Who is Ireland's Enemy by Brian O'Higgins - part 2

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Welcome to Mrs Everstijn's online classroom

Who is Ireland's Enemy (1914)

by Brian O'Higgins

Inge Everstijn-Veldhuizen

Student number: 590551

Literature & context:

Who is Ireland's enemy? (1914)

by Brain O'Higgins

Teacher refers to Activity 1: guess who's Ireland's enemy. Students should reflect on their answers and adjust them (if necessary) now that they have additional information on Ireland's history.

Activity 2: predictions (p5)

Looking at the title, what is your prediction about this poem with reference to …:
•    Setting (time / place)
•    Theme(s)
•    Speaker’s perspective (who’s point of view is voiced)
•    Author

This is followed by a first reading of the stanza 1 & 2. Teacher reads the selected part of the poem aloud. (supporting dyslectic students & scaffolding pronounciation Irish words & names). Students can read along (scaffolding listening activity).

Lesson series structure:

1. Introduction; history / culture Ireland
   
2. First reading; predictions & reader response
   
3. Second reading; reading comprehension (context, text, language)
   
4. Post reading; perspective taking, writing & debate skills, exam style poster presentation (guided learning)
   

Lesson series - goals:

Students are able to...:

• use reading strategies as prediction and guessing
  
• work collaboratively on research & design poster presentation
• link context to literary text
  
• link characters actions & emotions
• write an essay-style text
  
• participate, as a group, in a socratic discussion (debate)

Similar to group work on short story "The Moment Before the Gun Went Off".

• collaboratively research, design and give a poster presentation.
• link context to literary text.

Lesson series - learning objectives:

Students can…:

• explain Easter Rising 1916 in Irish and British context
  
• link Easter Rising 1916 to current affairs
  
• offer underpinned (reader) responses
• learn in a collaborative setting
• use literary devices and key concepts for reading comprehension
  
• use writing strategies
• summarize texts to visual representation of key words
  
  

What stood out the most for you with reference to the previous lesson?

Collaborative task on reader response and summarising. In doing so, activating prior knowledge (Bloom's taxonomy = Brown & Lee, 2015).

Literature: Socratic Circle

The Socratic Circle is a form of cooperative argumentative dialogue between individuals, based on asking and answering questions to stimulate critical thinking and to draw out ideas and underlying presumptions.

Teacher refers to Activity 1: guess who's Ireland's enemy. Students should reflect on their answers and adjust them (if necessary) now that they have additional information on Ireland's history.

Activity 2: predictions (p5)

Looking at the title, what is your prediction about this poem with reference to …:
•    Setting (time / place)
•    Theme(s)
•    Speaker’s perspective (who’s point of view is voiced)
•    Author

This is followed by a first reading of the stanza 1 & 2. Teacher reads the selected part of the poem aloud. (supporting dyslectic students & scaffolding pronounciation Irish words & names). Students can read along (scaffolding listening activity).

Literature: Socratic Circle Norms

• Share the air
• Be hard on content; goal is the pursuit of deeper understanding.
  
• NO PUTDOWNS; be soft on people
• Discuss, do not debate.
  
• Be courteous = respect different thoughts and ideas.
  

Teacher refers to Activity 1: guess who's Ireland's enemy. Students should reflect on their answers and adjust them (if necessary) now that they have additional information on Ireland's history.

Activity 2: predictions (p5)

Looking at the title, what is your prediction about this poem with reference to …:
•    Setting (time / place)
•    Theme(s)
•    Speaker’s perspective (who’s point of view is voiced)
•    Author

This is followed by a first reading of the stanza 1 & 2. Teacher reads the selected part of the poem aloud. (supporting dyslectic students & scaffolding pronounciation Irish words & names). Students can read along (scaffolding listening activity).

Literature: Socratic Circle Functions

• facilitator; leading the dialogue
  
• inner circle teammate; participating in dialogue
  
• outer circle teammates; listening actively & prompting arguments/input dialogue
  
• assessor; outer circle teammate grading participation
  

Teacher refers to Activity 1: guess who's Ireland's enemy. Students should reflect on their answers and adjust them (if necessary) now that they have additional information on Ireland's history.

Activity 2: predictions (p5)

Looking at the title, what is your prediction about this poem with reference to …:
•    Setting (time / place)
•    Theme(s)
•    Speaker’s perspective (who’s point of view is voiced)
•    Author

This is followed by a first reading of the stanza 1 & 2. Teacher reads the selected part of the poem aloud. (supporting dyslectic students & scaffolding pronounciation Irish words & names). Students can read along (scaffolding listening activity).

Literature: Socratic Circle

Teacher refers to Activity 1: guess who's Ireland's enemy. Students should reflect on their answers and adjust them (if necessary) now that they have additional information on Ireland's history.

Activity 2: predictions (p5)

Looking at the title, what is your prediction about this poem with reference to …:
•    Setting (time / place)
•    Theme(s)
•    Speaker’s perspective (who’s point of view is voiced)
•    Author

This is followed by a first reading of the stanza 1 & 2. Teacher reads the selected part of the poem aloud. (supporting dyslectic students & scaffolding pronounciation Irish words & names). Students can read along (scaffolding listening activity).

