Y6: 1-12. Victorian Railways

The Victorians Lessons

Today we are going to learn a bit more about the Victorian railways.

to see what people thought of the new railways (to explain different viewpoints about the new railways)
to examine how people were affected by the new railways
to find out how the introduction of the railways changed travel and trade

Discuss the following:

When was the last time you went on a train and where did you go?
What was the longest train journey you have ever been on?
Where is the nearest railway station to your school?

Let’s see what we can learn from the following information sheets about Victorian Railways!

Make a list of reasons why the development of railways was a positive change in Britain. (Use the ‘positive’ column on the table.)

Then also make a list of reasons why people might not have thought that railways were a great change in Britain. (Use the ‘negative’ column on the table.)

SOLUTION

What else can we learn about the new railways in Britain?

Insane Victorian Railway Myths. (2:51 minutes long)

…Railways somehow made people go insane… (5:48 minutes long)

You will each get a character card. Read about your character and try to imagine how they might feel about the railways.

Explain to the rest of your group who you are and what your opinion of the railway is.

If you want, appoint someone in your class to be the interviewer. He / she needs to ask the interviewee (person who is being interviewed) the following questions:

Ask the interviewee (person who is being interviewed) what his / her name is.
Ask interviewee to give the audience a bit more background about himself / herself.
Ask interviewee what hey / she thinks of the railways (and why).
Ask interviewee how the railways has affected him / her.
Ask the interviewee if he / she has any other comments about the railways.
Thank the interviewee for the interview.

character-cards-1 Download

Tell your partner:

3 reasons why some people thought the railways was a great development
3 reasons why some people did not like the railways

Do you agree?

In role as your character, think about whether you agree with the statement in the speech bubble. Arrange yourself into two sides of the classroom; agree and disagree.Take it in turns for somebody from each side to make a new point that explains why they agree or disagree.

Can you perhaps now add even more information to your worksheet to show different opinions about whether the railways had a positive or a negative impact?

How to ride a train the Victorian way. (12:43 minutes long)

10.

—IMPORTANT—

This lesson has been based on material that may be obtained from: https://www.ks2history.com/

—THE END—

You can access the flipbook here.

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21. Informative Speech

English Lessons

Today we are going to perfect your speech on “Literary Devices”…

to familiarize ourselves with different types of speeches
to look at the writing of an effective introduction
to get tips on how to write the body of the speech
to look at the writing of an effective conclusion

Here is an infographic about the different types of speeches you need to be able to write:

You are going to continue writing your speech on “Literary Devices”.

(The ultimate aim is that you deliver an informative speech on “Literary Devices”…)

Here is a reminder of what you have to do:

Write a speech on “Literary Devices”. The aim is to give the class mates useful information about the use of Literary Devices in writing. (Use the information and examples that you copied into your book.)

Here are a few useful speech-writing tips…

Tips for writing the Introduction:

Tips for writing the Conclusion:

Here is a useful summary…

The video below gives some useful information for public speaking.

(In your speech you will not be making use of visual aids as your’s is only a short speech.)

Tips for Public Speaking. (1:35 minutes long)

Now, continue to perfect your speech!

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-3 Download

—TEXTBOOK—

end

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20. Literary Devices

THIS POST IS STILL UNDER CONSTRUCTION

English Lessons

Today we are going to investigate Literary Devices in more detail!

to recap Figures of Speech
to learn about more Literary Devices
to learn about Literary Techniques
to gather information for an informative speech on Literary Devices

Here is a reminder of what we mean by “Literary Devices”, “Literary Techniques”, and “Figures of Speech”:

These are “tools” authors use to convey meaning or to lend depth and richness to their writing.

Writers use these “tools” to create text that is clear, interesting, and memorable.

Additional Information

Literary Devices help stimulate the reader’s imagination to visualize the characters and scenes more clearly.

Literary Techniques include the use of Figures of Speech (e.g. metaphor, simile, alliteration, hyperbole, allegory, etc.) and Imagery (which involves the use of the five senses to describe aspects to the reader).

In Figure of Speech writers use words out of their literary meaning or out of ordinary use.

Literary Devices include Literary Techniques and Literary Elements.

Literary Techniques vs Literary Elements

“Different methods are employed to make a piece of fiction more appealing to the reader, and all these methods are commonly known as literary devices. These devices are divided into two groups as literary techniques and literary elements. Literary elements are the basic elements such as plot, setting, and theme that are essential to a story. (Literary Elements are aspects of writing like plot, setting, protagonist, antagonist, narrator, dialogue characters, conflict,mood, theme, moral etc.) They are unavoidable characteristics of a story.”

