Lesson 4 - Washing Line instructions and statements.
Resources needed: A4 paper (one sheet per student), felt pens, washing line, pegs.
Use a washing line in your classroom for students to express their opinions (in role or not) on various issues. Do students ‘strongly agree’ or ‘strongly disagree’ with these statements? (Other polar-scale options include; ‘cost/benefit’, ‘high/low probability’, etc.) Place each polar-scale word at either end of the washing line (i.e. ‘strongly agree’ at one end and ‘strongly disagree’ at the other end). Consider placing a red piece of paper directly in the middle of the washing line to stop students simply ‘sitting on the fence’.
Get students to draw a self-portrait as the starter activity. This is then used by students to represent their opinion on the washing line, therefore giving a clear visual representation of student’s views. If you have a large group of students you can get them to choose one portrait to represent their group. Or choose one table of students at a time to ‘peg out’ their opinions. Finally, as appropriate you can get students to be in role to offer their opinion (e.g. OAP, ‘yoof’, business person etc….), therefore again giving an opportunity for the whole class to be involved if you designate one role to one group of students. Project each statement and get students to consider and place their ‘opinions’.
Encourage all students to give reasons for their opinions. Less able students might just be able to participate by pegging their opinion on the washing line and not justifying themselves, but most students should give at least one reasons. Challenge stereotyping and play Devil’s advocate (with more able students at least). You can extend this activity by adding photographs and information to help students evaluate their answers more ‘scientifically’ and less emotionally, if you like.
If you aren’t able to peg out a washing line then allow students to make a human continuum (with strongly agree at one end of the room/corridor and strongly disagree at the other end).
For Interactive whiteboard version see Washing line activity
Cardiff is/must be an exciting place to live.
The ‘Valleys’ are nothing but hills and sheep.
I’d prefer to live in Cardiff / the ‘Valleys’.
(Teacher to delete as appropriate, leaving the opposite location to the one the students currently live in)
Rural-urban migration is a great idea.