Download e-book for iPad: Classroom starters and plenaries: creative ideas for use by Kate Brown

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Extra resources for Classroom starters and plenaries: creative ideas for use across the curriculum

Example text

What are ‘back benchers’? • What is a ‘party whip’? • How many times can the House of Lords pass a bill back to the House of Commons before it becomes a law? • What does ‘devolution’ mean? 31 If this is the answer, what was the question? Give students the answer to a question: a word, number, or statement. Ask them to take time, on their own or in pairs, to write down what they think the question was. Variations ◆ If the answer is very precise, and something they have already come across, this can work as a straightforward test of knowledge.

They work well in place of a ‘test’ at the start of a lesson (after a homework revising key word definitions); in pairs as an absorbing starter while you set up equipment or prepare the main activity; or to consolidate learning at the end of a lesson. Vary the difficulty of the clues to suit the group and the length of time you want the starter or plenary to take. At the most basic, and where you want to reinforce the definitions of the words, give these as the clues. When students are familiar with the definitions, and for a more fun activity, create clues that are less straightforward and more intriguing.

Me and my mates were so keen to serve our country, we went down to enlist together. You don’t have to show evidence of your age, and I told them I was 18 then, though my birthday was just this spring. What do you eat? On front-line duty it is mostly tinned bread or biscuits. It is the same every day, and everything has to be kept in tins or the rats get it. We look forward to our time behind lines when the food is better. After about four days in the frontline trenches (more during heavy fighting periods), then maybe a week in support and reserve, we get time behind the lines.

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