LI: To be able to describe the trenches for an exhibition of World War One
- Continuing from your last English lesson, if you have it at home, read through, edit and improve your letter as Sydney to your friends back home.
- In today's lesson, you will again be focusing on life at the Front of the war, however the purpose for your writing shall be different. Today you are researching what life was like in the trenches and creating a historical information guide for an exhibit that you would find at a museum.
- Consider the purpose of your writing today. Does this mean your writing should be formal or informal? What sort of language and vocabulary should you use?
- Watch the following video depicting what life was like for British soldiers in the trenches during war:
- You can also find some accounts written by soldiers and other people who experienced life in the trenches on the site below:
- Research and create a historically accurate information guide about life in the trenches during World War One. This will be a formal description of the trenches to an audience interested in learning about the war.
- You may use the visual imagery that we have seen in today’s lesson to describe the layout of the trenches, their purpose, who used them and how effective they were.
- As the writing is descriptive, you can add further detail using subordinate clauses (ISAWAWABUB) including relative clauses (which, who, that, whose, whichever, whoever).
Life in the Trenches Research
To be able to write a book review on a recent class book.
- Before you begin writing a short book review, read over, edit and improve your work from yesterday ensuring that you've used appropriate tone and language to suit your audience and purpose.
- Consider the books that we have read in class recently: Warhorse, One Boy's War and War Game. In today's lesson you shall be reviewing one of the books above. If you were not in school during one of the class books then choose another one to review.
- The purpose of your review is to encourage other children to read it. We are leaving our own feedback and judgement on the book, much like you see on the blurb where critics offer their reviews on the book.
- Think of the language you see during these reviews and on the blurb. It is often vivid and enthusiastic. Can you also write to create a vivid picture and with enthusiasm?
LI: To be able to prepare and perform a section from 'The Spider and the Fly'.
From today's lesson, we are starting a new unit of work! This time we shall focus on poetry. Within the unit, we shall practise learning, reciting and then altering a poem. Can you remember any key terms and features of poetry from Year 4 or Year 5?
- Read through your extract of 'The Spider and the Fly.' Make some key notes on the themes that you see in the poem and any features that you recognise.
- The Spider and the Fly is a narrative poem that also acts as a cautionary tale - it teaches us a lesson. What lesson does the poem teach us?
- When do you think the poem was written? What makes you think this?
- Choose one or two verses from the poem.
- Read through them carefully and check that you understand the narrative of each verse.
- Add actions to the verses you have chosen and practice reciting (performing) the poem.
- Can you perform the poem to someone in your house?
LI: To be able to discuss the meaning and impact of 'The Spider and the Fly'.
- Read through 'The Spider and the Fly' again. Can you read each verse aloud practicing your pronunciation and emphasis for impact.
- Look through the images from the 'Spider and the Fly', what do you notice about the images? This poem was originally written in 1829 but Tony DeTerlizzi was inspired from his own interests when he designed the illustrations for the poem, in particular silent movies.
- Read through the account below by Tony DeTerlizzi about what inspired him in his creations of the illustrations for the poem. What else inspired him other than silent movies?
- Using your poetic devices sheet, look over the poem again. This time you shall identify the different features that the poet uses. What is the impact of them using the different device?
LI: To be able to rewrite dialogue using modern informal vocabulary.
- Select a section of 'The Spider and the Fly'.
- Underline or highlight any language or vocabulary that we do not use very often today. Remember the poem was written originally in the 1800s so some of it is outdated or not as popular as it was in the past.
- Research the meaning of some of this language, and then note down the meaning next to the underlined words.
- Now that you know what the poet meant by their vocabulary choices, rewrite the poem using more modern vocabulary.
- Read the poem aloud. What effect does using modern language have on the poem? Does it still have the same impact? Can you choose more appropriate vocabulary to suit the narrative of the poem?
Awards we have received so far.