Monday, 12 November 2012
Using music to prompt, as a stimulus and for analysis.
Using music to
prompt, as a stimulus and for analysis.
When using music alongside, on class entry and during novel studies and
poetry I have found it really useful to get students in the frame of mind of
the lesson ahead. Some examples from recent lessons include:
9P5 Low level literacy group. Focus: Young people, their reputation and
media stereotyping. We analysed Plan B’s ‘Ill Manors’ which is a modern and
highly thought-provoking song. We had previously discussed the reputation of
young people, the Riots of 2011 and the impact the Olympics and media. I
started with a conference from Plan B star for TEDx (http://www.youtube.com/watch?v=xhtAfIw4qJY
) which is really interesting in which he talks about such issues facing young
people. We then analysed the song and considered if this was a fair
representation “hoodies, robbing, council housed and violent”. The political
messages in the song I considered to be high ability however this set 5 class
were able to gain an understanding as I suppose it effected them.
Another lesson
using music as a stimulus was Professor Green’s ‘Jungle’ in which we analysed animal
imagery in the lyrics. The comparison of Hackney as a jungle really interested
the year 7’s as they were looking at performance poetry and listening to
Professor Green was a singer or poet as we discussed that they could identify with.
“London aint cool to cruise through where the hunters pray, Looking
lunch today, and your chains looking like fresh fruit to a hungry ape. They'll
eat on you, then laugh about it like Hyenas do, so stick to breezing through,
like cheetahs do or be a piece of food.”
Many of the students reflection after the lesson was that they had never
truly listening to the lyrics in this way and said how clever the language was.
This lesson was adaptable from my set 1 7x1 to set 5 7Y5.
Songs which work with novels and poetry
From this website I have found a list of poems and novels in which they
suggest songs that would go alongside the study. Which I will use in my research for my SIG.
William Golding, Lord of the Flies is paired with "It's the End of the World As We
Know It" by REM
Harper
Lee, To Kill A Mockingbird with the song “Strange Fruit" by Billie Holiday
Mary
Shelley Frankenstein" with Boulevard of Broken Dreams" by
Green Day similarly I used this song for personification in poetry which the
kids enjoyed.
http://www.corndancer.com/tunes/tunes_db.html
SIG research Creative Arts in English
For my SIG at Wildern I am researching using music in English lessons to embed creative arts across the curriculum. During my research I have found
an article that was interesting to back up exploring music in English lessons
to develop wider understanding of context.
Professor
Finds Place for Teens’ Music in English Class
Discussing song lyrics in the classroom can
help students connect in multiple, complex levels with traditional literature,
Goering explained. Because of the importance of music to adolescents, the
method can engage some students who otherwise would not be interested in
literature and challenge the ones who are. For the students in Siloam Springs,
he put lyrics on a big screen from the song "Broken Plow" by Chris
Knight, who wrote the song after reading John Steinbeck's The Grapes of
Wrath, according to Knight's Web site. Then, Goering asked them to compare
those lyrics to "Email my Heart" performed by Britney Spears.
"If you're a fan of Britney Spears, I
don't mean any offense, but that song is mostly a string of clichés, don't you
think?" Goering asked the teens. "It doesn't give us a lot to think
about."
Goering, who recently released his first CD of
original music, hosts a Web site at http://www.littunes.com for teachers to share
links between literature and lyrics. He describes this connection as musical
intertextuality. Last year, nearly 6,000 visitors were recorded at the LitTunes
site, according to Goering. Subscribers to the site's newsletter number almost
750 people with representatives of all 50 states.
"The
Soundtrack of Your Life," one of the most popular lesson plans on the
site, leads students in reflective writing and personal narrative. Goering gave
the Siloam Springs students a mini-version of the "Soundtrack" lesson
plan that is designed to be completed in four 50-minute class periods.
Basically, students choose eight major events in their lives and then list
songs to accompany each event.
Monday, 13 August 2012
First day ground rules
First day worries, how do I establish myself in the classroom as a strong teacher. Behaviour is important, as is getting to know your class. This offers a strong and structured first lesson, although I would like to incorporate more smiles :-)
http://www.tes.co.uk/teaching-resource/Establishing-the-Ground-Rules-Tough-Love-6044201/
http://www.tes.co.uk/teaching-resource/Establishing-the-Ground-Rules-Tough-Love-6044201/
Saturday, 7 April 2012
The Unteachables
This programme is about a group of year 9 pupils who take part in a camp to improve their learning, it is really interesting and the lessons they have are interactive and fun. Although filmed a few years ago it is clear that there is still room in our current education system for such ideas and I intend to takes these into account especially with my disengaged pupils.
