Challenge Cards: Stretching the
more able pupils in your classroom
Chris Gunner, City of Portsmouth Girls’ School
@cgun88
...
Bronze, Silver & Gold Challenges.
Challenge Card 1:
For each of your
paragraphs, consider
where you could use
sensory lang...
Bloom’s Challenges
Challenges linked to mid-higher order thinking according to Bloom’s Taxonomy –
pupils free to choose to...
Creative Challenges
Can you use rhyme, such as a
rhyming couplet, to add to
your persuasive language?
Can you think of ano...
Next Steps…
Cross-curricular challenge cards – getting
pupils to link their learning.
Competition for higher ability class...
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Chris challenge cards

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Chris challenge cards

  1. 1. Challenge Cards: Stretching the more able pupils in your classroom Chris Gunner, City of Portsmouth Girls’ School @cgun88 cgunner@cpgs.co.uk
  2. 2. Bronze, Silver & Gold Challenges. Challenge Card 1: For each of your paragraphs, consider where you could use sensory language. Challenge Card 2: For each of your paragraphs, decide where you are going to use the following: onomatopoeia, pathetic fallacy, simile, metaphor, alliteration, short and long sentences. Challenge Card 3: Think carefully about how you are going to build the tension in your assessment – in which paragraph will it peak? Where will it dip? Why have you chosen this order? Write this when planning your paragraphs. Progressive level of challenge with a competitive element.
  3. 3. Bloom’s Challenges Challenges linked to mid-higher order thinking according to Bloom’s Taxonomy – pupils free to choose to suit their strengths. Can you suggest who the target audience for ‘Private Peaceful’ might be and explain why? Can you compare the moral of the story to any other books you’ve read before? Could you explain their similarities? Is the moral of the story powerful enough? If not, what could the author do to make it clearer? Whose poetry do you feel the author would agree with more – Owen & Sassoon, or Jessie Pope? When rewriting the ending, can you change it so it’s not Charlie who dies, but another main character? When rewriting the ending, can you explain what effect on the audience you feel this may have?
  4. 4. Creative Challenges Can you use rhyme, such as a rhyming couplet, to add to your persuasive language? Can you think of another symbol used to represent Great Britain to use on your propaganda? Can you think of an appropriate font style for your persuasive language and explain WHY you’ve chosen it? Can you think of a monstrous/evil image you could use to represent the enemy threat? Can you use the names of terms and items associated with war in your poems (bayonet, trench, shell etc?) Can you use an extended metaphor in your poem? See me for an example of these. Can you make your poem rhyme fully, and explain what effect this might have? Can you make use of sensory language to enhance the mood created in your poem? Challenges utilising pupils’ existing knowledge, allows for creativity to flourish.
  5. 5. Next Steps… Cross-curricular challenge cards – getting pupils to link their learning. Competition for higher ability classes – visible tally chart/score-cards. Rewards given at certain stages. Plenary opportunity – pupils to discuss which cards they used & why.
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