english year 8 lesson 1 language of warfare spiritualmoralsocialcultural
Post on 03-Jan-2016
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Assessment Objectives for this scheme…
AF 4
AF 2 Understand, describe and select information or ideas from texts using quotes
Identify and comment on the structure and organisation of texts, including presentational features
Reading
Learning to understand the importance of context to poetry and how it affects meaning
Lesson Objective
Learning Objective
MustLevel
4
CouldLevel
6
ShouldLevel
5
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 DefinitionSimileMetaphorPersonificationEnjambmentAlliterationStanzaOnomatopoeia
Learning to understand the importance of context to poetry and how it affects meaning
Lesson Objective
Learning Objective
MustLevel
4
CouldLevel
6
ShouldLevel
5
Some informationWorld 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
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 much- Yet 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.
Learning to understand the importance of context to poetry and how it affects meaning
How do you feel about the objective?
Learning Objective
MustLevel
4
CouldLevel
6
ShouldLevel
5
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