The Unteachables:
http://www.channel4.com/programmes/the-unteachables/4od#2926731
The Unteachables:
Revolutionary English teacher, Phil Beadle has just one weekend to try and get all 16 children to buy into the plan. He will assess their learning potential and try to get them on board with activities such as the 'dickhead game' and Kung Fu punctuation. Will he manage to win them over before chaos engulfs the project?
This four-part series features 16 underachieving and extremely challenging 13-year-olds, who have been labelled as 'disaffected' by the state education system. These apparently 'unteachable' kids are either completely disengaged or so abusive and disruptive in school that permanent exclusion is inevitable.
In this groundbreaking project, four leading teachers try to turn around these bottom-of-the-class kids, and inspire them to become hard-working pupils with a future.
http://www.channel4.com/programmes/the-unteachables/4od#2926731
Thursday, 12 January 2012
Betts Education event 14th January 2012
Dedicated to showcasing the best in UK and international educational technology products, resources and best practice, BETT has enabled thousands of practitioners to enhance their knowledge of learning through technology.
Taking place each January at Olympia in London, BETT attracts more than 600 educational suppliers and around 30,000 visitors. It brings together the global teaching and learning community for four days of innovations and inspirations.
BETT is the world’s leading event for educational technology where education professionals can evaluate and purchase a comprehensive range of ICT products and services. From early years to universities, BETT is an indispensable part of the annual knowledge-gathering process, coming at a time when establishments are planning and budgeting for the new school year.
BETT 2012 takes place on 11-14 January 2012, at Olympia in London.
At BETT there are a variety of inspirational features and events offering the opportunity for you to develop your knowledge and get up-to-date on the latest in policy and best practice.
Click on the logos below for more information
 | Learn Live is an exciting programme of interactive, informal workshops and seminars |
 | The conference runs alongside BETT2012 to provide leaders in education with discussion opportunities and interactions with experts in their field. Click here for The Education Leaders website |
| | In our central feature Prof. Stephen Heppel will be exploring New Worlds of Learning with a dynamic group of school children, who will be sharing ideas and working with other students and teachers across the globe. |
 | Fringe events are independently organised events happening during BETT week |
 | Anderton Tiger Radio are the official BETT 2012 Radio Media Partners. Russell Prue will be broadcasting live each day from the Central Feature Stand – Heppell.net along with monthly broadcasts in the run up to the show |
Sunday, 11 December 2011
Warhorse scheme of work 2011
Lesson 1 |  Warhorse scheme of work year 8 set 3 2011 Introduction to War Horse |
Learning Objective | We are learning to: 1.Understand, describe and select information from texts 2.Think up (infer and deduce) new ideas from texts 3. Interpret information and ideas from texts |
Learning outcome | You will be able to: 1. select and compare information from different texts 2. understand how meaning is created through the combination of words and images (and sounds) in multi-modal texts 3. make a prediction |
Key words | |
Starter 10 mins | Identify lesson objective and learning outcomes. Identify assessment focus. Look at the cover of War Horse – images and title Read the back cover Read the reviews What other books by Michael Morpurgo do you know? |
Introduction (10 mins) | Watch the film trailer for Warhorse http://www.youtube.com/watch?v=nPWTH0vtefE&feature=related Reading task: Now read the authors note of the novel. This should be done individually. I will then read the first paragraph aloud |
Development (30) | You have read the first paragraph of ‘Warhorse’, and a paragraph which is taken from the end of the novel. Your task is to predict what you think happens in between these two points in the novel: how does the narrator get from the situation in the first paragraph to the situation described at the end of the novel? Put the title ‘Predictions for Warhorse’ in your English book and note down your ideas. |
Plenary (10mins) | Finnish predictions of War Horse if not then give books in. Optional homework (as next days lesson) find 3 interesting facts about Warhorse. |
Resources | Youtube. Prediction sheet. Books, Review. War Horse text. |
National curriculum: | |
Assessment Focus: | RAF2: Locating evidence RAF3: Inference and deduction Asking questions Making predictions |
Lesson 2 | Joey’s first experiences in Chapter 1 |
Learning Objective | We are learning to:
|
Learning outcome | You will be able to:
RAF2: understand, describe, select or retrieve information, events or ideas from texts using quotations and references to texts. RAF3: Inference and deduction information, events or ideas from texts |
Key words | Analyse, experience, retrieve information, quotations, explore, relationship, Locate, evidence. |
