Transcript File - Mrs Thomsen`s Virtual English Class

Year 10 English
Welcome!
Heading: Introductions
Aim: To listen carefully and speak
clearly and confidently
Organisation!
Folder set up activity – similar to last
year with main folder and subject
dividers, though with the addition of
an exercise homework/ classwork
book. Folders will stay in the class.
 Make sure you keep organised and
follow the systems!
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Introductions
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Aim: To listen carefully and speak clearly and confidently
Instructions: Interview your neighbour.
Find out the following
1. What are three things he enjoyed about the summer
holidays (N’thing is not an answer!)
2.
What’s the last book they read (I don’t read is not an
answer)
3.
What are 2 things he is looking forward to this year
Presentations: Remember clarity, variety, confidence in
presenting
Introductions – the course itself
Autobiographies
Aim to write using a variety of sentence structures and
vocabulary to create a lively voice
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Task: Write a letter to yourself, which you will open when
you are 21, reminding yourself about what you’re like. You
can ask SOME questions about your future but the
emphasis should be on reminding yourself what you used to
be like.
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Shared planning – what sorts of things would you include?
Class mind-map
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Shared introductions
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Individual writing
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Best line feedback
Autobiographical Collages
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Aim: To use visual symbolism to represent aspects of your
personality
Discussion –
what is personality?
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Teacher modelling –
my personality collage
Drafting time
Homework Requirements
culture
heritage
upbringing
Experiences
Values
Peers
Morals
education
beliefs
Personality
is . . .
Likes/ dislikes
emotions
Family
characteristics
Interests
appearance
hobbies
Sense of
humour
Outlook
environment
Mrs Thomsen’s Personality Collage
32 yr old Dunedinite, married to Chris, sons called Mataiand
Luca, cat called Lloyd
Loves to read, cook, play with sons and nieces, hang out
with my extended family
Laughs
Creative
Not logically minded
but loves a challenge
Inquisitive
Organised
Loves routine
Dislikes rude, thoughtless people and being disorganised!
Writes easily
Morning person
Reading Comprehension
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Aim – to read carefully and support answers with
evidence from the text
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Poem: “Five Souls” by Norman Ewer and
discussion
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Comprehension questions – full sentence
answers, support your thoughts with short
quotations
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Do you get it? Write another stanza, using the
same structure
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Optional starter:
Reading Comprehension
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Aim – to read carefully and support answers
with evidence from the text
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Poem: 5 Souls and discussion
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Comprehension questions – full sentence
answers, support your thoughts with short
quotations

Do you get it? Write a sixth stanza, using
the same structure

Optional starter: I was a farmer, New
Zealand born …
First Soul
I was a peasant of the Polish plain;
I left my plough because the message ran:Russia, in danger, needed every man
To save her from the Teuton; and was slain.
I gave my life for freedom - This I know
For those who bade me fight had told me so.
Second Soul
I was a Tyrolese, a mountaineer;
I gladly left my mountain home to fight
Against the brutal treacherous Muscovite;
And died in Poland on a Cossack spear.
I gave my life for freedom - This I know
For those who bade me fight had told me so.
Third Soul
I worked in Lyons at my weaver's loom,
When suddenly the Prussian despot hurled
His felon blow at France and at the world;
Then I went forth to Belgium and my doom.
I gave my life for freedom - This I know
For those who bade me fight had told me so.
Fourth Soul
I owned a vineyard by the wooded Main,
Until the Fatherland, begirt by foes
Lusting her downfall, called me, and I rose
Swift to the call - and died in far Lorraine.
I gave my life for freedom - This I know
For those who bade me fight had told me so
.
Fifth Soul
I worked in a great shipyard by the Clyde;
There came a sudden word of wars declared,
Of Belgium, peaceful, helpless, unprepared,
Asking our aid: I joined the ranks, and died.
I gave my life for freedom - This I know
For those who bade me fight had told me so.
Terminology – Whaaa?
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Teu·ton
A member of an ancient people, probably of Germanic or Celtic origin, who lived in
Jutland until about 100 B.C.
A member of any of the peoples speaking a Germanic language, especially a German.
Ty·rol or Ti·rol A region of the eastern Alps in western Austria and northern Italy.
Inhabited in ancient times by Celtic peoples, the Tyrol constantly passed back and
forth, in whole or in part, between Austria and Italy in the 1800s. Its present division
dates from the Treaty of St. Germain in 1919. The Tyrolean Alps are a popular tourist
area.
Prus·sia
A historical region and former kingdom of north-central Europe including present-day
northern Germany and Poland. Its ancient inhabitants, of Baltic stock, were
conquered by the Teutonic Knights in the 13th century. West Prussia was ceded to
Poland in 1466, and East Prussia became a Polish fief that passed to Brandenburg in
1618. The kingdom of Prussia was proclaimed in 1701 and was greatly expanded and
fortified by Emperor Frederick II (reigned 1740-1786). Prussia was instrumental in
the unification of Germany, and in 1871 its king was declared Emperor William I of
Germany. The state became a republic in 1918 and was formally abolished after
World War II.
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Mus⋅co⋅vite
–noun 1.a native or inhabitant of Moscow.2.a native or inhabitant of the Grand
Duchy of
Who was fighting what??
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First Soul:
Second Soul:
Third Soul:
Fourth Soul:
Fifth Soul:
Five Souls Questions
Regular Questions
Challenging Questions
1.
1.
2.
3.
4.
5.
Underline all the proper nouns in
the poem (these are names of
people, places groups – look for
capital letters)
What happens to every one of the
soldiers?
How many stanzas does the poem
have?
Are all the soldiers fighting on the
same side? Explain your answer.
Do you think the soldiers really
‘gave their lives for freedom? Why
/ why not?
2.
3.
4.
What point do you think this poem
is trying to make about war? Use
examples from the poem to back up
what you say.
Propaganda is lies and
exaggeration told about the enemy
in war. What examples of
propaganda phrases can you find?
Why do you think the poet has
included them?
How does the chorus grow more
ironic (like it’s really the opposite
that’s true) as it is repeated by each
soldier?
What is surprising or unusual about
the language of this poem?
Understanding Style and Form
Goal: To be able to show an
understanding of an author’s style and form
through imitation
‘5 Souls’ question recap:
G/W: What do you notice about the way this poem
is structured? Aside from the obvious, list all the
patterns you observe.
Your turn: Write 2 – 5 more stanzas, using the
same structure
 Option starter:
 Sixth Soul
 I was a farmer, New Zealand born …
Urgent Media Alert
Christchurch has been bombed and
invaded – what will you do??
 Airports are closed and power is
down.
 List what you and your group would
do.
 Be realistic!

