John Nevison, the Highwayman
For years 4, 5 and 6 and older
Having a Highwayman arrive unexpectedly to hide in your school makes for a very exciting day for the children. They are drawn into his predicament, and fascinated by tales of his exploits and daring do. This character not only fits in very well with work based on Alfred Noyes' poem The Highwayman, but also suits a creative curriculum approach to all sorts of topics (from journalistic writing to adventure stories, from historical fiction to persuasive writing).
As the session very effectively introduces the "historical context of the poem and the characters and setting"* it is a great way to start work on the Highwayman poem, leaving the children brimming with background knowledge. It is also great for ending the unit, fitting the bill nicely in terms of "class discussions and additional research"*.
The session addresses all sorts of other elements, like exploring language for comic and dramatic effects; understanding different points of view; comparing themes in poetry, prose and other media; and experimenting with narrative forms and styles*. It also great for narrative units concerning traditional stories, fables, myths, legends (especially oral storytelling). Nevison claims to be like 'Robin Goodfellow' (AKA Hood), and a descendent of all the 'Goodfellows' through time, from Hereward the Wake to FitzWarren to Captain Hind. He himself became a Yorkshire Legend - nicknamed 'Swift Nicks' he was the legendary gentleman Highwayman who rode from London to York in one day. The children in effect become involved with the writing of the legend, putting down on paper Nevison's tales, correcting the stories that (according to Nevison) have lied and made him appear to be a villain!
*Quotes from the DfES standards web site at http://www.standards.dfes.gov.uk/primaryframeworks/.
I have done many different versions of this visit. It works well either as a whole day session with one class or as a half day session (so I can work with two classes in one day). I have also worked with three classes by using a timetable format similar to my pirate day. The various component parts are optional, as there may be too much to do here in one day, and I can discuss specifically what you want in advance of the visit or on the morning itself. All timings are flexible, allowing individual classes to work at a pace that suits their learning.
Session Format for Key Stage 2
IntroductionAfter I burst into the classroom, we discuss who and what I am, why I need to hide, as well as my possessions and clothes. I explain strange words and answer questions. Eventually I ask the children if they have ever read stories about me, which leads me on to ... |
Journalistic and/or letter writing exerciseThe main task of the day. I use up to four differentiated texts. Two need re-writing (in part), another responded to with a letter, and another needs changing. Volunteer pupils (or teacher chosen) read the stories aloud with my help. Each time I say the stories are wrong, and I then recount my "true" versions, conversationally explaining how things were quite different. I am not the villain described in the pamphlets, but more like Robin Hood, a true hero! This part of the session can take 30 minutes or so. I then ask the children if they would put these things right. This involves ...
(a) Re-writing parts of a news-sheet - a higher ability task. There are several different stories for individual children to choose from, as well as a ballad/poem that needs changing. Nevison wants tales he would be proud of, and is very worried that people will remember these lies about him. I have two different forms of this news-sheet, in different font sizes. The more difficult of the two, with some archaic English spelling, is accessible to the highest ability Year 6 children. (b) Writing a letter to the London Gazette to complain about a recent article in which Nevison was described as a coward and a murderer! Nevison wants the children to tell them what they think he is like, having met him and heard his own account of his adventures. (c) Creating a false description of Nevison to be passed around the local watchmen, in the form of a wanted poster. Hopefully this would buy him time to escape! This is the lowest ability task, and involves the labelling of a picture. I give careful instructions, and ask the teacher which groups could do what. The tasks are distributed according to ability. The children then do this written work as differentiated groups at their tables. Task (c), which all the children tend to want to do, can be an extension task for the more able children should they finish their own task. As they work I visit the groups in turn to spend 10 minutes or so with each - perhaps playing a game of cards, dice or nine men's morris with them, or looking at maps and coins, etc. Different groups get to something unique with me, and they have another chance to ask me things. While I sit with one group, the others get on with their tasks. This written session can takes about one hour. Finally the chosen children then read their work aloud, or present their posters to me and the class. This little plenary session allows me to comment on and approve of their work. This takes perhaps 20 minutes or so. |
The Big StoryI tell the very famous story of my ride from London to York. This takes about 25 minutes. I usually round off the day with this. If I have worked with two classes that day, we can get the two together in the Hall for this, rounding off the day nicely for all concerned. You will, if you choose to do so, hear a pin drop! This video is extracted from a shorter version of the story I usually tell. |
The following optional activities are usually for days where I can work with one class all day...
Option: Question and answer
The pupils and teacher can do the questioning here, asking whatever they want ... about my life, childhood, life in the 17th century, whatever. This can go in many directions - from food to school to houses to London. If they've been studying highwaymen, I can ask them if know about the law: officers of the law, courts, prisons, punishments, etc., which could lead to some gory tales about the triple gallows at Tyburn or the traitors' heads over London bridge! |
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Option: Sketching (art-work)Having written corrected stories and ballads, I might want a good likeness drawn to go with them. I can thus pose for the children while they all do a bit of portrait sketching, using whatever medium you think is best. Perhaps they might simply sketch in pencil then 'work up' the picture another time? This art-work might take 20 or more minutes. (This can link to any annotated drawings they may have done, or may be doing, in their highwayman work.) |
Option: Children's Own StoriesI decide that the children, being educated scholars, might be able to give me some ideas and so ask them to make up their own adventure stories about highwaymen (in a Robin Hood style). They work in pairs and plan the stories in note form. I suggest tales about escapes, clever tricks, chases, etc, just the sort of thing I myself might be able to use in future! I move around offering ideas and suggestions, then the children tell (or act out) their little stories in turn for me and the rest of the class. This can take an hour or more. |
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Option: A little NumeracyWe count my money - seventeenth century coins ... from sovereigns down to farthings. The children work out how many pennies each coin is worth, and I ask how many pints of ale I could buy with each |