Post-reading:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

group

set up the Socratic circle

Point out the inner circle participant, outer circle participant(s) and assessor in your group.

each other

1 minutes

check by facilitator

Keep calm & wait.

Bloom's taxonomy:

Comprehension; discuss, explain, express, paraphrase, select, summarize

Application; discuver, interpret, relate, write

Analysis: analyse, illustrate

Synthesis; tell, write, compose

Evaluation; argue, describe, interpret, relate

Class check = see KEYS teacher's pack. (5min)

Literature & post-reading:

Socratic circle - round 1:

Who is Ireland's enemy?

Primary reading & reader response:

Activity 3 (p5): What is your first response?

•    Anything that stands out?
•    Anything that puzzles you?
•    How does it make you feel?

(Bloemert, et al., 2015) reader-response = exam objective.

Activity 3 (p5)

3 questions = scaffolding students

Additional activity: Refer to the picture and link it to the poem. Is it reflecting the gist of the poem? In what way. 

Secondary reading & predictions:

"Who is Ireland´s enemy?...

Not Germany nor Austria,

30. Not Russia, France nor Spain

That robbed and reaved this land or ours,

And forged her heavy chains;

But England of the wily words -

A crafty, treacherous foe -

35.´Twas England scourged our Motherland

´Twas England laid her low!

Teacher reads the final stanza aloud. (supporting dyslectic students & scaffolding pronounciation Irish words & names). Students can read along (scaffolding listening activity).

Linguistic approach: What does ... mean?

* reaved =

* wily =

* treacherous =

* foe = enemy

* scourged =

* England laid her low =

Literary devices:

* personification of Ireland = her L9

* repetition = not, nor 2x (L2/3)

* alliteration = not, nor (L2/3); robbed, reaved (L4); wily words (L6); laid, low (L9)

Secondary reading & predictions:

Rise up, oh dead of Ireland!
And rouse her living men,
The chance will come to us at last
40. To win our own again,
To sweep the English enemy
From hill and glen and bay,
And in your name, oh Holy Dead,
Our sacred debt to pay!"

Teacher reads the final stanza aloud. (supporting dyslectic students & scaffolding pronounciation . Students can read along (scaffolding listening activity).

Class discussion on how to interpret this stanza. Teacher may offer some help by analysing text and giving their interpretation = making learning visible & scaffolding.

Rise up, oh dead of Ireland! = calling to rekindle spirit of the republicans who died to free Ireland from the English (Home Rule).

And rouse her living men, = wake up/bring together/enlist new men

The chance will come to us at last = we think we can finally  be succesful

To win our own again, = to become an independent nation

To sweep the English enemy =

to remove the English from this country

From hill and glen and bay,= all of the country/every location

And in your name, oh Holy Dead, = in remembrance of the saints/martyrs that tried before us.

Our sacred debt to pay!" = omdat we hen moeten gedenken en hun daden te eren en te volbrengen wat hen niet gegund was.

Secondary reading & predictions:

Activity 6: Were your predictions correct? What do you now know about …

•    Setting (time / place)
•    Theme(s)
•    Speaker’s perspective (whose point of view is voiced)
•    Author

Activity 6 page 6 student's handout

Teacher refers to Activity 2:  prediction about this poem with reference to …:

•    Setting (time / place)
•    Theme(s)
•    Speaker’s perspective (who’s point of view is voiced)
•    Author

Were the predictions correct? What were the differences. Where did you base your predictions on? What have you learnt?

Secondary reading:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

group

activity 7 & 8 (handout p 6)

Discuss among your group and post the answers in Google Docs Secondary reading - reading comprehension

each other / internet research

5 minutes

class check

Read text on Easter Rising & summarize using Cornell method = activity 9 => Keep calm & wait.

Bloom's taxonomy:

Comprehension; discuss, explain, express, paraphrase, select, summarize

Application; discuver, interpret, relate, write

Analysis: analyse, illustrate

Synthesis; tell, write, compose

Evaluation; argue, describe, interpret, relate

Class check = see KEYS teacher's pack. (5min)

Secondary reading:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

group

activity 9 (handout p 8)

Write the thoughts or conversation in the text balloons

each other

2 minutes

class check

Keep calm & wait.

Bloom's taxonomy:

Comprehension; discuss, explain, express, paraphrase, select, summarize

Application; discuver, interpret, relate, write

Analysis: analyse, illustrate

Synthesis; tell, write, compose

Evaluation; argue, describe, interpret, relate

Class check = see KEYS teacher's pack. (5min)

Secondary reading:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

group

activity 10 (handout p9)

Rewrite the first paragraph. Use as perspective war in Ukraine.

each other / internet research

10 minutes

class check & discussion

Read your text & rewrite/adjust => Keep calm & wait.

Teacher scaffolds planning & organisation: 10 minutes = 5 sentences => 2 min per sentence.

