By Kate Brown
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Extra info for Classroom starters and plenaries: creative ideas for use across the curriculum
They can’t say ‘Yes’ or ‘No’, but they could start ‘Through her writing Charlotte Brontë . ’, ‘Jane is certainly . ’ or ‘To a certain extent . ’ • Do you feel sympathy for Jane Eyre’s character? • Do you admire Jane’s character? • Does Jane face any difficulties? • Does Jane always do what is right? ’ is a really powerful question and asking it repeatedly can help students develop a line of argument. Begin with an opening question, which starts ‘Why . . ’ Repeat the question until the student has developed his or her explanation as far as possible.
When the time is up, ask students to swap books with the person next to them, and then write the answers to their neighbour’s questions. You might give them a couple of minutes to confer with the person next to them about the question (to overcome confusions about spelling and handwriting). After a set time, ask students to swap books back and mark their neighbours’ answers. Variations ◆ Sometimes it is logistically easier for the whole class to have the same questions – but you can still ask students to suggest the questions.
Does Jane face any difficulties? • Does Jane always do what is right? ’ is a really powerful question and asking it repeatedly can help students develop a line of argument. Begin with an opening question, which starts ‘Why . . ’ Repeat the question until the student has developed his or her explanation as far as possible. ’ After looking at their labels, students will likely produce a list of countries including Vietnam, India, China, Indonesia, mostly ‘developing countries’. Ask why: why are so many of our clothes produced in these countries when we are capable of making them in the UK?
Classroom starters and plenaries: creative ideas for use across the curriculum by Kate Brown