Author Archives: Rob Howell

LEGpO (or Po-Lego) – Genius Idea

Like nearly all of my recent great ideas this one was magpied from twitter.  The genius (no inverted commas) behind the idea is Rachael Stevens @murphiegirl whose very clear explanation for it all can be found here.

I can, however, take ALL the credit for renaming it LEGpO or LEG-PO if you prefer, as opposed to PO-LEGO.  I know, I’m clutching at straws.  The simple fact of the matter is whatever you want to call it – it works.  It works brilliantly in fact.

LEGO is engaging – everyone likes it (and those of us who’ve received a tweet from @LEGOBennylike it just that little bit more).  If you’ve piqued interest in kids then you’ve already won – or at least you haven’t lost..yet.

Start off with two LEGO structures you made earlier (I know I should reference Blue Peter  here, but I was always more of a Children’s Ward/Press Gang kid) and from there on it’s straight forward.  You suggest what the structures could represent, and at this stage it is all very abstract – you’re talking about themes and ideas as opposed to specific poems.  “If these represent two love poems what do we expect from them?” Students’ prior knowledge, suddenly flows back to them, “the perfect one is like a sonnet ’cause the form is rigid”, “yeah, but the other one is like ‘Hour’.  You think that’s gonna be a sonnet because it’s fourteen lines, but the rhyme scheme is off.” “That’s because they’re lesbians!” Like i said – straight forward.

Then the fun really starts.  You need enough LEGO to go around – I don’t suggest you leave it until the morning of your lesson to negotiate with your own children if you plan on borrowing it.  I had a very upset seven year old on my hands when I tried to help myself to his, he actually wanted to count out the number of pieces I was taking in case they needed replacing!

Armed with a copy of the GCSE Anthology and free rein to choose any poem they had studied, pupils created their own structures.  We did have to stop after a few minutes, in order to explain that building “the most awesome spaceship ever” was not on-task behaviour, despite the very strong argument that in ‘The Manhunt’ there are couplets and “this is a two seater!”.

Eventually, every group stood and presented their creations – justifying the reasons for their choices.  And that element of the feedback was probably the most useful.  By now they all considered themselves ‘Master Builders’ as well as ‘Poetry Experts’ and they grilled each other.  Each time a group presented the questions got tougher – as they tried to trip each other up.  Each time a group presented the reasoning became stronger and more closely matched to the requirements of a Band 5 response.

I noticed a tweet that described LEGpO as ‘genius’ (complete with the inverted commas of the skeptic).  Well, I really do think it is genius. I think anything that engages twenty-five Year 11 students who’ve already spent the whole day studying English, when the rest of the school have a day off, really is genius.  But then I would think that. I did , after all, build the most awesome two seater spaceship ever!