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.
L2. Focus on an example of poetry
from a different perspective.
Evaluating Lange choices.
Uses evidence and knowledge to
create own poetry from different
Make a range of confident points
Select a range of evidence to support
Explain and explore evidence
Explain the writers' viewpoints and
Evaluate different ideas in a text
Use technical terminology accurately
Analyse the connotations of language
Analyse the effects of language choices
Identify the differences and similarities
Link evidence between texts
Select a range of evidence from both
Compare the writers' viewpoints and
Communicate a range of ideas
Beyond the Western Front
Researching the contribution of Black and Asian and ethnic minorities in
the First World War
L1. Bell Task
Working with your partner write down three things you know about
the First World War. Think about:
• Countries involved?
• How did it start?
• Who won the war?
• What was different about this war?
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
Introduction of the Beyond
the Western Front Project
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?
After looking at the project
details can you work out the PAF
of the text?
Now using the newspaper article 'Imprisoned
in Cage' ( source b) – how does the writer use
language to describe the treatment of
prisoners of war?
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
How does the writer use language to describe the conditions of war for Salem
• 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.'
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
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
• What is the purpose of the project Beyond the Western Front?
L2. Bell Task
• What PERSUADER techniques can you find in these posters?
Think about it. Why would you
join the army or navy to go war?
Put yourself in their shoes.
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
Statistics and Facts
Use of an authority figure
Description and Imagery
Repetition and group of 3
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
Write a WIRL paragraph to support
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
Now try writing your own verse of poetry
using your phrase, image and what you
know about the First World War.
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
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.
• Read out your creation to your partner.
• Share some with the class as a whole.