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Beyond the western front


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A two lesson plan to generate original creative writing around the theme of Black, Asian and ethnic minorities involvement and contribution to the First World WAR.

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Beyond the western front

  1. 1. Week Focus Objectives Week commencing 16/05 Week commencing 23/05 Two lessons key skills year 7 L1. Introduction to project and general information about First World War and regional input. Comparing texts. L2. Focus on an example of poetry from a different perspective. Evaluating Lange choices. Uses evidence and knowledge to create own poetry from different perspectives. AO 1 Make a range of confident points Select a range of evidence to support points Explain and explore evidence Explain the writers' viewpoints and attitudes Evaluate different ideas in a text AO2 Use technical terminology accurately Analyse the connotations of language Analyse the effects of language choices AO3 Identify the differences and similarities Link evidence between texts Select a range of evidence from both texts Compare the writers' viewpoints and attitudes AO5 Communicate a range of ideas
  2. 2. Beyond the Western Front Researching the contribution of Black and Asian and ethnic minorities in the First World War
  3. 3. L1. Bell Task Working with your partner write down three things you know about the First World War. Think about: • Dates? • Countries involved? • How did it start? • Who won the war? • What was different about this war?
  4. 4. Objectives of this lesson: • To explain and explore two different texts • To explore the writers' viewpoints and attitudes using WIRL • To evaluate similar ideas in the texts through a comparison
  5. 5. Introduction of the Beyond the Western Front Project
  6. 6. Scan the introductory text detailing the project ( source a) Answer the following questions: 1. What is the focus of the project? 2. What actions or activities will the project include? 3. Why is this project important for the story of the war? 4. How is this project important to the communities involved? 5. What it the potential of this project for children? 6. Why would this project be time sensitive in terms of memory?
  7. 7. After looking at the project details can you work out the PAF of the text? Purpose Audience Form
  8. 8. Now using the newspaper article 'Imprisoned in Cage' ( source b) – how does the writer use language to describe the treatment of prisoners of war?
  9. 9. W - Writer • The writer wanted to… • The writer is suggesting that… • The writer creates an image of… I – Inference/Interpretation • The noun/adjective/verb/adverb implies… • Another interpretation could be… • It also suggests… • This technique is used to show • This demonstrates that/how… • The image implies… R - Reader • It makes the reader think… • It makes the reader feel… L - Links • This links to the overall feel by… • This links to [another word] because • This contrasts with [another word] because • The semantic field developed to imply/create… How does the writer use language to describe the conditions of war for Salem Abuzed?
  10. 10. Example: • The writer wanted to show that the conditions for prisoners of war were unhealthy and obnoxious. This is shown when he writes that Abuzed 'was given a disagreeable task.' The adjective ‘disagreeable’ suggests that the German taskmaster was being deliberately vicious towards Abuzed. This makes the reader feel sorry for the prisoner, especially when the writer then talks about the tasks being 'among the forbidden things in his religion.'
  11. 11. You need to refer to source a and source b for this question. Use details from both sources. Write a summary of how these texts support the idea of researching hidden stories from the First World War. You could consider: • How the writer feels about sharing information • What they say about ethnic minorities involvement • The ideas they put forward about hidden stories and suffering of war
  12. 12. Plenary • What is the purpose of the project Beyond the Western Front?
  13. 13. L2. Bell Task • What PERSUADER techniques can you find in these posters?
  14. 14. Think about it. Why would you join the army or navy to go war? Put yourself in their shoes.
  15. 15. Objectives of this lesson: • To communicate a range of ideas • To use varied and ambitious vocabulary • To draft a poem to use within the Beyond the Western Front project
  16. 16. • P • E • R • S • U • A • D • E • R Personal Pronouns Emotive language Rhetorical Questions Statistics and Facts Use of an authority figure Alliteration Description and Imagery Exaggeration Repetition and group of 3 Persuader
  17. 17. Brown Faces at Ypres, Winter 1914 Remember, it was only at the final moments, they were told about the war. Docking in Marseille, crowds swarmed to catch a glimpse of brown faces. Remember, the racecourse became Little India as their large cooking pots, sacks of flour and rice filled furlongs. To the ignorant eye, they all looked alike. To racial theorists these brown objects were naturally brave and well-built for fighting. Loyal Gurkhas, Sikhs, and Jats dressed in tropical uniforms, in the rush to reach the sea, were the first to experience the trenches. Remember , they held the line at all costs. "Shells poured like rain in monsoon season." Blood ran in rivers. "Corpses packed up like harvested corn." Remember, in foreign mud, barbed wire, and guns, these brown men bought time for new recruits. The Western Front - a killing machine that consumed these colonial men and forgot to mention it. What do you think the writer is trying to say about the contribution of Indian troops in the First World War? Write a WIRL paragraph to support your thoughts.
  18. 18. You have a phrase and an image (in envelop) • Read your phrase in relation to the First World War and ethnic minorities. • What is its relationship to the image? • What do they both want us to REMEMBER? Now try writing your own verse of poetry using your phrase, image and what you know about the First World War.
  19. 19. Writing your poem: Start with using your phrase. Then look at your image and write a line about what you see, feel, hear or think. Then write further lines starting with Remember …… Remember ….. Remember ….. Remember ….. See if you can use any PERSUADER devices within you poem as you are trying to persuade your reader to remember those who have contributed to the First World War and have been forgotten.
  20. 20. Plenary • Read out your creation to your partner. • Share some with the class as a whole.