“On the other hand, literary techniques are the way language is used in order to add more beauty to the work. Literary techniques are also added to make the author’s message clear to the reader. Unlike literary elements, literary techniques are avoidable. That means, if the author chooses, he can avoid using literary techniques. Examples for literary techniques are metaphor, simile, personification, onomatopoeia, alliteration, etc.”

Work in Pairs.

You will get a set of flashcards on

Make a set of flash cards on Literary Devices… Then test your class mates to help them memorise the different figures of speech and techniques.

(Or use the class set to test each other.)

Here is what you have to do:

Divide the cards between you and read the cards quietly, individually.

2. Swap your cards with your partner’s and read them individually.

3. Explain to each other any words or concepts that you did not understand. (If you get stuck, as your teacher for help.)

4. One partner now take all the cards and test the other partner.

5. Swap cards and repeat the testing.

literary-devices-flash-cards-i Download

literary-devices-flash-cards-ii Download

literary-devices-flash-cards-iii Download

On a new page in your exercise book, write the following heading, and copy the explanation…

Now, divide the rest of the page into 6 boxes and copy down the details for each of the Literary Devices that you and your partner worked with.

Your next task is to write an informative speech…

What is an informative speech? Watch video to find out…

Informative Speech. (0:47 minutes long)

The video below gives useful advice for speech writing.

How to do an Informative Speech… (1:41 minutes long)

Write a speech on “Literary Devices”.

The aim is to give your class mates useful information about the use of Literary Devices in writing. (Use the information and examples that you copied into your book.)

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-3 Download

—TEXTBOOK—

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19. Punctuation

Today we are going to look at punctuation!

to understand how to use a range of punctuation accurately
to practise proof-reading skills

As an introduction, let’s refresh our knowledge of punctuation.

Punctuation Rules. (3:04 minutes long)

Here is another video for you to watch if you feel that you are still unsure…

Punctuation Rules. (2:59 minutes long)

Below are a number of cards: some have pieces of punctuation drawn on them and some cards have an explanation of how we use them.

Can you match the punctuation to its use?

7-punctuation-cards Download

SOLUTION

For a bit of fun:

Decide which punctuation piece are you…!

Use the “Spot the Mistakes” sheet below and underline or highlight the spelling and grammar mistakes.

Also correct the mistakes!

7-punctuation-w-s Download

SOLUTION

TO BE ADDED

Using what you have learned today, go back to your mini-saga: proofread your story carefully for any SPAG errors!

Watch the video to see the basic English punctuation rules. (This is for American English – the rules for British English are similar.)

Basic English Punctuation Rules. (6:02 minutes long)

OR:

Download the PDF game below and play it with friends or family to improve your SPAG skills!

unit-2-game Download

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-2 Download

—TEXTBOOK—

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18. Mini Sagas – continued

English Lessons

Today you are going to plan and write your own mini-saga.

to learn about extended metaphors
to apply my understanding of features of mini-sagas by planning and creating my own story

Think about our last lesson on mini sagas…

Use all of these words / phrases in only two sentences!

SOLUTION

What advice would you give to somebody writing a mini saga so that they do not go over fifty words?

ADVICE

One can use extended metaphors very effectively when writing a mini saga. Let’s see what is meant by an extended metaphor.

Let’s look at an example:

How are these images similar and different?

Now read this mini saga:

This mini saga is more or less an extended metaphor, until the final line. The text implies that the classroom is a war zone.

Which words are linked to conflict /war?

SOLUTION

Why does the writer use an extended metaphor?

BECAUSE…

Other situations where we could use the ‘war’ extended metaphor:

Use this table to plan your own mini saga:

6-mini-saga-table Download

Look at these slides – they give more information about extended metaphors. (You need to click on the picture to access the slides.)

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-2 Download

—TEXTBOOK—

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17. Mini Sagas

Today we are going to learn about mini sagas…

to consider the effect of structure in mini sagas
to identify features of mini sagas

As an introduction, let’s look at this very short story.

Spine Chillers… (1:37 minutes long)

Now read this mini saga and consider the following questions:

1. What is this story is about?

2. What sort of mood or tone is set up by the writer?

3. Which words are most helpful in creating this mood or tone in the story?

4. How does the final line change the mood or tone?

SOLUTION

Some Ideas…!

The video below gives more information about what a mini saga is…

Mini Saga Story. (1:29 minutes long)

So… What is the difference between a saga and a mini saga?

Let’s read a few mini sagas…

Complete the worksheet on mini sagas.

