Walking with My Iguana

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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? 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. A new book of history poems: 1066 & Before That (co-written with Roger Stevens), picture books The Frog Olympics and Dreamer: Saving Our Wild World (OtterBarry Books) and his childhood memoir Keeping Clear of Paradise Street have just been published.

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! 😉

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? Find sources: "Brian Moses"– news · newspapers · books · scholar · JSTOR ( October 2023) ( Learn how and when to remove this template message)

Brian Moses (born 1950) is an English poet. He mainly writes for children, has over 200 published works and is a children's poet. His poetry books and anthologies for Macmillan have sold in excess of 1 million copies. Moses was asked by CBBC to write a poem for the Queen's 80th birthday.

Curriculum

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. 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. 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?

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. 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. Whole class activities Activating prior knowledge; discussion. Before reading and listening to the poem, ascertain with the class what an iguana is. If possible, play a video or multimedia web image of an iguana in its habitat. 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).He is also founder & co-director of a national scheme for able writers administered by his booking agency Authors Abroad. Moses originally wanted to be a musician. [1] That original musical influence can still be heard in his work; he performs so that pauses, tone of voice and speed become a central part of the poem, such as the hiss in "The Snake Hotel" or the Tom Waits growl in "Walking with my Iguana". 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!? Opportunities for PSHE are also here i.e. what can precipitate confrontation between family members and how can that be resolved? 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.