Transcript Lesson 1 - smrchsenglish8mslove

English
Year 8 Lesson 1
Language of Warfare
Spiritual
Moral
Social
Cultural
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Assessment Objectives for this
scheme…
Reading
AF 2
AF 4
Understand, describe and select
information or ideas from texts using
quotes
Identify and comment on the
structure and organisation of texts,
including presentational features
Starter
What do you know and
understand of the image on
the next slide?
Starter
Discuss your ideas with a
partner.
Now lets share as a class.
Lesson Objective
Learning
Objective
Learning to understand the
importance of context to poetry
and how it affects meaning
Must
Level 4
Should
Level 5
Could
Level 6
Copy the statements and add a score out of five
depending on your confidence with the subject (5 =
really confident)
1. I can identify similes and metaphors.
2. I can identify enjambment and alliteration in
poems.
3. I know the effect of similes and metaphors.
4. I can write about poems using pee.
5. I can explain why the context of a poem is
important to the understanding of the poem.
6. I can compare two poems confidently.
7. I can explain the different purposes of a poem
using evidence to support my ideas.
8. I can evaluate a poem and justify my views using
evidence.
Revision of poetic terms:
Draw in your book and complete what you can.
Poetic term
Simile
Metaphor
Personification
Enjambment
Alliteration
Stanza
Onomatopoeia
Definition
Lesson Objective
Learning
Objective
Learning to understand the
importance of context to poetry
and how it affects meaning
Must
Level 4
Should
Level 5
Could
Level 6
Some information
World War 1
• 1914-1918
• Fought between Germany and England/France/
Belgium and other Allied countries.
• Mainly fought in Trenches.
• British war dead:
• About 880,000 men from the United Kingdom,
plus a further 200,000 from other countries in
the British Empire and Commonwealth.
German dead: approximately 1,808,000
Some video context of WW1
•Over the top
•The sniper
•The end
The men were
convinced to fight
through effective
propaganda.
Now read the poem
‘Who’s for the game’ (Jessie Pope)
Who’s for the game, the biggest that’s played,
The red crashing game of a fight?
Who’ll grip and tackle the job unafraid?
And who thinks he’d rather sit tight?
Who’ll toe the line for the signal to ‘Go!’?
Who’ll give his country a hand?
Who wants a turn to himself in the show?
And who wants a seat in the stand?
Who knows it won’t be a picnic – not muchYet eagerly shoulders a gun?
Who would much rather come back with a crutch
Than lie low and be out of the fun?
Come along, lads –
But you’ll come on all right –
For there’s only one course to pursue,
Your country is up to her neck in a fight,
And she’s looking and calling for you.
Who’s for the game?
• In pairs decide how this poem persuades
people to join up:
• Do you think that it successfully achieves its
purpose? How?
• Who is this poem targeting?
• What does it compare war to and how?
• Which techniques can you find?
• Challenge – What are the effects of the
techniques?
Plenary
• Go back to your original list (slide 7)
• Read through the statements again and
put a second number to show your
improved understanding and what you
have learnt this lesson.
• Be honest!
What have you learnt this lesson?
• Turn to your partner and tell them at least
one thing that you have learnt or
developed your knowledge of this lesson.
How do you feel about the objective?
Learning
Objective
Learning to understand the
importance of context to poetry
and how it affects meaning
Must
Level 4
Should
Level 5
Could
Level 6
Homework:
Either write your own
enlisting poem/verse.
Or
Write an acrostic poem
using the letters in
WARFARE