
Towards the end of the lesson we started reading the academic essay and I maybe should have given this type of laborious reading task as homework. I asked the students to continue reading this article for homework and highlight the key points. I should have been far more specific about what I wanted them to highlight (for example, camera shots, things to do with mise en scene...)
On my lesson plan I have to include a section where I consider all, most, and some as clear evidence of differentiation and I need to think far more carefully about this.The observer and I discussed that the all could have been identified some of the key features the some could have been the intertextual references.
Other things I could have considered: is this exhibitionism as opposed to voyeurism and, consider the theory of star status and the star as an institutional vehicle.
For next lesson we will discuss breaking down the video even further and Goodwin's key features.
The students were then asked to watched the video. I wanted the students to watch and enjoy the video. I maybe should have capitalised on the fact that the students are now active viewers and asked for their initial thoughts about the video. I gave the students questions to consider after watching the video for the first time and the observer said this could considered to be guiding their thinking. I maybe should have just had a freer approach to the discussion about the video. We then watched the video for the second time and as they were watching it I wanted the students to consider the questions I presented to them. This then led into a class discussion where we discussed a variety of things. However, I think I could have probed more about representation as the only representation we discussed was of women.
Towards the end of the lesson we started reading the academic essay and I maybe should have given this type of laborious reading task as homework. I asked the students to continue reading this article for homework and highlight the key points. I should have been far more specific about what I wanted them to highlight (for example, camera shots, things to do with mise en scene...)
On my lesson plan I have to include a section where I consider all, most, and some as clear evidence of differentiation and I need to think far more carefully about this.The observer and I discussed that the all could have been identified some of the key features the some could have been the intertextual references.
Other things I could have considered: is this exhibitionism as opposed to voyeurism and, consider the theory of star status and the star as an institutional vehicle.
For next lesson we will discuss breaking down the video even further and Goodwin's key features.
Wednesday, 13 June 2012
Year 12 live observation lesson two
As the students enter the video of The Hunchback of Notre Dame from 1939 starring Charles Laughton. It is the scene where the hunchback saves Ezmerelda from being hung and where he talks about his disability.
After watching the clip LH introduces the idea of intertextuality as the film is based on the Victor Hugo's novel of the same title.
LO: To explore Duffy's intentions in this poem "Mrs Quasimodo".
Feminism - female experience at the centre of the text. Why she has done this? Because we have lived under 2000 years of patriarchy.The world and his wife suggests the world is male, so Duffy has punned this phrase to title the her anthology The World's Wife.
Campanologist is a bell ringer, arpeggio, epithalamion is a wedding song, stretti means close together.
LH reiterates that there is a guide to every poem on the student's blog.
LH reads the poem to the students.
When looking at the three texts you will be looking at relationships, power, jealousy, marriage, power, betrayal, and social expectations to write your coursework on. http://www.sheerpoetry.co.uk/advanced/carol-ann-duffy/notes-on-selected-poems-advanced/mrs-quasimodo
The students then look at the poem in terms of Form, Structure and Language as well as the following questions: what happens in the poem? Is this poem in free verse or can you spot a rhyming pattern? What symbolism does Duffy use in this poem and why? What tone do you think this poem is intended to establish.
LH has spent 30 mins out of the 60 introducing the poem and is giving the students 20 minutes to do their own interpretation of the poem. After 5 mins LH asks for feedback from the first question and there is dialogue between student and LH for the remainder of the lesson.
LH then asks the what type of woman does Duffy portray here.
LH asks the students to read the notes on the blog before next lesson.
After watching the clip LH introduces the idea of intertextuality as the film is based on the Victor Hugo's novel of the same title.
LO: To explore Duffy's intentions in this poem "Mrs Quasimodo".
Feminism - female experience at the centre of the text. Why she has done this? Because we have lived under 2000 years of patriarchy.The world and his wife suggests the world is male, so Duffy has punned this phrase to title the her anthology The World's Wife.
Campanologist is a bell ringer, arpeggio, epithalamion is a wedding song, stretti means close together.
LH reiterates that there is a guide to every poem on the student's blog.
LH reads the poem to the students.
