Walking with My Iguana

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I actually introduced this poem by reading it myself, in the dullest way possible. The children recognised immediately I was making a point. Then we listened to the performance of Brian Moses, the poet, found on the link.

The Highwayman could also be the inspiration for children producing different types of writing e.g. Bess’s diary entries, a love letter from The Highwayman to Bess, a play depicting the meeting between Tim the ostler and the soldiers prior to the final shooting. A switch in perspective would also be intriguing, perhaps the poem could be re written as a story through the eyes of The Highwayman himself.This was an important learning experience for me but also, I’m sharing this because it is a great poem. I am aware, like my poem-deriding colleague from earlier, that poetry can be dull – but only if it is made dull. And this is the same with any topic/theme/skill I think…although fractions I’m still working on! 😉 I would share a couple of performance audio clips but refrain from doing so as I no longer am at the school (it being one of my placement schools) and I don’t have permission of the parents to share anything online, even if it is only their voice. This poem was written by Brian Moses to celebrate an unusual sighting on the beach at Hastings, where he lives. Year 3 and 4 used it to think about animal movement and adverbs, and had a go at performing it themselves. The effect was amazing. Suddenly, the children were discussing if they had an unusual animal, what would it be and why? What would they do with this animal? How could they describe it? This then led to using features of poems to describe their animal and how they do what they do. They then, after some preparation lessons, wrote their own poems and performed it. Not only that but the children decided to share some for the school’s 50th Anniversary Celebrations. Differentiated group activities Text marking. Using different coloured felt tip pens the children are to find and mark the different sections of the poem, identifying any patterns that they notice. This begins with noting the rhymes in individual stanzas; and could lead on to how the poem moves the story along (or not).

Where does poetry end and song begin? It’s hard to tell in Brian Moses’ poetry – and you certainly have to listen to his performances to get the full effect! Brian skillfully weaves percussion with the rhythms of the poem, and makes full use of pitch, pace and pause and bring out the drama. Listen to the way he relishes every syllable. Ask children to note what is going on in each section. What do we learn about the iguana and how it behaves: from the way it is described? and from the way people react to it? Role playing questions. Moses writes about the familiar – Deaths, football matches – and the peculiar – monsters, aliens and angels. Intentionally, I have not included the whole of the poems in this blog as some of them are fairly long. The whole versions are all easily found for free online. So please, if you’re struggling to find poetic inspiration, feel free to use this amazing poem by Brian Moses, or indeed any others you may find on the Poetry Archive.What primary classroom would be complete without Please Mrs Butler? Let’s face facts, this poem is virtually your birth right if you are in junior school and is certainly a poem that every teacher should read to their children. It’s iconic, it’s cheeky and it’s fun- what more could we ask for? Draw up a list of words to describe the animal. What might it be like to have one as a pet? How would it be differ from having a dog/cat/hamster as a pet? Elicit responses and note on a list through shared writing. Listening. Listen to recording of Brian Moses reading the poem once. What do you notice about the poem and its rhythm, rhymes, use of words? What feelings and responses do you have towards it? Listen to the poem again. Why is it unusual to take an iguana out for a walk? There is lots of great vocabulary to explore here which gives could give children the impetus to find out more about Georgian England. The relatively simple rhythm and rhyme scheme makes it easy for children to write and add in their own verses perhaps supplying the poem with a new and happier ending!? Discuss with the children what it looks like, how it moves, what it might be like to touch. Elicit personal responses from them: does it look fierce or friendly? Cuddly or angry?