EnglishYear 8 Lesson 1

Language of Warfare

Spiritual Moral Social Cultural

Assessment Objectives for this scheme…

AF 4

AF 2 Understand, describe and select information or ideas from texts using quotes

Identify and comment on the structure and organisation of texts, including presentational features

Reading

Starter

What do you know and understand of the image on the next

slide?

Starter

Discuss your ideas with a partner.

Now lets share as a class.

Learning to understand the importance of context to poetry and how it affects meaning

Lesson Objective

Learning Objective

MustLevel

4

CouldLevel

6

ShouldLevel

5

Copy the statements and add a score out of five depending on your confidence with the subject (5 = really confident)

1. I can identify similes and metaphors.2. I can identify enjambment and alliteration

in poems.3. I know the effect of similes and metaphors.4. I can write about poems using pee.5. I can explain why the context of a poem is

important to the understanding of the poem.

6. I can compare two poems confidently.7. I can explain the different purposes of a

poem using evidence to support my ideas.8. I can evaluate a poem and justify my

views using evidence.

Revision of poetic terms:Draw in your book and complete what

you can.

Poetic term DefinitionSimileMetaphorPersonificationEnjambmentAlliterationStanzaOnomatopoeia

Learning to understand the importance of context to poetry and how it affects meaning

Lesson Objective

Learning Objective

MustLevel

4

CouldLevel

6

ShouldLevel

5

Some informationWorld War 1• 1914-1918• Fought between Germany and

England/France/ Belgium and other Allied countries.

• Mainly fought in Trenches.• British war dead:• About 880,000 men from the United

Kingdom, plus a further 200,000 from other countries in the British Empire and Commonwealth. German dead: approximately 1,808,000

Some video context of WW1

•Over the top•The sniper•The end

The men were convinced to fight through

effective propaganda.

Now read the poem ‘Who’s for the game’ (Jessie

Pope)Who’s for the game, the biggest that’s played, The red crashing game of a fight? Who’ll grip and tackle the job unafraid? And who thinks he’d rather sit tight? Who’ll toe the line for the signal to ‘Go!’? Who’ll give his country a hand? Who wants a turn to himself in the show? And who wants a seat in the stand? Who knows it won’t be a picnic – not much- Yet eagerly shoulders a gun? Who would much rather come back with a crutch Than lie low and be out of the fun? Come along, lads – But you’ll come on all right – For there’s only one course to pursue, Your country is up to her neck in a fight, And she’s looking and calling for you.

Who’s for the game?

• In pairs decide how this poem persuades people to join up:

• Do you think that it successfully achieves its purpose? How?

• Who is this poem targeting?• What does it compare war to and

how?• Which techniques can you find?• Challenge – What are the effects of

the techniques?

Plenary

• Go back to your original list (slide 7)

• Read through the statements again and put a second number to show your improved understanding and what you have learnt this lesson.

• Be honest!

What have you learnt this lesson?

• Turn to your partner and tell them at least one thing that you have learnt or developed your knowledge of this lesson.

Learning to understand the importance of context to poetry and how it affects meaning

How do you feel about the objective?

Learning Objective

MustLevel

4

CouldLevel

6

ShouldLevel

5

Homework:

Either write your own enlisting poem/verse.

Or

Write an acrostic poem using the letters in

WARFARE