Secondary One (Express)
Class of 36, mixed-ability students
Pre-requisite:
Before the lesson, students are tasked to research on the use of the killing machine – the guillotine during the Reign of Terror during the French revolution.
- Who were important people who were executed by the guillotine?
- In which year were they guillotined?
Learning Objectives:
- To identify the use of rhyme and metaphors in a nursery rhyme
- To evaluate the use of rhyme and metaphors
- To uncover the underlying meanings in a nursery rhyme, considering relevant information from history
Lesson Duration: 60 MIN
wow I had no idea this rhyme was about decapitation. Erm... Possibly a bit too dark to dwell on for an entire lesson?
ReplyDeleteLOL i think this would be a great way to introduce students to the Dark Side of literature... especially the Sec1s, since they're kind of squeamish. This lesson will stay embedded in their memory for the rest of their lives.
ReplyDeleteHey Serene,
ReplyDeleteI think this is really brilliant. Everyone knows this nursery rhyme and for Secondary 1 students coming in contact with Literature for the first time, this will well trigger their interest and get the whole Literature thing going on. However, the challenge really is for the students to do their research before class. Personally, the guillotine never quite interest me till I took European History. That part might need some motivation as well.
Another thing you might wanna consider is to show the conventional Jack and Jill (cute) nursery rhyme and a "darker" one that will help those students who did not do their research but will still be able to follow the lesson. So you wouldn't lose a bulk of them for an entire hour.
I like the whole idea of introducing a new meaning to a nursery rhyme that every student is familiar with.
ReplyDeleteLooking at the questions that the teacher will be asking to facilitate the discussion, it seems as though this lesson will learn something about Historical Criticism in which author's intentions will be discussed.
I do agree with what Ginny has mentioned, about the possibility of some students having not done their research beforehand.
Do you think it is possible to translate this lesson into an ICT lesson? Instead of the teacher informing the students about the history of the nursery rhyme, can the students be given time to do their own research during class time on the history of the nursery rhyme and on the use of guillotine during the Reign of Terror during the French Revolution?
Hey Serene!
ReplyDeleteI was very pleasantly surprised when I looked at your lesson plan. It has never crossed my mind that such a familiar nursery rhyme which looks so simple is actually filled with such a profound background. (Makes me feel really naive!)
I think your decision to use this nursery rhyme is very smart for Secondary One students who are very new to literature. I would have been very engaged in the class. Getting them to research on the guillotine not only helps to fit it into the historical context, but also introduces them to new knowledge. However, like what Ginny mentioned, I'm not sure if the students will lose interest because it seems pretty foreign.
Your inclusion of guiding questions clearly scaffolds your lesson plan and guides us towards the intended lesson objectives. It is definitely a comprehensive and easy-to-follow lesson plan. Do you think that they can be given another poem or text for comparison? This could create more lasting and clear ideas about rhyme, metaphors or anything else you are teaching. =)
Wow, thanks for all your kind comments. These are really good questions and suggestions! :)
ReplyDeleteDilemma: When we give homework, how do we prevent the good students from being 'penalised' for actually doing work? It may appear as if it's ok not to do the research/ homework?
I often asked myself this question back when I was contract teaching, but never quite resolved it. What do you all suggest? :)
Very interesting, Serene. A history and literature lesson rolled into one. As a historian, would you require students to support this particular reading of "Jack and Jill" with appropriate references to historical texts and documents?
ReplyDeleteIn any case, it seems to me that your chief learning outcome is the third one: "To uncover the underlying meanings in a nursery rhyme, considering relevant information from history." Nonetheless, perhaps you need to rephrase this in order to acknowledge that this is only ONE of several possible readings of the poem. (For example, does the phrase "THE underlying meanings" suggest that there is a core set of meanings that poem contains?)
I'd also reconsider the phrase "happy rhyme." Are there more adjectives to capture subtle differences in the positive meanings of the nursery rhyme? One skill that you might want students to acquire from the exercise of poetry analysis is the ability to apply a wide range of vocabulary to describe a range of emotions, attitudes, moods, tone, etc.
in this particular, you seem to be leading them to analyze the ironic juxtaposition of the poem's jaunty, light-hearted, sing-song rhythms with its darkness and savagery of its historical origins. So apart from tone and metaphor, are you perhaps also getting students to understand the uses of IRONY?
The question you raised in your last comment is a valid concern, which relates also to our QCR520 class. Is it possible or necessary for the teacher to reward those who put in the (extra?) effort of reading and engaging with the course readings? Should learning be a self-directed end in itself? Or are human beings essentially selfish creatures driven by the prospect of rewards and punishments. Deep questions for political philosophy and education...;-)
Initially I chose a nursery rhyme as it seemed to be a lesser hurdle to cross for students who are intimidated by the likes of Shakespeare. And probably also to help them see how 'useful' Literature can be, passing on 'morals'/ lessons from generation to generation. I thought it'd be cool for them to experience "more than meets the eye" by looking at something familiar, yet walk away with a radical interpretation. Perhaps I stumbled upon irony. :)
ReplyDeleteLooking back the lesson plan now, I probably have to include more examples or provide signposts to help students make connections. I begin to see how questioning techniques are crucial in facilitating a fruitful discussion, and not skewing it according to my personal inclinations.
It's an absolute challenge getting students to complete their homework! Getting them to participate in class can be trying, especially when their minds are absorbed by the Math test they've to sit for the next lesson. I don't know for sure if rewards are possible/ necessary but reinforcing positive behaviour seems to help in establishing classroom habits/ routines. And as the students become accustomed to a certain style and expectations, it's a smoother ride in the classroom.
That said, I often wonder... how can they grow to become innately motivated in the classroom(like how they religiously spend time kicking ball at the futsal court daily).