Starter (5 mins) | Identify lesson objective and learning outcomes. Identify assessment focus. Starter: Facts about Warhorse. Background chapter one. n In chapter one we are going to explore Joeys earliest memories and his first experience of the farmers market. We will read about his relationship with Albert and Albert’s father. n As we read focus on Joeys character- n How does he feel at this point in the book? n Who are his closest friends and who are his enemies? |
Introduction (20 mins) | Read chapter 1: Teacher start then promote students reading aloud. |
Development (total 30 mins) 10 mins per pair of quotes. 10mins 10mins | Activity: Who says this and why? 7 quotes, 14 students. Split the class into groups of 2, give 2 quotes per pair. Ensure they answer Who said this?, Who are they talking about?, What is this characters relationship with this other character? Before moving swapping pieces of paper with the next pair. Write notes in books. Another 2 quotes Another 2 quotes |
Plenary (5mins) | Answer LO question
|
Resources | Books, quotes handout, homework facts. |
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f |
Assessment Focus: | RAF2: understand, describe, select or retrieve information, events or ideas from texts using quotations and references to texts. RAF3: Inference and deduction information, events or ideas from texts. |
“She was a fine working farm horse, getting on it in years but with all the strength and stamina of an Irish draught horse quite evident in her fore and hind quarters.” Page 3
Who said this?
Who are they talking about?
What is this characters relationship with this other character?
“Not bad for three guineas, is he? Are you, my little firebrand? Not bad at all,” Page 4
Who said this?
Who are they talking about?
What is this characters relationship with this other character?
“So you’re quiet a fighter, are you?” page 5
Who said this?
Who are they talking about?
What is this characters relationship with this other character?
“when father’s drunk he doesn’t know what he’s saying or what he’s doing.” Page 7
Who said this?
Who are they talking about?
What is this characters relationship with this other character?
“He’s too young and you’re too young, and anyway father says you’re not to touch him, so don’t come crying to me if he catches you in there”. Page 7
Who said this?
Who are they talking about?
What is this characters relationship with this other character?
“I know dear, your father’s not himself when he’s like that.” Page 8
Who said this?
Who are they talking about?
What is this characters relationship with this other character?
“You should never talk to horses, Albert… They never understand you. They’re stupid creatures. Obstinate and stupid, that’s what your father says, and he’s known horses all his life.” P9
Who said this?
Who are they talking about?
What is this characters relationship with this other character?
Lesson 3 | Character contrasts Albert and his father. |
Learning Objective | We are learning to:
|
Learning outcome | You will be able to:
RAF3: Inference and deduction information, events or ideas from texts. WAF1: write imaginative, interesting and thoughtful texts |
Key words | |
Starter (10 mins total) (5mins intro) (1.47 mins video) | Identify lesson objective and learning outcomes. Identify assessment focus. Question to Recap chaper 1- War Horse - Joey - The Foal Michael Morpurgo’s characters are very much alive. He likes to invent a ‘back story’ for each one, even if he does not use all that material in the finished novel. This process creates the living quality which allows them to be presented so easily on stage or screen. |
Introduction (25min total) (15 mins reading) (10 mins) Survey | Read chapter 2 Students should start with a quick survey of Albert and his father, Mr Narracott. Ask them to think of three key points on each character (age, work, appearance, relationship with other characters) as they are shown in Chapters 1. Pairs should note these ideas down and then share them with the class. |
Development (total 20 mins) | Students should now work their notes up into two longer pieces of writing. They should imagine what Albert and his father would say about each other, based on events in the years before the war. Each should see the bad – and the good – in the other. Base each piece around six main points, some positive and some negative. The characters’ thoughts can be placed inside inverted commas and a colloquial style would be suitable. Good answers will include plenty of evidence from the text. If students need more support before they begin writing, they could do the task as a hot-seating activity in role. Here’s a starter for father: ‘Well, I know he works hard and makes himself useful round the farm but…’ And here is one for Albert: ‘I know he’s my father and I’m supposed to respect him but…’ Students will have enough time to compose some opening sentences for each character. |
Plenary (5mins) | Students should share their openings with the class. Start reading chapter 3 if students finish early. Answer LO question
|
Resources | Books, quotes handout, |
Notes: | Chapter 1 & 2 should to start to read chapter 3. |
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f |
Assessment Focus: | SLAF1, SLAF2, RAF3, RAF5, RAF6, WAF1 RAF3: Inference and deduction information, events or ideas from texts. WAF1: write imaginative, interesting and thoughtful texts |
CHARACTER CONTRASTS: ALBERT AND HIS FATHER
ALBERT
Age, appearance, manner, interests, skills
Attractive features and behaviour
Relationships with others (Joey included)
MR NARRACOTT
Age, appearance, manner
Back history: how he took over the farm. His local rival.