Survival
With your friends find a house close
where you can get supplies and wait
for adults.
 Find a radio, firstaid kit, torch,
clothes, water and food.
 Try and listen to see what you should
be doing if anything. Try to contact
family.
 Get out of the main centers.
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William Norman Ewer
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There is evidence to show that he was an active and wellconnected Soviet agent from the early 1920s, and that this
was well known to MI5, who kept him under surveillance.
He has been mentioned in connection with Clare Sheridan
(1885-1970), writer and sculptor, who passed on
comments of Winston Churchill, her relative. Archival
material is becoming available, documenting Ewer's success
in running an infiltration operation in the United Kingdom.
At this period Ewer was a well known writer in left-wing
publications. He was an early opponent of Trotsky, and may
have followed instructions from Moscow. It appears that
MI5 chose in 1929 not to prosecute, possibly to avoid
embarrassment on the government side, but to keep him in
place as a biddable journalist. He continued to write on
foreign affairs into the Cold War years, taking an antiSoviet line.
Personal Reading Log – AS 1.10
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As a class we are going to complete a mock log on W.N. Ewer’s
Five Souls Poem.
Reading Log #1
Joe Blogs 10AS
Five Souls written by W.N. Ewer
Poem
18/2/11
Summary:
This poem is about soldiers in WWI dying for freedom. This poem
shows elements of propaganda, dying for a cause and the impact
of war upon the common man.
Log:
This poem evoked many horrible realities of the impact of war in
WW1.The action was set in many different countries throughout
Europe. This was due to the spread of WW1, in which men were
called to fight to protect their countries. These men were all sent
to their deaths and questions were raised about whether these
men were actually fighting for ‘freedom’. This is shown in the text
by the lines, ‘I gave my life for freedom this I know, for those who
bade me fight told me so.’ This gives the reader
Log:
Attitudes to English
Aim: To reflect on your skills in English and barriers to
achievement
Discussion: What might barriers to learning mean?
Complete student profiles – best handwriting, best ideas!
Attitude to reading
Create a list of your top 5 all time books
For each one, write a detailed explanation
of what it was that you liked about it
Feedback
Library Lesson
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Aim: To become familiar with the
Learning Centre’s facilities, and to
select books for your own personal
reading
Log:
This poem evoked many horrible realities of the
impact of war upon the common man. The action
was set in many different countries throughout
Europe. This was due to the spread of WW1, in
which many men were called to bear arms to
protect and serve their livelihoods. These men
were all sent to their death and questions were
raised about whether these men really were
giving their lives for the ideal of ‘freedom’. This is
shown in the text by the lines, ‘I gave my life for
freedom this I know, because those who bade me
fight told me so.’ This gives the reader an insight
into both what the men fighting thought and
what was happening behind the scenes of the
war.
SEXY Plans
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Statement – Restate the Q
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Explanation – Explain the Q
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eXample –3-4 ideas that use evidence to
back up your ideas
You Add – Tie it all together and try to
make an overall statement to finish.
Make a SEXY Plan
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Write a SEXY paragraph detailing how accessible you think
this poem is for teenage boys.
Statement – The poem Five Souls, written be N.W Ewer is
not very accessible to teenage boys because . . .
Explanation - as it has many different elements that
hinders the understanding of most young men.
eXamples – This is through use of archaic language,
historical events, and structure.
You add – All of these elements combine to create a poem
that is beyond the understanding of the average teenage
boy. Therefore it is inaccessible and should not be taught in
school.