You need to:

1. Read the four additional mini-sagas.

2. Do they contain the features we have just discussed?

3. Create interesting and imaginative titles for the sagas! (Use the tips below to help you.)

Tips for creating titles!

Do not give the story away!

Could use an ‘adjective + noun’ pattern…

Challenge: could contain a pun… (For example, the first story about the tooth could be called ‘The Perfect Murder? A Frayed Knot!’)

5-mini-sagas-w-s-1 Download

Finally, complete the diagram to share your thoughts on mini sagas.

5-thoughts-triangles Download

Read the mini sagas and complete the missing information…

5-mini-sagas-fun-sheet Download

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-2 Download

—TEXTBOOK—

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Y6: 2-17. End of WW2

POST IS STILL UNDER CONSTRUCTION

World War Two

Today we are going to ……

to …recap descriptive techniques
to …begin to plan & create descriptive language choices for our next task
to …record relevant information for Chapter 2

How did WW2 end?

The flow-chart below explains what happened in the first half of 1945:

One of the Axis powers, Japan, was still fighting against the Allies.

The flow-chart below explains what happened in the second half of 1945:

-1-

Make a large timeline (using the cards provided) to show some of the most important the events of WW2.

ww2_timeline_display_cards Download

SOLUTION

-2-

Work in pairs and test each others’ knowledge of WW2… (Use the Quiz Flash Cards provided.)

quiz-flash-cards Download

-3-

Complete the Word Search…

SOLUTION

ww2_wordsearch Download

-4-

Complete the Crossword Puzzle…

SOLUTION

ww2_crossword Download

See if you are able to explain each of these words / terms!

SOLUTION

answers to be added

a-z-glossary-words Download

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-16. Rationing – Clothes

POST IS STILL UNDER CONSTRUCTION

World War Two

Today we are going to …..

to …recap descriptive techniques
to …begin to plan & create descriptive language choices for our next task
to …record relevant information for Chapter 2

It wasn’t just food that was rationed during WWII.

petrol
clothing
coal
soap
gas
electricity
sweets
chocolate

Let’s look at the rationing of clothes in more detail…

Clothing also became scarce. Clothes rationing began two years after food rationing started. The clothing Ration Books looked different from the Food Ration Books.

Clothes were rationed because:

there was a shortage of materials to make clothes
clothing factories (& workers!) had to be used to make items needed in the war (e.g. parachutes & uniforms)

What was the practical implication…?

How did Clothes Rationing work?

Everyone was given a Clothing Book with coloured coupons in it. At first each person was given 60 coupons to last them a year. (Children were given an extra 10 coupons to allow for growing out of clothes during a year.)

Every item of clothing was given a value in coupons. To buy clothes people handed over their Clothing Book to the shopkeeper, who cut out one of the coupons. Then they paid the shopkeeper for the clothes. The coupon system allowed people to buy one completely new set of clothes once a year.

“Make-Do-And-Mend”

The government also started a campaign known as “Make-Do-And-Mend” that urged people to repair and reimagine existing clothes. This meant that people were urged to fix or alter the clothes that they have.

Perhaps you can learn more from the video clips below about clothes rationing.

-1-

Clothing Ration Book. (0:41 minutes long)

-2-

Clothes Rationing in Britain… (3:47 minutes long)

Revise what you have learnt so far about rationing…

Complete the following task to have a look into the experience of having to live with clothes rationing…

SOLUTION

ws-clothes-rationing Download

The instruction

task-rationing-account-1 Download

Write your account in the space provided. Alternatively, you can use this vintage paper to make your account look even more authentic:

vintage-paper Download

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-15. Rationing – Food

POST IS STILL UNDER CONSTRUCTION

World War Two

Today we are going to ……

to …recap descriptive techniques
to …begin to plan & create descriptive language choices for our next task
to …record relevant information for Chapter 2

What do you think were the effects that WW2 had on people?

We’ve just seen that food and other goods were scarce and therefore, what was available, had to be rationed to make sure that everybody received a fair share.

We will now examine how rationing worked during the Second World War. The flow chart below explains why food was rationed.

To learn more about Rationing, read the article below.

rationing Download

The video clip below explains how the Ration Books worked.

WW2 Ration Book. (1:06 minutes long)

What do you think of the rations for 1 week? Would you have survived on these rations?

To make sure that families have additional food people were encouraged to plant fruit and vegetables. This was known as the “Dig for Victory” campaign.

People were encouraged to produce additional food at home. A ‘Dig for Victory’ campaign called for every man and woman to keep an allotment (a plot of land for growing vegetables). Lawns and flower-beds were turned into vegetable gardens.