Bad qualities and behaviour
Relationships with others (Joey included)
Lesson 4 | Start of War | ||
Learning Objective | We are learning to: To understand the effects of the start of World War 1 on Warhorse and exploring the writer’s language choices focusing on the changes in the Narracott’s farm. | ||
Learning outcome | You will be able to:
RAF3: Inference and deduction information, events or ideas from texts. RAF2- understand, describe and select information and use quotations. | ||
Key words | |||
Starter (10 mins total) | Identify lesson objective and learning outcomes. Identify assessment focus. Students should look carefully at PPT3.1, the famous recruiting poster from September 1914. It shows Lord Kitchener who was in charge of recruiting volunteers for a huge New Army to fight Germany. The group should discuss these points. What is the effect of the stern face and pointing finger? Why is ‘YOU’ in capitals? What feelings are aroused by the words and lines in red letters? Stick picture into books and write around image. | ||
Introduction (25 mins total) (20 mins reading) (5 mins adding to notes) | Read chapter 3
(Denton offered to sell the farm, mortgage for Albert, worried= drink.
Go back and add to your notes about Albert’s father | ||
Development (total 20 mins) | Students groups should now turn back to pp.18-20 of the novel. Albert is vague about the cause of the war. He sees it as a thrilling change for himself and Joey. Ask students to pick out words and phrases he uses that make war seem exciting and dramatic. Then ask them to study his father’s speech on p.20. Which words, phrases and comparisons express his feelings about the British and the Germans? Albert’s mother’s reaction is a shocked and sorrowful exclamation. What might be her unspoken fears? | ||
Plenary (5mins) | Start reading chapter 4 if students finish early. Answer LO question. What are the effects of the start of World War 1 on Warhorse? What are some changes in the farm What are some key words from the text which are exciting, dramatic or feelings towards war? Allow time to stick into books | ||
Resources | Books, English books, powerpoint | ||
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f | ||
Notes | Will have read chapter 1 & 2 should to start to read chapter 3.Pique- wound to pride, provoke to action. | ||
Lesson 5 | Warhorses | ||
Learning Objective | We are learning to: To understand the effects of the start of World War 1 on horses and to analyse images of war. | ||
Learning outcome | You will be able to:
RAF3: Read between the lines about events or ideas from texts. | ||
Key words | |||
Starter (10 mins total) 4 mins 6min video | Identify lesson objective and learning outcomes. Identify assessment focus. Starter WW1 Combat in Colour 1914-1918http://www.youtube.com/watch?v=uP_0DkpFOKs&feature=related | ||
Introduction (25 mins total) (20 mins reading) (5 mins adding to notes) | Read Chapter 4 Ask questions about the text. | ||
Development (total 20 mins) | Pictures, cavalry, artillery Warhorse - The real Warhorses of World War 1 http://www.youtube.com/watch?v=tWDCO9myKB4 Picture 1 What is the atmosphere like in the picture? What is this character saying and why? What does the text mean? What do you think happens next? What emotions are being felt by these characters and why? Soldier- Horse- | ||
Plenary (5mins) | Answer LO question. What were some effects of the start of World War 1 on horses? What did the image say about and to analyse images of war? What do we know now about horses at war that we didn’t know before? Plenary homework read chapter 5. | ||
Resources | Books, English books, powerpoint, handout picture | ||
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f | ||
Notes | Will have read chapter 1 & 2 & 3 should to start to read chapter 4 this lesson. | ||
Lesson 7 | Joey in peace and war | ||
Learning Objective | We are learning to: n To understand the difference between peace and war using text and images to explore relationships and stories. | ||
Learning outcome | You will be able to: n Read and discuss themes and issues contrasting stories of Joey in peacetime (Chapters 1-3) and in his first war experience (Chapters 4-5). Have a close study and note details from the text and do a picture analysis task. RAF4- I can understand the organisation and structure of texts RAF7- I can discuss and explore the social, cultural and historical aspects of a text WAF1- I can write imaginative, interesting and thoughtful texts. Also SLAF1, SLAF2, RAF4, RAF5,WAF3 | ||
Starter (10 mins total) | Identify lesson objective and learning outcomes. Identify assessment focus.
