1. Y7 Project 20 Assignment 1 WAR POETRY 1

2. Pre-Assessment KnowledgeNAEMP What am I learning to know? I know the range of different viewpoints in war poetry. UnderstandingNAEMP What am I learning to understand? I understand how poets use language in poems to express their point of view. SkillsNAEME What am I learning to do? I can use precisely selected quotes as evidence to back up my ideas. I can speak confidently about an aspect of war and can keep my audience interested, involve them and answer questions. 2

3. Pre-Assessment The Learning Stages  3

4. War Poetry Resource Immersion Go and find out! 4

5. Resource Immersion  http://www.theweek.co.uk/arts-life/59798/twelve-great-first- world-war-poems http://www.theweek.co.uk/arts-life/59798/twelve-great-first- world-war-poems  http://www.warpoetry.co.uk/ http://www.warpoetry.co.uk/  http://www.poetrybyheart.org.uk/first-world-war-poetry- showcase/ http://www.poetrybyheart.org.uk/first-world-war-poetry- showcase/  http://www.greatwar.co.uk/poems/ http://www.greatwar.co.uk/poems/  http://www.warpoetry.co.uk/Afghanistan_War_Poetry.html http://www.warpoetry.co.uk/Afghanistan_War_Poetry.html  http://www.theguardian.com/books/2009/jul/25/war-poetry- carol-ann-duffy http://www.theguardian.com/books/2009/jul/25/war-poetry- carol-ann-duffy  http://www.telegraph.co.uk/books/what-to- read/remembrance-day-poems/ http://www.telegraph.co.uk/books/what-to- read/remembrance-day-poems/ 5

6. ‘What greater glory than war could a man desire?’ THE BIG QUESTION 6

7. Content Map You will add your own areas and tasks. These are the only set tasks. Speaking and Listening self assessment Your own poem CONTENT MAP Analysis of a poem of your choice Individual research project Presentation notes and resources Image and commentary Table of poems showing opposing view points A dramatic reading Accurate SPaG A webliograpgy and bibliography War timeline Notes from taught elements 7

8. Taught Elements  Poetic technique application  Independent research skills  Close language analysis (‘zooming’ and ‘exploding a word’)  Relationships between reader and writer  Inference and deduction  Writer’s viewpoint 8

9. Poem Bank ( these are not the only poems out there- find some yourself) TitlePoetWar RemainsSimon ArmitageGulf 1990s The Field MouseGillian ClarkeBosnia 1990s Children in WartimeIsobel Thrilling War GirlsJessie Pope The SoldierRupert Brooke The SentryWilfred Owen Drummer HodgeThomas Hardy Dulce et Decorum EstWilfred Owen Memorial TabletSiegfried Sassoon Base DetailsSiegfried Sassoon Charge of the Light BrigadeAlfred Tennyson What Were They LikeDenise Levertov There Will Come Soft RainsSara Teasdale War PhotographerCarol Ann Duffy DinersJohn Bird HomecomingDonald Bruce Dawe PoppiesJane Weir At the BorderChoman Hardi The FlagJohn Agard Bayonet ChargeTed Hughes 9

10. For this task you will need to assemble a collection of poems, read them and then decide whether they are pro or anti war. Learning Objective: Understand the opposing views of war through the ages Extension: add an extra column to the table and put supporting quotes PRO-WAR POEMSANTI-WAR POEMS 10

11. Learning Objective: Be able to pinpoint poems and viewpoints in time by war For this task you need to find out the dates and wars of the poems you have chosen and present them on a timeline. Extension: Try to include a way to show the pro or anti war viewpoints 11

12. Learning Objective: Be able to carry out effective independent research leading to a presentation to your peers. The role of animals, women, propaganda, secret code etc. Rationing and war time food Changes in warfare War heroes Events of a specific war Effects of war Your own ideas 12

13. How can I present my ideas? A speech plus a choice or combination of:  Visuals e.g. Power Point  Book  Display board  Printed handouts  Video or audio Presentation notes and resources You also need to ensure that you allow time for questions from your audience and possible discussion 13

14. Speech Success Criteria : AF1- Presentation LevelSuccess Criteria 3 I speak clearly about the topic I chose and show awareness of my listener by choosing some language and gestures to engage them. 4 I can speak for a longer time and give details of my topic. My talk is well organised and I choose words and non-verbal features to suit my audience. 5 I explain my topic in some detail and make my meaning clear. I adapt my vocabulary and non-verbal features well to suit my audience. 6 I can explore complex ideas in detail clearly for my audience in an organised way. My vocabulary and non-verbal features are appropriate for my audience. 7 I explore complex ideas in detail, managing and shaping my talk to influence my audience. My vocabulary and non-verbal features are effective. 8 I select detail and strategy precisely to engage and enthuse your audience. I match my vocabulary and non-verbal features to context and audience with originality. 14

15. Learning Outcome: To be able to ‘read’ an image and justify choices. Look at the painting by Paul Nash, the British artist who fought in France in the First World War. He was wounded and returned to the front as an official war artist. Then look at the painting by the German artist Otto Dix who was left with PTSD after the First World War. Now work through the questions and tasks on the next pages 15

16. PAUL NASH 16

17. OTTO DIX 17

18. Questions and Task 1) What do you think happened immediately before and after these scenes? 2) Brainstorm some words which you think sum up the mood of the painting (this may be useful when you write your own poem) 3) Zoom in on a section of the painting and try to recreate the painting as a brief description. (this may be useful when you write your own poem) 4) How does the use of colour and light add to the mood in each painting? 5) Write a suitable caption or title for each painting. 6) If there were speech or thought bubbles for the people in the paintings, what would they say? 7) Explain which of the two paintings you prefer and why. 8) Choose another war painting from your own research and write a commentary which analyses the painting in the ways you have done for the Dix and Nash paintings. 18

19. Learning Objectives: To focus on impact of individual words and phrases and choral reading techniques- (LINK TO LAMDA?) Alone or with others you should prepare and perform a dramatic reading of any poem of your choice. Try to ensure it isn’t one that anyone else is using. Some techniques: Echo Taking turns Sound effect Volume Speed Tone 19

20. 10% of your marks will be awarded for SPaG SPaG Checked I have used paragraphs I have spelled key words and common words correctly I have used capital letters and full stops accurately I have used a range of punctuation types I have used a range of sentence structures I have made sure that my work makes sense I have checked for silly mistakes 20

21. Produce a Webliography and Bibliography for your individual research project. Remember Your Class Notes Too! 21

22. Post-Assignment Assessment How much progress have you made? 22

23. Post-AssignmentAssessment KnowledgeNAEMP What am I learning to know? I know the range of different viewpoints in war poetry. UnderstandingNAEMP What am I learning to understand? I understand how poets use language in poems to express their point of view. SkillsNAEME What am I learning to do? I can use precisely selected quotes as evidence to back up my ideas. I can speak confidently about an aspect of war and can keep my audience interested, involve them and answer questions. 23

24. Reflection 24

25. Target Setting NAME: Content Target: (Think about the assessment areas) When I will have done this by: How I will achieve this: Things I need to be able to do it: SPAG or FLTS Target: When I will have done this by: How I will achieve this: Things I need to be able to do it: 25