Writing proces =

* read assignment & info

* write first draft

* read draft

* adjust text = second draft

* check assessment matrix & adjust + check spelling & punctuation (capitals, full stops, commas etc)

* final text

Bloom's taxonomy:

Comprehension; discuss, explain, express, paraphrase, select, summarize

Application; discuver, interpret, relate, write

Analysis: analyse, illustrate

Synthesis; tell, write, compose

Evaluation; argue, describe, interpret, relate

Class check = see KEYS teacher's pack. (5min)

Easter Rising (1916):

Teacher checks whether students still have any questions or whether something was unclear.

Post reading:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:

NOT Done:

individual

write a 200-300 words essay (See Activity 11 - Handout p9)

Write - Read & Assess - Rewrite - Check => hand in. = Google map: Student's work

Courseware (p166, 167 & 180) / dictionary

30 minutes

class check & assessment

Activity 12 (handout p9)

Finish at home

Teacher should read the activity aloud and check whether students understand what is expected of them.

Bloom's taxonomy:

Comprehension; discuss, explain, express, paraphrase, select, summarize

Application; discuver, interpret, relate, write

Analysis: analyse, illustrate

Synthesis; tell, write, compose

Evaluation; argue, describe, interpret, relate

Class check = see KEYS teacher's pack. (5min)

Primary reading & reader response:

Activity 3 (p5): What is your first response?

•    Anything that stands out?
•    Anything that puzzles you?
•    How does it make you feel?

(Bloemert, et al., 2015) reader-response = exam objective.

Activity 3 (p5)

3 questions = scaffolding students

Additional activity: Refer to the picture and link it to the poem. Is it reflecting the gist of the poem? In what way. 

Homework

DO:

* Activity 11: write a 200-300 words essay (Handout p9)

* Activity 12: debate statement (Handout p9)

STUDY:

* wordlist unit 5 / Quizlet unit 5

Structuur en tekst

De studioversie van het nummer begint met legerachtige drums en het elektrische-viooldeel. Het agressieve drumritme lijkt erg op de drums die worden gebruikt om een groep soldaten in de pas te laten lopen. Hierna valt de gitaar van The Edge in, waarna ook de tekst begint. Naarmate het nummer vordert, worden de tekst en het gitaarspel meer agressief. Het refrein, waar Bono zingt over hoop, staat in contrast met de gewelddadige aard van de coupletten. Tijdens het refrein zorgt de achtergrondzang van The Edge als een soort harmonische echo.

De band heeft verklaard dat de tekst gaat over twee Anglo-Ierse bloedbaden, in 1920 en 1972, (die bekendstaan als Bloody Sunday) en andere soortgelijke gewelddadigheden. De tekst wordt bezongen vanuit het standpunt van iemand die al het geweld in zijn omgeving veracht. Eerdere versies van Sunday Bloody Sunday begonnen met de zin “Don’t talk to me about the rights of the IRA, UDA”. Uiteindelijk is besloten dat deze, wel erg politiek geladen zin, vervangen moest worden. Het lied eindigt met de boodschap aan de Ieren dat ze moeten stoppen met het geweld.

How can you link U2's "Sunday Bloody Sunday" (= introduction) to today's lesson?

Differentiation:

Student explains the lyrics of the song using literary terms and linking to today's lesson context.

I can't believe the news today
Oh, I can't close my eyes and make it go away
How long, how long must we sing this song?
How long? How long?
'Cause tonight
We can be as one
Tonight
Broken bottles under children's feet
Bodies strewn across the dead-end street
But I won't heed the battle call
It puts my back up, puts my back up against the wall
Sunday, Bloody Sunday
Sunday, Bloody Sunday
Sunday, Bloody Sunday
Sunday, Bloody Sunday
Alright, let's go
And the battle's just begun
There's many lost, but tell me who has won?
The trenches dug within our hearts
And mothers, children, brothers, sisters torn apart
Sunday, Bloody Sunday
Sunday, Bloody Sunday
How long, how long must we sing this song?
How long? How long?
'Cause tonight we can be as one, tonight
Tonight, tonight (Sunday, Bloody Sunday)
Tonight, tonight (Sunday, Bloody Sunday)
Alright, let's go
Wipe the tears from your eyes
Wipe your tears away
I'll wipe your tears away
I'll wipe your tears away (Sunday, Bloody Sunday)
I'll wipe your bloodshot eyes (Sunday, Bloody Sunday)
Sunday, Bloody Sunday
Sunday, Bloody Sunday
Sunday, Bloody Sunday
Sunday, Bloody Sunday
And it's true we are immune
When fact is fiction and TV reality
And today the millions cry (Sunday, Bloody Sunday)
We eat and drink while tomorrow they die (Sunday, Bloody Sunday)
The real battle just begun (Sunday, Bloody Sunday)
To claim the victory Jesus won (Sunday, Bloody Sunday)
On Sunday, Bloody Sunday, yeah
Sunday, Bloody Sunday

(Source: Musixmatch)