| ||
Introduction (25 mins total) | Students should reconsider the contrasting stories of Joey in peacetime (Chapters 1-3) and in his first war experience (Chapters 4-5). They should collect details from the text and make notes on these points: Peace: Joey’s friendships, human and horse. His pleasure in his surroundings. The satisfactions of and difficulties overcome in his work. Collect words, phrases and examples from the text on pp.8-10, 11, 14, 21-22. War: The problems of training to be a war horse. New relationships, with humans and other horses. Satisfactions and excitements of the last week of training. Collect words, phrases and comparisons from the text on pp.35-6, 41, 42-5. | ||
Development (total 20 mins) | Picture 1 · What is the atmosphere like in the picture? · What is this character saying and why? · What does the text mean? · What do you think happens next? · What emotions are being felt by these characters and why? Soldier- Horse- | ||
Plenary (5mins) | Answer LO question. · What are some difference between peace and war from the first chapters (chapter 1-3) to the break out of war (chapter 4-5)? · How did the images explore relationships and stories? · What emotions are being felt in the picture by the horse and the soldier and why? If extra time then read chapter 7. Homework: ‘You are a villager who observes the outbreak of war and the recruiting fair on the green. Describe what you see and hear about you. How do you feel about events?’ Students will need to decide on the villager’s age, gender, occupation and perspective on war. | ||
Resources | Books, English books, powerpoint, handout picture & poem | ||
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f | ||
Notes | Will have read chapter 1, 2 3, 4, & 6 | ||
Lesson 8 | Joey’s first cavalry battles | ||
Learning Objective | We are learning to: n To explore the experience of battle considering how it would feel in mind and body and what you would hear and see. | ||
Learning outcome | You will be able to:
n RAF2 I can understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text n WAF7 I can select appropriate and effective vocabulary | ||
Starter (10 mins total) 5 mins 5mins | Identify lesson objective and learning outcomes. Identify assessment focus. Verbs and adjectives recap Verbs are used to convey the speed and violence of the action. e.g. ran, waited, snored (doing words) Adverbs are words that describe how you do something e.g. quickly, fast, lazily Adjectives and describing words. e.g. words that are used to describe and adds information to nouns. Close eyes- listen to sounds of war http://www.youtube.com/watch?v=Gx7WAu_jAnQ&feature=related (finish at min 2.20) | ||
Introduction (20 mins total) | Joey’s first experience of battle is sudden, surprising and deadly. Students should reread pp.51-52 carefully and pick out words and phrases that tell us what Joey felt in his mind and body, heard and saw as he charged into battle. Draw students’ attention to the way verbs are used to convey the speed and violence of the action. Role on the wall horse Remember : RAF 2 I can understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text Take some examples- | ||
Development (total 25 mins) | Part 1: Read Chapter 7 Discuss Trooper Warren’s relationship with Joey Part 2: Write a speech of how you feel heading to war as Joey Think about:
Do me proud Joey do me proud Trooper Warren said… Perform with the background sounds Remember: WAF7 I can select appropriate and effective vocabulary
| ||
Plenary (5mins) | Answer LO question. n How have we explored the experience of battle? n Give examples of how Joey would feel in mind and body n What would you would hear and see? n Choose your best line which has a range of imagination, verbs and adjectives in. Read chapter 8 if time. | ||
Resources | Books, English books, powerpoint, handout role on the wall horse. | ||
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f | ||
Notes | Will have read chapter 1, 2 3, 4, 5, 6 and 7 by the end of the lesson. | ||
Lesson 9 | Warhorse chapter 8-10 | ||
Learning Objective | We are learning to: Establish how writers keep the interest of their readers through a the use of deduction and inference. SLAF2 Talking to others – Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. Raf3 deduce, infer or interpret information, events or ideas from texts | ||
Learning outcome | You will be able to: Understand how deduction and inference work to gain the readers engagement using Chapters 8-10. | ||
Starter (10mins total) | Identify lesson objective and learning outcomes. Identify assessment focus. Dictionary definition race- Q & A What does Inference and deduction mean? | ||
Introduction (10 mins total) | Example: To practice the skills of inference and deduction. “be careful what you say for that’s my horse you’re speaking about, so take care….” pg 39 This implies that he is protective of Joey and won’t let anyone say horrible things about him. Themes of pride and status. | ||