To ensure everyone had food chickens, rabbits, goats and pigs were also reared in town parks and gardens.

Food was in short supply but the government wanted people to eat healthy food. Carrots could be grown in Britain, so were not rationed. People thought that eating carrots could help you to see better in the blackout. Carrots could also be used as a sweetener.

Potatoes filled you up so that you didn’t feel so hungry, and were healthy too. Moreover, potatoes could also be grown in Britain. Therefore, the government made posters to advertise potatoes. Potato Pete was a cartoon character who was used on lots of posters.

There was even a song about Potato Pete!

“Potato Pete” by Billy Cotton and his Band 1941. (3:33 minutes long)

Let’s see what else we can learn about rationing from the video below:

How Much Food Were People Actually Rationed…? (4:23 minutes long)

10.

Complete the following two questions…

SOLUTION

ws-carrots-and-potatoes Download

11.

Rationing in WWII (British Homefront). (10:35 minutes long)

12.

Complete the following task to have a look into the experience of having to live with rationed food…

ws-food-rationing Download

13.

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-14. The Black-Out

POST IS STILL UNDER CONSTRUCTION

World War Two

Today we are going to ……

to …recap descriptive techniques
to …begin to plan & create descriptive language choices for our next task
to …record relevant information for Chapter 2

Britain was blacked out on 1 Sept.1939, two days before the outbreak of war.

Everyone had to cover their windows and doors before sunset with heavy blackout curtains, cardboard or paint.

This prevented any glimmer of light from escaping so that enemy aircraft struggled to see towns and cities during night bombing raids.

We will now play a game of “I spy…”, but with a difference!

Discuss per table what each of the images show. Then decide on a plausible answer to share with the class.

(You are only allowed one answer per table / group – so you need to agree on the table’s / group’s answer.)

Share your ideas with the rest of the class!

SOME “ENLIGHTENMENT”…

black-out-i-spy-images-2 Download

How did the Blackout affect people’s lives?

The number of road accidents increased because of the lack of street lighting and the dimmed traffic lights. Sadly, many people died in road accidents.

In addition, white stripes were painted on the roads and on lamp-posts, and men were advised to leave their shirt-tails hanging out so that they could be seen by cars with dimmed headlights.

People were injured during the Blackout because they could not see in the darkness. Many people were injured tripping up, falling down steps, or bumping into things.

To help prevent accidents people were encouraged to walk facing the traffic.

Let’s see what else we can learn about the Blackout from the following video clips…

-1-

The Blackout of WWII. (0:44 minutes long)

-2-

What was the Blackout? (3:20 minutes long)

-3-

Travel in the Blackout. (2:40 minutes long)

-4-

Fun in the Blackout. (2:51 minutes long)

-5-

The Blackout in Wartime Diaries. (3:22 minutes long)

Complete the following worksheet to test your knowledge of the WW2 Air Raids. You need to show which statements are true and which are false.

SOLUTION

ws-blitz-and-aid-raids Download

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-13. Air Raid Shelters

POST IS STILL UNDER CONSTRUCTION

World War Two

Today we are going to ……

to …recap descriptive techniques
to …begin to plan & create descriptive language choices for our next task
to …record relevant information for Chapter 2

Here is a reminder:

The instruction

There were different types of shelters. We will first look at…

Anderson Shelters…

were half buried in the ground
were made from six corrugated iron sheets bolted together at the top
had steel plates at either end
measured 1.95m by 1.35m
had protected entrances’ (by a steel shield & an earthen blast wall)
had earth heaped on top for additional protection

Anderson Shelters were dark, damp, noisy, and unpleasant. However, the saved people’s lives!

From the following videos you can learn more about Anderson shelters.

-1-

Your Anderson Shelter This Winter (1940). (2:15 minutes long)

-2-

Horrible Histories (Anderson Bomb Shelter). (1:13 minutes long)

Let’s now look at…

Morrison Shelters…

were for people without gardens
were made from heavy steel
were approximately 2m long, 1.2m wide & 0.75m high
could also be used as a table
were meant for people to sheltered underneath it during a raid

From the following videos you can learn more about Morrison shelters.

-1-

Imperial War Museum Morrison shelter. (0:54 minutes long)

-2-

Morrison shelter & Anderson shelter compared… (0:41 minutes long)

Finally, let’s look at…

Anderson shelters & Morrison shelters did not always offer very good protection from high explosive bombs. Deeper shelters were needed, So, people also sheltered in:

From the following videos you can learn more about alternative shelters during WW1.