When looking at the three texts you will be looking at relationships, power, jealousy, marriage, power, betrayal, and social expectations to write your coursework on. http://www.sheerpoetry.co.uk/advanced/carol-ann-duffy/notes-on-selected-poems-advanced/mrs-quasimodo
The students then look at the poem in terms of Form, Structure and Language as well as the following questions: what happens in the poem? Is this poem in free verse or can you spot a rhyming pattern? What symbolism does Duffy use in this poem and why? What tone do you think this poem is intended to establish.
LH has spent 30 mins out of the 60 introducing the poem and is giving the students 20 minutes to do their own interpretation of the poem. After 5 mins LH asks for feedback from the first question and there is dialogue between student and LH for the remainder of the lesson.
LH then asks the what type of woman does Duffy portray here.
LH asks the students to read the notes on the blog before next lesson.
Monday, 11 June 2012
Year 12 live observation
The Life and Loves of a She-Devil by Fay Weldon
Othello by Shakespeare
The World's Wife by Carol Ann Duffy
Quick review of what the students did last lesson - review of different types of fairy tale through Post Modernism and Feminism
LH relates the retelling of fairytales to Shrek and the active participation of Princess Fiona
Post Modern/modernism - referencing other texts including media texts (intertextual references), it's playful - it plays with form and language, it involves reader interpretation through a shared culture. It's a style not a time period.
Feminism - exploring something from a female perspective that empowers the female.
LH uses the trailer of a film from The Company of Wolves which is written by Angela Carter. It portrays the girl as not as naive as the fairy story. The age of the protagonist in a fairy story is usually 12 or 13 because of menstruation. What does the wolf symbolise in the trailer? (human animalism - lycanthropy, dangerous and exciting) We can now separate between sex and fertility, at the time you couldn't, thus Carter has brought it into the 21st century.
LH then relates this to Little Red Cap by Carol Ann Duffy. http://thepoemoftheweek.blogspot.co.uk/2006/01/poem-of-week-1162006-little-red-cap.html Contextually Duffy had a relationship with an older male poet, so the poem could be considered to be biographical.
The stanzas of the poem are then split up and students are asked annotate the poem.
LH is moving around the room and discussing key ideas with the students.
On the board LH has written the following words under the title essays - betrayal, power relationships, relationships, social expectations, jealousy, marriage.
Also, how does the poem relate to Post Modernism - fairy story, form and Feminism - at the end of the poem the woman has the power with the axe.
After the students have discussed their ideas they feed them back verbally to the rest of the class.
There are only 13 students in this class.
For homework the students are asked to read the information about the poem that this on their blog.
Othello by Shakespeare
The World's Wife by Carol Ann Duffy
Quick review of what the students did last lesson - review of different types of fairy tale through Post Modernism and Feminism
LH relates the retelling of fairytales to Shrek and the active participation of Princess Fiona
Post Modern/modernism - referencing other texts including media texts (intertextual references), it's playful - it plays with form and language, it involves reader interpretation through a shared culture. It's a style not a time period.
Feminism - exploring something from a female perspective that empowers the female.
LH uses the trailer of a film from The Company of Wolves which is written by Angela Carter. It portrays the girl as not as naive as the fairy story. The age of the protagonist in a fairy story is usually 12 or 13 because of menstruation. What does the wolf symbolise in the trailer? (human animalism - lycanthropy, dangerous and exciting) We can now separate between sex and fertility, at the time you couldn't, thus Carter has brought it into the 21st century.
LH then relates this to Little Red Cap by Carol Ann Duffy. http://thepoemoftheweek.blogspot.co.uk/2006/01/poem-of-week-1162006-little-red-cap.html Contextually Duffy had a relationship with an older male poet, so the poem could be considered to be biographical.
The stanzas of the poem are then split up and students are asked annotate the poem.
LH is moving around the room and discussing key ideas with the students.
On the board LH has written the following words under the title essays - betrayal, power relationships, relationships, social expectations, jealousy, marriage.
Also, how does the poem relate to Post Modernism - fairy story, form and Feminism - at the end of the poem the woman has the power with the axe.
After the students have discussed their ideas they feed them back verbally to the rest of the class.
There are only 13 students in this class.
For homework the students are asked to read the information about the poem that this on their blog.
Subscribe to:
Posts (Atom)