Development (35 mins total) | Split into groups 3 per class and ensure they have read their given chapter n group 1- chapter 8 n group 2- chapter 9 n group 3- chapter 10 Once read- pairs need to answer on A3 paper the who, what, where why? And give a background synopsis of the story in their chapter. Feedback and make notes. If they finish early start reading Chapter 11. | ||
Plenary (5mins) | Answer LO question: Plenary: Review of writer’s techniques; comment on effect; reflection on impact of revelation on reader n How does the writer engage and sustain the interest of their readers? n What devices have we looked at today? n What do we know about Joeys life now? | ||
Resources | Books, powerpoint. English books, dictionary, a3 paper | ||
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f | ||
Assessment Focus: | SLAF2 Talking to others – Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. Raf3 deduce, infer or interpret information, events or ideas from texts | ||
Notes: | Chapter 8-10 read in lesson. | ||
Lesson 11 | Emilie character analysis | ||
Learning Objective | We are learning to: Use visual and written evidence to understand, describe and retrieve information. | ||
Learning outcome | You will be able to: Analyse Emilie’s character using a visual stimulus, chapter 10 & 11 and question emotions, facts and use quotations from Warhorse. RAF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text | ||
Starter (10mins total) | Identify lesson objective and learning outcomes. Identify assessment focus. Watch trailer again and note down any information about Emilie. Look at photograph 1 of Emilie and comment on her appearance, relationships. Look at contrasting photograph 2 of Emilie in bed, comment on her emotions. | ||
Introduction (10 mins total) | Chapter 10 so far… Ambulance cart Receive an iron cross Introduce Emilie and Grandpa The look after Joey and Topthorn Emilie made them a fringe to tie over their eyes to keep the flies from bothering us. | ||
Development (35 mins total) | Read P81- 98 Find quotes and information about these areas of Emilie’s life. Emilie Age, appearance, manner, interests, skill Behaviour, faith and relationships with others Joey Grandpa Officer Doctor Topthorn Family history Feelings throughout chapter 10 & 11 | ||
Plenary (5mins) | Answer LO question: n How does using visual evidence help us understand Emilie’s character? n What written evidence is there to suggest that Emilie is fearful for Joey’s future? n Describe Emilie’s relationship with another character in the story. Homework Write a monologue of Emilie at the end of chapter 10. Joey and Topthorn are about to leave to continue the war effort. You have contracted pneumonia, what are you fears and worries? | ||
Resources | Books, powerpoint. English books, a3 paper | ||
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f | ||
Assessment Focus: | RAF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text | ||
Notes: | Chapter 10-11 read in lesson. | ||
Lesson 12 | Gun team horses chapter 12 | ||
Learning Objective | We are learning to: To explore the role of a gun-horse and the pain and suffering felt by horses at war. | ||
Learning outcome | You will be able to: Understood Joey and Topthorn’s role as a gun-horse in chapter 12 Analysed injuries and dangers of war for horses Written a suitable report for injuries sustained RAF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text | ||
Starter (10mins total) | Identify lesson objective and learning outcomes. Identify assessment focus. Read chapter 12- read along with audio clip. (Disc 2 track 12-14.) | ||
Introduction (15 mins total) | On the worksheet ‘Problems of the gun‐horses’ make notes on the many dangers, difficulties and hardships that horses had to endure at the Front. · Noise and desolation of the battle‐field · Artillery men neglectful · No housing shelter · Bad weather · Mud · Inadequate food · Effects of continuous exposure · Wounds | ||
Development (30 mins total) | •Use you’re notes as the basis of a report on the condition of the horses by the vet mentioned on pp.103‐4. • He wants to be clear, concise and forceful, using short paragraphs or bullet‐ points so that his protest is noticed quickly by senior officers. •Remember that German vet services were not as efficient as those of the British or French, and that this cost them dear: they were severely short of horses by 1918. | ||
Plenary (5mins) | Answer LO question: What was the role of a gun-horse? What injuries and dangers were there for horses at war? What style of voice have you written in as the vet and why? | ||
Resources | Books, powerpoint. English books, character analysis sheet. | ||
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f | ||
Assessment Focus: | RAF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text | ||
Notes: | Chapter 12 read in lesson. | ||