-1-

Forgotten Secret Wartime Tube Station. (1:59 minutes long)

-2-

Bounds Green underground station… (2:14 minutes long)

-3-

Inside St Mary’s disused underground station. (3:40 minutes long)

-4-

Secret cabinet and bomb shelters… (2:04 minutes long)

This is how people were warned to go into the bomb raid shelters…

1940’s Air Raid Siren. (0:47 minutes long)

10.

Complete the following worksheet to show what you have learnt about air raid shelters during WW2.

SOLUTION

wwii-shelters-fill-in-task Download

11.

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-12. Gas Masks

POST IS STILL UNDER CONSTRUCTION

World War Two

Today we are going to ……

to …recap descriptive techniques
to …begin to plan & create descriptive language choices for our next task
to …record relevant information for Chapter 2

Here is a reminder…

Complete the following worksheet by indicating which of the statements are true and which are false.

SOLUTION

All the statements are true!

Which statements do you find really hard to believe?

gas-mask-true-and-false Download

Here are examples of WW2 Civilian Gas Masks:

This is what it was like to fit a gas mask on your face…

How to fit a gas mask (1939). (1:56 minutes long)

Let’s pretend that you are an expert on WW2 Gas Masks. Take us through the following slides explaining the images to the rest of the class…

Complete the following worksheet to show your understanding of the use of masks during WW2.

SOLUTION

gas-mask-expert-ws Download

If you feel creative, you can make your own “WW2 Gas Mask”, using one of the two methods below…

METHOD 1 – Follow the instructions given in the video.

(You need an adult to supervise this activity!)

Make a WW2 gas mask. (1:50 minutes long)

METHOD 2 – Follow the instructions given in the document below.

making-a-gas-mask Download

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-11. Evacuation – Part III

POST IS STILL UNDER CONSTRUCTION

World War Two

Today we are going to ……

to …recap descriptive techniques
to …begin to plan & create descriptive language choices for our next task
to …record relevant information for Chapter 2

Let’s continue to examine evacuation during WWII.

The animation below will give us an idea of what it must have been like to be an evacuee during the war.

A Day in the Life Of A 10-Year-Old Evacuee. (2:30 minutes long)

For parents evacuation was also a unique experience. Let’s see what we can learn about the evacuations from the perspective of a mother.

Mothers who waved goodbye: Evacuation in World War II. (6:09 minutes long)

Now you are going to complete an assessment task. You may choose to either do Task 3 , or Task 4.

EITHER…

Complete the questions on the worksheet. Then write a letter home from an imaginary evacuee in the countryside.

EXAMPLES

-EXAMPLE 1-

-EXAMPLE 2-

-EXAMPLE 3-

-EXAMPLE 4-

evacuee-letter-writing-task Download

evacuee-letter-paper Download

OR…

Design a poster (with a clever slogan) to encourage parents to send their children to the countryside. The poster must show your understanding of how important evacuation was. It must also be visually impressive!

Propaganda is a way of advertising to change people’s opinions about something. It is information that is spread for the purpose of promoting a cause. For example, during WW2 the government used propaganda posters to encourage people to evacuate to the countryside.

Read the information and instructions carefully. Then complete the task on A4 paper.

SOME IDEAS

propaganda-poster-task Download

If there is still time, complete this short revision task on evacuation during WW2. You have to read the text and then answer the questions.

SOLUTION

evacuation-text-and-qs Download

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-10. Evacuation – Part II

POST IS STILL UNDER CONSTRUCTION

World War Two

Today we are going to ……

to …recap descriptive techniques
to …begin to plan & create descriptive language choices for our next task
to …record relevant information for Chapter 2

A reminder…

Let’s see what we can learn about the evacuations from the video below.

Evacuating The Children (1940). (1:13 minutes long)

You will now do a short play involving an interview with some evacuees on their way to the countryside. First decide who will take which part in the play. Then read the script in your group. Finally, prepare to show the short dramatization to the rest of the class.

evacuations-play-1 Download

Let’s do another short play. This one is also an interview, but it involves elderly people who reflect on their experiences as evacuees. First decide who will take which part in the play. Then read the script in your group. Finally, prepare to show the short dramatization to the rest of the class.

evacuations-play-2 Download

Now, let’s do a rap about Evacuation! The rap also reflects on the experiences of evacuees. First decide who will take which part in the rap. Then read the script in your group. Finally, prepare to perform the rap to the rest of the class.

evacuations-rap Download

Adapted from: http://www.primaryresources.co.uk/history/docs/evacuation_rap.doc

If not completed in the previous lesson, complete the following worksheet now to show your understanding of evacuation.

