Jump to content


Photo
- - - - -

King John scheme of work


  • Please log in to reply
20 replies to this topic

#16 Chris Higgins

Chris Higgins

    Advanced Member

  • Members
  • PipPipPip
  • 341 posts

Posted 28 January 2003 - 10:33 PM

I love the idea of using music to sum up the personality of King John, it's a great way of making the topic far more engaging. By allowing students to bring in their own music they are able to personalise the lesson. Do you think I should include this in my scheme of work? We have a very dynamic music teacher at my school who might be able to offer more specialist advice.
I could also 'sound him out' about music that would be suitable for Dale's other depth study on the Trenches. Students love the course book, but are finding it difficult to get enthusiastic about the film 'The Battle of the Somme'. If they were asked to provide a modern soundtrack that didn't undermine the integrity of the orignal film, I think they would get more involved and their thinking would be of a much higher level.
“The end of all our adventuring is to find the place where we began and know it for the first time.”

#17 Dan Dyson

Dan Dyson

    Advanced Member

  • Members
  • PipPipPip
  • 188 posts

Posted 28 January 2003 - 10:47 PM

I love the idea of using music to sum up the personality of King John, it's a great way of making the topic far more engaging. By allowing students to bring in their own music they are able to personalise the lesson. Do you think I should include this in my scheme of work? We have a very dynamic music teacher at my school who might be able to offer more specialist advice.


I don't see why not. Remember people learn in lots of different ways - not just what they read and write. For many pupils the reading and writing is one of the worst ways for them to learn and why so many are turned off by literacy subjects. There are times when alternative methods are needed. I am sure you would be given a lot of credit for recognising this and putting it in a scheme of work. Just bare in mind that not all teachers are brave enough to attempt something as ambitious as my all singing and dancing mad idea. One of my colleagues liked the idea of it so much they have got one of their classes to work boys vs girls in small groups to make their own rap about John. They are then going to perform them with some of the more confident pupils also taking on the role of Simon Cowell et al. and giving feedback. I don't think I would risk this .... but you never know.

As for including music - creating their own theme music to go with the film - excellent - if time allows!!! Did you see the BBC's gunpowder plot programme at the end of last year. Done in a very joky way but absolutely brilliant. One of the reasons it held pupils interest was that the "background" music was very prominent and was largely music they knew eg Kylie Minogue Can't get you out of my head etc. They also ran a theme that it was the same music for recurring themes in the programme. Every time the historian interjected it played the same catchy musuic. Other music included Nirvana, Smells Like Teen Spirit...

The lyrics wouldn't have to match up - and I don't see why you would need to consult the music department really. You can use modern music - they will relate to it more. But make it clear - it's your or their own soundtrack. Perhaps a year or two getting pupils to suggest things to go with each segment then put the best ideas together to create a soundtrack.

If you havn't already - do make sure you email Dale Banham direct through this thread with your requests for help and your ideas. He is very helpful! If it doesn't work email me and I will forward it (in a roundabout way as I'm having trouble getting his email address that I have to work - I can send it via my LEA though which will get to him)
Beware of the History Teacher,
Cause of many a pupil’s sorrow,
Though he drones on about the past
His homework is due in tomorrow!

#18 Chris Higgins

Chris Higgins

    Advanced Member

  • Members
  • PipPipPip
  • 341 posts

Posted 29 January 2003 - 02:57 PM

Thanks for your comments. It's true what you say about music making history more accessible. I taped that Guy Fawkes programme for my five-year-old son just to help explain what Fireworks Night is all about. He loved it and didn't stop asking me to put it on again until well into the New Year!
“The end of all our adventuring is to find the place where we began and know it for the first time.”

#19 Andrew Field

Andrew Field

    Andrew

  • Admin
  • 6,948 posts

Posted 29 January 2003 - 03:30 PM

I taped that Guy Fawkes programme for my five-year-old son just to help explain what Fireworks Night is all about. He loved it and didn't stop asking me to put it on again until well into the New Year!

Ah! You've found the secret now - find what appeals to five year olds and you have the key to teaching teenagers.


Generate your own versions of my games, quizzes and eLearning activities: ContentGenerator.net

#20 Dan Dyson

Dan Dyson

    Advanced Member

  • Members
  • PipPipPip
  • 188 posts

Posted 29 January 2003 - 11:50 PM

Different group of year 7's on John tomorrow at a different point in the course - here is part of the lesson plan - HMI be warned:
NOTE TO ANY OBSERVERS IN CLASSROOM - PLEASE HAVE A SEPARATE SHEET OF PAPER IN FRONT OF YOU TO MAKE "NOTES" ON - A COPY OF THE OCTOPUS SHEET WILL BE PROVIDED- MAKE SURE IT IS CLEAR IT IS NOT THE REAL THING - SEE END OF DEBATE FOR WHY

Pupils can work in pairs to come up with a list of questions they would want to ask John – if they could! The textbook pages 2-11 can be used to help.
These questions can be put on copies of the Octopus sheet – telling them to leave space to make notes on what they find are John’s responses as we work through this topic


Depending on number of questions, sensibility of pupils etc Pupils to interview John – Teacher to roleplay John – make sure you know the story – read the whole textbook.
If there are any questions you can’t answer – just ask them not to ask such stupid and simple questions!
Teacher should act in role of John. The aim of “John’s” visit to their class today is that he has heard they have been finding out about him – he has also heard that they have been being taught lies and malicious spiteful illfounded lies about him. He is here today to clear up the issue.

As the debate begins John must remain polite, courteous etc. Even “nasty” questions can be answered politely. As the debate goes on though use body language, gestures, tone of voice and language to change John from the polite person who came to them into a paranoid, even schizophrenic, evil, bully.

OBSERVERS PLEASE NOTE THIS The Final stage should include John calling the whole class a bunch of spies, put a pox on them, and attack one interviewees notes – which should get torn to shreds in a fit of rage before John leaves the classroom in a rage! – hopefully just as the bell goes!!!!!

Reference can be made at some point if possible to how and where John was buried – in disguise etc. See HOD if you don’t know this story :rolleyes:

This exercise has worked superbly in previous years – and when done well gets a round of applause from pupils for getting into character. They also get confused as John leaves on the bell wondering if they can go…. You can be nice and go back in and dismiss them – or wait around outside – see how long it takes them to leave themselves – they are bound to be talking about your “exit” - the class I have tomorrow is last lesson before lunch - I don't think I will go and dismiss them but lurk on the corridor to see who goes first and when!

I do hope the inspectors are in I might slip - and destroy their notes :zorro: :ph34r: :devil:
Dan D
Beware of the History Teacher,
Cause of many a pupil’s sorrow,
Though he drones on about the past
His homework is due in tomorrow!

#21 Dan Dyson

Dan Dyson

    Advanced Member

  • Members
  • PipPipPip
  • 188 posts

Posted 30 January 2003 - 06:04 PM

Inspectors came to the school,
they saw,
they left,







without coming to see anything in the entire history department though - all that hard work recently for nothing :angry:

On every visit they have been on they have also never been to see the RE department. Geography got done twice though - 2 different teachers.

Be interesting if its the same pattern for Dave when the :angryold: :devil: HMI come to your place.

Lesson went really well - the Head of humanities heard what I was going to do and decided to come and observe the end of the lesson anyway - so I trashed their notes instead :lol:

Dan D
Beware of the History Teacher,
Cause of many a pupil’s sorrow,
Though he drones on about the past
His homework is due in tomorrow!




0 user(s) are reading this topic

0 members, 0 guests, 0 anonymous users