LI: To be able to complete and revise a scene from Warhorse.
In today's session, you shall continue adapting your chosen scene from Warhorse into a play script suitable for a film or theatre production.
- Suitable sections of the book may include:
1) Joey being bought at the auction
2) Joey being sold to the army
3) Captain Nicholls and Corporal Perkins discussing Joey's training
4) Joey and Topthorn being captured by the Germans.
5) Joey becoming stuck in No Man's Land.
- Study the play script example to check on the features that yours should contain from your workpack.
- Think back to previous English lessons where we have used contextually appropriate vocabulary. This will be an important element in your play script so that your characters appear to be from the time.
- Continue writing, complete and then proof-read your scene. Does it contain the necessary features?
LI: I can identify and write relative clauses.
In today's lesson, you shall be learning about the use of relative clauses, identifying them in sentences and then creating your own in your writing.
- In class, we have begun reading the book 'War Game' by Michael Foreman. This book centres on a real event in history. On Christmas Day in 1914, there was a truce between the two armies and they met together and ended up playing a game of football together. We will use this story and Warhorse in our writing today.
- A relative clause is a dependent clause that is used to add detail to a noun or pronoun. Normally, they begin with a relative pronoun/adverb. The pronoun/adverb connects the clause to the noun. You will see how in some examples shortly.
- Relative pronouns/adverbs are as follows: who, which, where, whom, whose, that, when.
- Take the sentence: Will scored. We will now add more information about the noun 'Will' by using relative pronouns to connect the clause.
1) Will, who was wearing a heavy coat, scored.
2) Will, who originally lived in Birmingham, scored.
3) Will, who was football-obsessed, scored.
- Notice that because the relative clause is breaking up the main clause that it is separated by commas.
- Now in the sentence: Billy ran up the steps. We will attempt to add more detail to the noun 'steps'. To do this our relative pronoun should follow 'steps'.
1) Billy ran up the steps where the army was recruiting.
2) Billy ran up the steps which were old and crumbling.
3) Billy ran up the steps when he heard the news.
- Here no commas are required as the relative clause is not breaking up the main clause.
LI: To be able to research a topic and present my findings.
War Game, the book we have been reading in class recently, contains a variety of illustrations. Why are illustrations used within the book? Think about the topic of the book. What might their purpose be?
- Study the poster below, which was used to encourage people to sign up for war. Who do you think the poster is aimed at in particular
- The war is described as a 'greater game' than football. What impression does this give of people's attitude towards the war at this time?
- What effect do you think this had on those who signed up?
- In reality, many professional footballers did enlist (sign up) for the war effort. Two football battalions were created; the 17th and 23rd Battalions of the Middlesex Regiment.
- Your task today is to research the First World War and the footballers who fought in it.
- Then prepare a short presentation on the topic you researched and present it to a family member.
- The research you conduct should focus in particular on one of the following topics:
1) One of the professional footballers who enlisted during WW1 (e.g. Walter Tull, Frank Buckley);
2) The Heart of Midlothian football team who joined together;
3) The effect of the war on professional football;
4) The Football Battalions (17th and 23rd Battalions, Middlesex Regiment).
LI: To be able to use key vocabulary to create contextual sentences.
- Read your copy of 'One Boy's War'. How does this add to our understanding of the First World War? What is the purpose of the illustrations and how do they aid the meaning of the text?
- What are the similarities between 'One Boy's War' and 'War Game'? Why do you think they will have similarities?
- What are some differences between the two books? Why might there be differences between the two? Consider who is telling the story, the purpose of it and the intended audience.
- Using your word list, create your own eight/ten sentences using a key word focusing on the theme of World War One. Link our reading so far within your sentences.
- Can you extend your sentences by using subordinate clauses, relative clauses or parenthesis?
LI: I can write an informal letter.
You are going to write a short letter to one of the footballers in War Game as Sydney.
In this letter, you shall describe what a soldier’s life is really like. To do this you should tell your friend information about the conditions in which you live in, such as:
- How you lived in the trenches.
- What things you witnessed around you whilst at war.
- The use of your senses to show the realism of war (sight, sound, smell, taste, touch)
- Whether you feel the propaganda posters that you were shown when you first enlisted were accurate or not
- Your emotional responses and opinions on why you are there fighting. Do you think you shall survive and when do you think the war will end?
- What do you hope to do after the war? Go back to your previous job, has the war made you want to do something else; will you ever forget your experiences?
- Tell your friend whether you would enlist again if you had known what you now know about the war or if you would have stayed at home and why.
- Should they enlist to fight as well and why?
You must decide whether or not you (Sydney) will end your letter by urging your friend to still join up or to stay at home. This is where you shall give your opinion and justify your answer using the evidence around you in the trenches or your emotional reaction to fighting for your country.
Awards we have received so far.