Lesson 13 | Topthorn’s death chapter 14 | ||
Learning Objective | We are learning to: How is empathy created through the use of language in chapter 14 concerning the death of Topthorn? | ||
Learning outcome | You will be able to: Must retrieve information to describe relationships leading up to Topthorn’s death Should Analyse and create empathy through your reading and writing and be able to use quotations from the text to create sympathy Could write from Topthorn’s perspective and used your wider knowledge of the text to explore the moments before he dies. RAF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text WAF1 write imaginative, interesting and thoughtful texts | ||
Starter (10mins total) | Identify lesson objective and learning outcomes. Identify assessment focus. What do we know about Topthorn so far? His relationships with other characters. Picture stimulus- types of horses and other characters relationship with Emilie and Friedrick. How is empathy or sympathy created in these pictures? | ||
Introduction (15 mins total) | Read chapter 14- read along with audio clip. (Disc 2 track 12p 1.11-12 r 2.22) n Sympathy The power of sharing the feelings of another n Empathy The understanding of another's situation, feelings, and motives Q & A Who said, ‘I would rather die alongside you’ to Topthorn in chapter 13? How does this language create empathy? | ||
Development (30 mins total) | Quotes about Topthorn Sheet of quotes- build empathy- explore why in pairs. Using the quotations about Topthorn, make notes in the following areas: n Understand why this character might say this about Topthorn n Describe the emotive language used within the quote about Topthorn n Retrieve information events or ideas from texts how does this quote fit into the story? Topthorn’s last moments Throughout the book we hear Joey’s voice talking about his observations and feelings about war. n Your task is to write a diary from Topthorn’s perspective building empathy through your writing about his last moments alive. n Describe his feelings and pain moments before he dies. n Talk about his friendships with other characters including: Joey p44, p89, p105 Friedrich p109 Captain Stewart p61 Emilie p81 Remember recap assessment criteria: RAF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. WAF1 write imaginative, interesting and thoughtful texts | ||
Plenary (5mins) | Answer LO question: n What information from the text have you retrieved to describe relationships leading up to Topthorn’s death? n How have you created empathy through your writing? n Give an example and say why a certain quotation uses empathy and sympathy? n How did quotes and analysing the use of language help you to write from Topthorn’s perspective? | ||
Resources | Books, powerpoint. English books, quotes sheet | ||
National curriculum: | 2.2 a, b, h, o, 3.2 c, 3.3 a, b, c &d, 4.2 a, b, d, e, f | ||
Assessment Focus: | RAF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text WAF1 write imaginative, interesting and thoughtful texts | ||
QTS | Q10, Q14, Q15, Q22, Q24, Q27, Q31. | ||
Notes: | Chapter 13 read previously in lesson. | ||
Quotes about Topthorn
I would rather die alongside you. But I’ll do my best to see to it that we all get through and get back home- that much I promise you. P110
Come and look at this one Karl. Have you ever seen a finer looking animal? You can see the speed of an English thoroughbred in his legs and the strength of a Hanoverian in his back and his neck. He has the best of everything. P112
Can you not see that he’s something special? This one isn’t just any old horse. There’s a nobility in his eye, a regal serenity about him. Does he not personify all that men try to be and never can be? P112
His breathing was suddenly short and rasping. Then, as we neared the shade of the trees Topthorn stumbled to his knees and did not get up again. I stopped for a moment to give him time to get up, but he did not. P114
‘Why?’ he said, ‘Why does this war have to destroy anything and everything that’s fine and beautiful? P114
Lesson 14 | Key events skimming and scanning |
Learning Objective | We are learning to: To use skimming and scanning of the text to find key events which effect Joey. |
Learning outcome | You will be able to: •Retrieve information to summaries each chapter •Use skimming and scanning skills to find key information within the text. •Use good speaking and listening skills to feedback information from different chapters RAF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text S&LAF2 Talking to others – Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. |
Starter (10mins total) | Identify lesson objective and learning outcomes. Identify assessment focus. Skimming and scanning (handout synopsis) Read through the synopsis and highlight key parts in the story. In another colour highlight events that effect Joey directly |