SOLUTION

Here are some ideas for packing the bags…

evacuation-1 Download

Go through the slides to revise what you have learnt about evacuation during WW2.

Complete the following additional worksheet about the suitcase of an evacuee, by putting yourself in their shoes…

SOLUTION

evacuee-suitcase-2 Download

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-9. Evacuation – Part I

POST IS STILL UNDER CONSTRUCTION

World War Two

Today we are going to ……

to …recap descriptive techniques
to …begin to plan & create descriptive language choices for our next task
to …record relevant information for Chapter 2

Here are some of the ways in which people protected themselves during WWII:

We will look at all of these measures in more detail over the next few lessons. Let’s start by looking at the evacuations.

Personal testimonies can give us great insight into the experiences of the evacuees. In the videos below you can meet some of the evacuees!

-1-

Meet the Evacuees. (4:47 minutes long)

-2-

WWII evacuee returns to wartime home. (1:49 minutes long)

-3-

A Family in Wartime: Evacuation. (2:57 minutes long)

Match the words / terminology with their meanings to show your understanding of evacuation.

SOLUTION

evacuation-terminology Download

If there is still time in this lesson, complete the following worksheet to show your understanding of evacuation.

SOLUTION

Here are some ideas for packing the bags…

evacuation-1 Download

Go through the slides to revise what you have learnt about evacuation during WW2.

Complete the following worksheet to show what you know about evacuation during WW2.

SOLUTION

evacuation-qs Download

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-8. The Homefront

World War Two

Today we are going to look at the “home-front” in more detail…

to learn what the home-front was
to examine what sort of jobs people did back in Britain to help in the war effort

One can easily think that the ‘Home Front‘ must have been a safe place, but it was not because bombing raids destroyed homes and killed many people.

Everyone tried to help in the ‘war effort’. For example, because men were now fighting in the war, women helped to do a variety of jobs that would usually be done by men.

Men who were not fighting in battles on the main land did a variety of jobs on the home front. For example, some were ARP Wardens and other served in the Home Guard.

Let’s start by looking how women helped in the ‘war effort’ during WW2. Women help on the home front as “Land Girls”. This meant that they worked as farm workers.

With the men fighting on the battle fronts, more help was needed on farms in order to increase the amount of food grown within Britain. So, the government started what was called the Women’s Land Army.

Here are some of the jobs the Land Army had to do:

Women also had to do other important jobs. Here is a long list of some of the jobs women did during the war:

Before the war, job opportunities for women were limited, as most women were ‘housewives’. Those who were employed elsewhere were mainly nurses, domestic servants, or shop assistants.

However, as men joined the army to fight, women were called upon to fill their jobs.

Let’s see what else we can learn about the role women played during the war.

How 80,000 women prevented… starving during WWII. (4:15 minutes long)

And here is a fun song telling us more about women and WWII…

The WWII Girls Song. (2:16 minutes long)

Let’s now also look at some of the jobs men did on the home front. For example, some men were ARP Wardens, and others were part of the Home Guard.

The ARP Wardens supervised the Blackout – they had to protect civilians from the danger of air-raids. (ARP stands for Air Raid Precaution.)

One could recognise an ARP Warden by the helmet: they wore helmets with a big W on the front.

So, what exactly did ARP Wardens have to do?

Around 200,000 people volunteered to become ARP wardens. Some women were also ARP wardens. Eventually there were 1.4 million ARP wardens in Britain. Most ARP wardens were part time volunteers who had full time day jobs.

Watch the following video clips to learn more about the ARP Wardens.

-1-

Liverpool ARP Warden. (2:16 minutes long)

-2-

Air Raid Warden. (3:50 minutes long)

The Home Guard were volunteers who defended the five thousand miles of Britain coastline in case of invasion by Germany. Some of these men were in their sixties!

The men were given military style training. At first, they had no uniforms and little equipment. The public were invited to give their shotguns and pistols to the Home Guard and within a few months over 20,000 weapons were handed in. Many of the men made their own weapons too.

Who joined?

Many of the men who joined the Home Guard were those who could not join the regular army because their day time jobs were necessary to keep the country running. They included farm workers, bakers, teachers, grocers, bank staff and railway workers.

Other men who joined were either to young or too old to join the regular army.

In 1942 the Women’s Home Guard Auxiliaries were formed, and women were able to work with the Home Guard.

So, what exactly did the Home Guard have to do?

Here are five top facts about the Home Guard!

The Home Guard – Top 5 Facts. (3:23 minutes long)

10.

Complete the following worksheet to test your understanding of jobs that people did on the Home Front during WWII.

