Who is Ireland's Enemy by Brian O'Higgins - part 1

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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

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 circle (discussion) 

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
  
  

Activity 1: Who do you guess is Ireland's enemy? (p5)

Activity 1 (p5): predictions

Teacher explains one of the texts used in today's literature class is Who is Ireland's enemy? (1914) by Brain O'Higgins. Guessing/predicting is one of the strategies you can use to activate prior knowledge but also enhance focus during reading. It teases you to find answers in the text (Bloom's taxonomy = Brown & Lee, 2015).

Ireland

What do you know about:

* Ireland

* Irish history

* Irish culture

Teacher elicits answers & writes them on whiteboard. Try to form mindmap.

* Ireland

- Dublin

- Irish Republic / Northern Ireland

* Irish history

- English invasion

- William of Orange = Orange men

- potato famine => emigration to US

* Irish culture

- Guiness

- Leprechaun

- St Patricksday

- Gaelic (Celtic influences)

- Irish Step Dance, River dance

- Folk music

- U2, The Script, The Corrs, The Dubliners, Boyzone

- Mac... (Scots = Mc)

Ireland - symbols

Flag:

* Green = Catholics

* Orange = Protestants

* White = peace

Teacher elicits answers & writes them on whiteboard. Try to form mindmap.

* Ireland

- Dublin

- Irish Republic / Northern Ireland

* Irish history

- English invasion

- William of Orange = Orange men

- potato famine => emigration to US

* Irish culture

- Guiness

- Leprechaun

- St Patricksday

- Gaelic (Celtic influences)

- Irish Step Dance, River dance

- Folk music

- U2, The Script, The Corrs, The Dubliners, Boyzone

- Mac... (Scots = Mc)

Ireland - symbols

Shamrock:

Used by Saint Patrick to teach the Holy Trinity, the Father, Son and Holy Spirit to the pagan population.

Teacher elicits answers & writes them on whiteboard. Try to form mindmap.

* Ireland

- Dublin

- Irish Republic / Northern Ireland

* Irish history

- English invasion

- William of Orange = Orange men

- potato famine => emigration to US

* Irish culture

- Guiness

- Leprechaun

- St Patricksday

- Gaelic (Celtic influences)

- Irish Step Dance, River dance

- Folk music

- U2, The Script, The Corrs, The Dubliners, Boyzone

- Mac... (Scots = Mc)

Ireland - symbols

Leprechaun:

• folk figure
• guardian of hidden treasure locations
• full of tricks
  
• hard to catch
  

 guardians, or connoisseurs of hidden treasure locations, including pots of gold hidden at the end of rainbows. Incidentally, this phenomenon is very common in Ireland, however, Leprechauns are creatures full of tricks and very difficult to be captured.

Ireland - symbols

Saint Patrick:

• 5th Century
  
• Irish took him as a slave
  
• Converted Keltics to Christianity
• March 17th
  

hij als jongen van 16 door Ierse heidenen als slaaf naar het eiland gebracht werd. Daar werd hij schaapherder en leerde Iers. Door een visioen kon hij vluchten en keerde hij naar zijn ouders terug, maar volgens een andere legende werd hij door heidense Ieren na 6 jaar naar Gallië gebracht.

Patricius groeide uit tot dé Ierse heilige bij uitstek voor zijn werk bij het omschakelen van de Ierse dominante levensbeschouwing van het Keltisch polytheïsme naar het christendom.

Hij volgde de priesteropleiding in Auxerre in het toenmalige Gallië. Paus Celestinus I (422-432) gaf hem in 431 de opdracht het heidense Ierland te kerstenen. Hij keerde naar het eiland terug om op de meest afgelegen plekken waar nog nooit een prediker gezien was het christendom te brengen.

Ireland - symbols

Harp:

• 13th Century
  
• national emblem of the Republic of Ireland

HARP

The harp has been the symbol of Ireland since the 13th century, and it’s said that King Brian Boru led the army to the battles carrying a harp. He died at the Battle of Clontarf against the Vikings.

National emblem of Republic of Ireland

- coins

- logo Guiness & Ryanair

Ireland - general information:

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

Literature & context:

So, Who is Ireland's enemy? (1914)

by Brain O'Higgins

Teacher refers to Activity 1 (p5/LU5): 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

NOTE: speaker is the "narrator" in a poem. This is NOT to the author's voice nor opinion. = teaching literary devices.

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

(next slide = reader response)

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:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

group

activity 4 & 5 (handout p 5)

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

each other / internet research

15 minutes

class check

Think upon your predictions and prepare to comment on them =activity 6 (p6)=> Keep calm & wait.

Bloom's taxonomy:

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

Application; discover, 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 & 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 7)

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, discuss how to summarise = activity 9 in Google Docs Easter Rising summary => 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

Differentiatie: individueel uitvoeren opdracht. Liever proberen om alle leerlingen in groepen te laten participeren (4HA 2021-2022: ook de 2 met selectief mutisme = scaffolding naar echte participatie)

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

Recap information

Different skill = linking to prior knowledge & scaffolding dyslectic students = better retrieval.

Listening exercise = less straining/demanding = recharging.

Differentiation: This could also be a break point/end-of-lesson point

Secondary reading:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

group

activity 10 (handout p 9)

Post your interpretation of the thoughts or speech in the text balloons. Use Google docs 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 11 (handout p9)

Rewrite the first paragraph using the war in Ukraine as your perspective.

each other / internet research

10 minutes

class check & discussion

Read your text aloud & 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)

Homework

DO:

* Activity 12: write a 200-300 words essay (Handout p9)

* Activity 13: discussion questions (Handout p9)

STUDY:

* wordlist unit 5 / Quizlet unit 5

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.

In case there is some spare time the teacher may want to introduce the learning activity Socratic Circle (new to 4HA 2021-2022).

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 explains the Socratic circle norms. These norms are based on common curtesy and respect.
•    Share the air; do not make it a ‘one-man-show’ but include others.
•    Be hard on content; focus on underpinned argumentation and facts.
•    NO PUTDOWNS; be soft on people means you need to be respectful and mindful of your fellow classmates. Not only your teammates but all students.
•    Discuss; do not debate. You are supposed to find the answers to the questions through collaborative learning not by forcing your view upon others.
•    Be courteous; respect different thoughts and ideas and be polite in your communication. Example: “That is interesting but I do not grasp this idea just yet. Can you cite the passage it is referring to?”

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 explains the Socratic circle functions. These are the roles that will be assigned to the students during a round of the circle. Roles are switched each round, keeping in mind the students’ needs.
•    Facilitator; leading the dialogue. This students makes sure everybody who wants to participate is included in an orderly fashion. Coaches the inner circle students on language and behaviour if needed. This person could be seen as the Chair in an meeting. (This example is chosen to link the activity to future needs in the workspace which should enhance students’ motivation.)
•    Inner circle; these teammate(s) participate in the dialogue. They are allowed to talk and voice the opinions and input of the team.
•    Outer circle; these teammates support the inner circle mate with additional information on the topic discussed. They can prompt this input via postits (small notes) or whisper it to the inner circle mate.
•    Assessor; this teammate (or person), in the outer circle, is grading the participation of the inner circle teammates. This task is suited for students with selective mutism since they fill in a form so verbal communication is not necessary.

Literature: Socratic Circle

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?