Introduction (15 mins total) | Group 1- Chapter 1-5 Group 2 chapter 5-10 Group 3 chapter 11-14 Use your synopsis page and look through your allocated chapters to write a summery of each chapter in the time line |
Development (30 mins total) | Example: Joey’s earliest memories are of being sold off at auction to a drunk farmer called Ted Narracott, who bought him to spite one of his fellow farmers in the parish. Ted’s young son Albert (aged 13) immediately takes a shine to the foal. When Albert asks his mother why Ted bought the horse – when the family are clearly struggling to keep up the mortgage repayments on the farm – his mother simply explains that “your father is not himself when he’s like that”. Chapter 1- Joey is sold at auction to Ted Narracott Albert is 13 years old Ted Narracott is a drunk and has worries about money. Create timeline of events and share with group your timelines |
Plenary (5mins) | Answer LO question: n How do skimming and scanning skills help us read information? n How confident do you feel with the story so far? n What is your favorite chapter and why? |
Resources | Books, powerpoint. English books, synopsis and timeline sheet |
National curriculum: | 2.2 a, b, h, o, 3.2 c, 3.3 a, b, c &d, 4.2 a, b, d, e, f |
QTS | Q10, Q14, Q15, Q22, Q24, Q27, Q31. |
Notes: | |
Lesson 16 | Autobiography and key scenes |
Learning Objective | We are learning to: To understand the conventions of autobiographical writing and plan notes for assessment. n RAF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text n S&LAF2 Talking to others – Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. |
Learning outcome | You will be able to: • Retrieve information to summaries each chapter • Use skimming and scanning skills to find key information within the text • Analyse autobiographical writing and use ideas for your own notes |
Starter (15 mins total) | Identify lesson objective and learning outcomes. Identify assessment focus. Continue timeline use as notes Group 1 Chapter 1-5 Group 2 chapter 5-10 Group 3 chapter 11-14 Choose a representative from each group to act as the specialist in their chapter. Other group moves and gains all other information so your timeline is full. Write assessment title on notes page Write a detailed analysis of Joey’s life and character by telling the story through his perspective. |
Introduction (20 mins total) | Notes page n For your assessment next lesson you will need a notes sheet to help you know hey facts in order. n Using the sheet in front of you add to any missing information to your timeline. n Add key words to bring your autobiography to life n Adjectives n Connectives Points to Remember n Write in paragraphs n Try and use quotations from the text to reinforce your knowledge of Joey’s character n Write in the first person |
Development (20 mins total) | Characters info Include notes about different characters that you have met through the war. Find at least 4 quotes to include in your writing Include notes about different characters that you have met through the war. n Emilie n Ted Narracott n Zoey n Topthorn n Captain Nicholls n Captain Stewart n Trooper Warren n Grandfather n Albert What is an autobiography? Examples Alan sugar and Nelson Mandela Q& A: What is the effect of this opening? What is Nelson Mandela inferring? |
Plenary (5mins) | · How is autobiography a useful tool to understand a character? · Read a quote out which you will include in your essay · How much out of ten do you think you understand Joey’s character (hands up) |
Resources | Books, powerpoint. English books, Warhorse novels |
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f |
Notes: | From previous doc 9 ensure I target other pupils in the class not just dominant ones. Question using higher level thinking and give one on one assistance with students struggling. |
Lesson 17 | Assessment lesson |
Learning Objective | We are learning to: Write a detailed analysis of Joey’s life and character by telling the story through his perspective. |
Learning outcome | You will be able to: RAF2understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text RAF3 deduce, infer or interpret information, events or ideas from texts WAF3 organize and present whole texts effectively, sequencing and structuring information, ideas and events |
Starter (15 mins total) | Identify lesson objective and learning outcomes. Identify assessment focus. Start assessment Write a detailed analysis of Joey’s life and character by telling the story through his perspective. |
Introduction (20 mins total) | Silent assessment |
Development (20 mins total) | Silent assessment |
Plenary (5mins) | Collect work in, silent conditions. If students finish- reassure them they have the full lesson so continue tor read over their work. |
Resources | Powerpoint, paper and notes page |
National curriculum: | 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f |
Notes: |
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