SOLUTION

ww2-jobs Download

11.

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1 Download

——-&——-

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Y6: 2-7. The Blitz

World War Two

Today we are going to look at the Blitz in more detail.

to examine the Blitz in more detail
to look at the effects of the air raids
to discover how Britain dealt with the air raids

DID YOU KNOW…?

So, what was the Blitz?

The Blitz was a change in strategy…

Complete the spider diagram as we discuss the Blitz.

blitz-spider-diagram Download

Here is more information about the Blitz:

SOLUTION

The explainer video below tells us a bit more about the Blitz.

The Blitz (1940-1941). (3:40 minutes long)

The attacks on the cities were called “air raids”.

How did people protect themselves from the bombs during an air raid?

The box below explains what people had to do when there was an air raid…

How did the government try to protect cities from being bombed?

The Government made use of Barrage Balloons, the Redsands Fort, and the Dowding System to protect cities.

Let’s re-cap what you have learnt so far…

Read the article on “What was the Blitz?”

what-was-the-blitz-article Download

Finally, read the following account of what it was like to live during the Blitz.

Adapted from: http://www.primaryhomeworkhelp.co.uk/war/blitz.htm

Complete the following task to get a visual impression of what it was like to live during the Blitz.

SOLUTION

blitz-photo-sort Download

10.

If you have not watched this in the previous lesson…

How was the Battle of Battle Won? (10:28 minutes long)

(This is a challenging animation…)

11.

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1 Download

——-&——-

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Y6: 2-6. The Battle of Britain

World War Two

Today we are going to look at the Battle of Britain in more detail. WHY? Because our study will now focus more on Britain’s “home-front” involvement in the war.

to learn about Hitler’s plans to invade Britain
to examine the Battle of Britain in more detail
to introduce the Blitz

DID YOU KNOW…?

Hitler wanted to invade Britain. So he came up with a plan.

It was called….

This is what Hitler planned to do:

First: the Luftwaffe (German air force) would destroy the RAF (Britain’s Royal Air Force)

(The invasion of Britain would be much easier if the RAF has been destroyed.)

Then: Navy would invade Britain

SO…this was the plan:

destroy the British air force

thus stop it sinking the ships that would carry German soldiers across the Channel

Once the Luftwaffe had destroyed the Royal Air Force (RAF) a sea and airborne invasion of Britain would begin…

This is how the Battle of Britain developed:

Let’s see what we can learn from the following videos about the Battle of Britain.

-1-

What was the Battle of Britain? (2:08 minutes long)

-2-

The Battle of Britain. (2:25 minutes long)

Complete the following task to test your knowledge of the Battle of Britain.

SOLUTION

w-s-battle-of-britain Download

So, what was the Blitz?

The Blitz was a change in strategy…

If there is time…

How was the Battle of Britain Won? (10:28 minutes long)

(This is a challenging animation…)

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-5. 1944 – 1945

World War Two

Today we are going to continue looking at the main events of the war in more detail. We will now look at the last two years.

to recap who surrendered first
to look at the Normandy Invasion in more detail
to look at the Battle of the Bulge in more detail
to discover how the war came to an end

Previously we looked at Italy’s surrender to the Allies…

The timeline below shows you a very significant event that can be considered as one of the final campaigns of WW2.

Examine the diagram below for further details about the Invasion of Normandy:

Look again at the information above and fill in the missing information on the worksheet on the Invasion of Normandy:

w-s-d-day Download

You can learn more about the Invasion of Normandy by looking at the following film clips…

-1-

Invasion of Normandy (D-Day). (2:16 minutes long)

-2-

D-Day (1944). (3:13 minutes long)

The timeline below shows that the Germans also came up with an offensive that they hoped would finally defeat the Allies…!

Examine the diagram below for further details about the Battle of the Bulge:

Look again at the information above and fill in the missing information on the worksheet on the Battle of the Bulge:

w-s-the-bulge Download

You can learn more about the Battle of the Bulge by looking at the following film clips…

-1-

Battle of the Bulge. (3:01 minutes long)

-2-

The Battle of the Bulge (1944-1945). (4:16 minutes long)

(Animation!)

-3-

Battle of the Bulge during Christmas of 1944. (3:45 minutes long)

So what happened next? Germany surrendered!

And 4 months later Japan also surrendered. WW2 was over!

Let’s find out how this happened… Examine the information below for more details about how Germany and Japan surrendered.

Look again at the information above and fill in the missing information on the worksheet on how Germany & Japan surrendered:

w-s-surrender Download

10.

