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Wuthering Heights Yr 10

Discussion in 'English' started by tomwdunn, Nov 3, 2011.

  1. Hi everyone,

    I've just started teaching Wuthering Heights to a year 10 set of very mixed abilities, and am finding that the language is causing a real issue - the bright kids want to engage with it, and generally pick up meanings from the immediate context, but the less able children struggle and switch off. Beyond that, this is the first time I've taught WH and I'm not entirely sure what the best way to go about it is!

    So far I've done a general, introductory lesson on 'the Gothic', a lesson looking into the Bronte family for research, a consideration of the moors and what they suggest through photographs, the first two chapters of the novel, with group and individual work on identifying characters and assessing whether the Heights are a particularly welcoming place. Tomorrow's lesson will follow on chapter 3 through the use of 'haunting words' (a useful looking teachit resource).

    Not entirely sure where to go from here however! I want to do something engaging and that will win round the children who are struggling (I produced summary sheets for chapters 1 and 2 the lesson after we read them, but not sure if just handing these out is ideal - might breed laziness in initial readings). Does anyone have a scheme of work they would be willing to share?

    Thanks!
     
  2. GloriaSunshine

    GloriaSunshine New commenter

    Are you doing this for a CA? I imagine so. What is your task and how much of the novel are you planning to cover? It's a difficult novel, I think for y10 because of the frame narrative and time shifts.
     
  3. Fewer activities and teaching of specifics and more reading, discussion and verbal summary to at least get through the novel with them understanding it. Then you can go back and teach the specific bits you need for assessment in more detail.
     
  4. I teach lots of students with SEN statements at a Special School and have regularly covered Wuthering Heights with them. Please drop me a line for approaches and resources.
     
  5. http://www.youtube.com/watch?v=crpCCZSDb_4

    A video made by some of our students while studying the novel.
     
  6. manc

    manc New commenter

    I often teach Wittgenstein's 'Tractatus Logico-Philosophicus' to some disaffected Year 7s in an inner-city pupil-referral unit - unfortunately I forgot to video it. Maybe it was a dream.
     
  7. GloriaSunshine

    GloriaSunshine New commenter

    Manc, do you have any APP grids that you have adapted for a Wittgenstein reading task, and how did you ensure pupil enjoyment and engagement in every lesson? How many pit-stop plenaries did you include in each lesson and did you find it difficult to plan enough activities for your Kinaesthetic learners?
     
  8. manc

    manc New commenter

    I'm afraid not, but, fortunately, like Socrates or Jesus, I am able to make the bright eyes of young learners come alive through the power of my wondrous expositions.
     
  9. Does it have a section covering "sarcasm as the lowest form of wit"? I thoroughly recommend studying Wuthering Heights with less able students. Classes here also tackle other texts that are thought "beyond them". Othello...King Lear....Julius Caesar...Tess of The D'Urbervilles and the like and they get a lot out of them. If you'd like to see, then drop us a line and you are very welcome to visit. If you want to scoff, I'd stay away. Hate to change your mind about accessibility.
     
  10. manc

    manc New commenter

    How many in a class?
     
  11. Very valid point. Twelve at our place. All have statements though. But done the same in mainstream with thirty. Still do on my weekly outreach days. As I say, come and visit. You are welcome. If a school/class has a working ethos, then I use this approach regularly. Invite me over. Fridays is my day.
     
  12. manc

    manc New commenter

    Have you taught the whole book? To an examination class. Who need to understand the language,characters,themes, imagery etc. Who then need to write an essay on it.
     
  13. GloriaSunshine

    GloriaSunshine New commenter

    With AQA, there is no pre 1914 prose in the exam. We have tried to use it as the comparative text for the Shakespeare coursework and it has proved difficult because of the limited time available. Mindful of the possibility of some students doing English at A' Level, we have tried to read a reasonable amount of the text. Even just studying a few chapters is a challenge given that we have to teach a Shakespeare play alongside it. Wuthering Heights, I think, is more difficult to teach in this way because of the narrative structure. Easier, we find, to use Dickens or Hardy. Easier still to use extracts from two plays but we have always tried to use as wide a range of literature as possible with our clasees With the new CAs, we are being restricted to what we can cover in a short time rather than what we would like to do.
     
  14. Erm, yes??? To A-Level standard. Because a student has special needs that does not stop them achieving in examinations. You do have some preconceived ideas. Though the original blog was about Y10, I have pasted some comments from the KS3 PoS, too. Our cultural heritage is required there too. I teach these texts there too as required.

    Influenced culture and thinking: This includes texts that are widely known, referred to and quoted, and have become part of the cultural fabric of society through their language and the way in which they present ideas, themes and issues. They could be influential in terms of the impact they have had on the way we use language (eg the common use of phrases from George Orwell?s 1984 such as ?Room 101?, ?Big Brother?, ?double-think?) or on our understanding of periods of history, people, places and issues (eg the influence of Charles Dickens? work on current perceptions of Victorian society and social justice).

    texts that enable pupils to understand the appeal and importance over time of texts from the English literary heritage. This should include works
    selected from the following pre-twentieth-century writers: Jane Austen, Elizabeth Barrett Browning, William Blake, Charlotte Brontë, Robert Burns, Geoffrey Chaucer, Kate Chopin, John Clare, Samuel Taylor Coleridge, Charles Dickens, Arthur Conan Doyle, George Eliot, Thomas Gray,
    Thomas Hardy, John Keats, John Masefield, Christina Rossetti, William Shakespeare (sonnets), Mary Shelley, Robert Louis Stevenson, Jonathan Swift, Alfred Lord Tennyson, HG Wells, Oscar Wilde, Dorothy Wordsworth and William Wordsworth


    The English literary heritage: This includes authors with an enduring appeal that transcends the period in which they were writing, and who have played a significant role in the development of literature in English. The study of texts by these authors should be based on whole texts and presented in ways that will engage pupils (eg supported by the use of film resources and drama activities).
     
  15. manc

    manc New commenter

    Are you saying that you teach these challenging texts to a whole class to A-level standard?
     
  16. That is not what I said. You and I are required to teach some of these texts listed to KS3 students. Why would you or I teach them to A-Level standard when they are only 14? I do, however teach other students to GCSE (eg two 15 year old students on video) and post 16 students to A-Level standard as required by their syllabus demands.
     
  17. manc

    manc New commenter

    What sort of special needs does your school specialise in?
     
  18. Physical and mental.
     
  19. manc

    manc New commenter

    Ah, well, in that case, I can see that the former category coudl range from very weak to Oxbridge material who could easily cope with 'Wuthering Heights'. The trouble with the label 'special needs'
    is its broadness.
     
  20. GloriaSunshine

    GloriaSunshine New commenter

    It's not just the ability of the students that determines our choice of texts now. It's the demands of the course. We have to calendar CAs and they're done in lesson time, taking up weeks of teaching time.
     

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