-1-

You can learn more about the Battle on Okinawa by looking at the following film clip…

WWII: How did it end? (2:40 minutes long)

-2-

You can learn more about the End of the war by looking at this film clip…

WWII: How did it end? (2:59 minutes long)

11.

World War II Summary. (3:56 minutes long)

12.

See if you can guess which WW2 battle this video is about…

(Show this to the class but take care not to reveal the name of the video.)

The Battle of the Bulge. (2:22 minutes long)

13.

Fill in the missing information to test your general knowledge of WW2…

SOLUTION

w-s-ww2-overview-fill-in Download

14.

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-4. 1942 – 1943

World War Two

Today we are going to continue looking at the main events of the war in more detail. We will now look at the next two years.

to recap the attack on Pearl Harbour
to look at the Battle of Midway (as a turning point) in more detail
to look at the Battle of Stalingrad (as a turning point) in more detail
to discover which country surrendered first

Can you remember how the USA became involved in WW2…? Go over the details again:

Six months after the attack on Pearl Harbour the USA and Japan fought in another significant battle. It was called the Battle of Midway.

Examine the image below to find out more about the Battle of Midway:

Look again at the information above and fill in the missing information on the worksheet on the Battle of Midway:

w-s-midway Download

You can learn more about the Battle of Midway by looking at the following film clips…

-1-

The Battle of Midway. (2:01 minutes long)

-2-

Battle of Midway. (3:45 minutes long)

(Animation with toys – no talking…)

-3-

Anatomy of a Decisive WWII Victory. (4:01 minutes long)

(This video is a fun song!)

The Battle of Midway was a turning point in the war. So was the Battle of Stalingrad. The image below tells briefly what this was about…

Examine the image below to find out more about the Battle of Stalingrad:

Look again at the information above and fill in the missing information on the worksheet on the Battle of Stalingrad:

w-s-stalingrad Download

You can learn more about the Battle of Stalingrad by looking at the following film clip…

Battle of Stalingrad. (2:28 minutes long)

What happened next was perhaps the beginning of the end for the Axis powers. However, it would be two more years (almost to the day) before WW2 would be officially over!

Here is a little bit about Italy’s defeat…

The World Wars – The Downfall of Mussolini and Italy’s defeat. (2:42 minutes long)

10.

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-3. 1939 – 1941

World War Two

Today we are going to look at the main events of the war in more detail. We will start by looking at the first two years.

to recap how WW2 started
to look at the Battle for Britain in more detail
to discover how the USA became involved
to look at the attack on Pearl Harbour in more detail

Can you remember how WW2 started? Here is a brief reminder:

AND THEN…

One of the major events of the war was the Battle of Britain.

Let’s look at the Battle of Britain in a bit more detail. Examine the image below the see what it was all about?

Look again at the information above and fill in the missing information on the worksheet on the Battle for Britain:

w-s-battle-for-britain Download

You can learn more about the Battle of Britain by looking at the following film clips…

-1-

The Battle of Britain Explained. (2:44 minutes long)

-2-

RAF Pilot Song. (2:47 minutes long)

-3-

The Battle of Britain. (2:25 minutes long)

Can you remember who were Britain’s main allies?

France

the USSR

the USA

Can you remember who were Germany’s main allies?

Italy

Japan

Right from the start the USA did not want to get involved with European conflict, but by the end of 1941 the USA was fighting on the Allies’ side, because Japan attacked the US Navy.

Examine the image below for more details about how the USA became involved:

Look again at the information above and fill in the missing information on the worksheet on the attack on Pearl Harbour:

w-s-pearl-harbour-1 Download

You can learn more about the attack on Pearl Harbour by looking at the following film clips…

-1-

Pearl Harbour (1941). (1:34 minutes long)

-2-

The Attack on Pearl Harbour. (2:33 minutes long)

10.

Read the article on Pearl Harbour and then complete the Quiz Questions.

Taken from https://www.easyteacherworksheets.com/

SOLUTION

pearl-harbor-quick-quiz-article-and-qs Download

11.

Read the short text on this worksheet. Then use your knowledge of the events to answer the two questions on the worksheet.

Adapted from https://www.woojr.com

POSSIBLE RESPONSES

pearl-harbor-feelings-qs Download

12.

Complete the Word search…

Taken from https://www.woojr.com

SOLUTION

pearl-harbor-word-search Download

13.

Colour in the three US Navy ships that were never recovered: the USS Arizona, the Utah, and Oklahoma…

Taken from https://www.woojr.com

pearl-harbor-ships-coloring-page Download

14.

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-2. Main WW2 events

World War Two

Today we are going to look at an overview of all the main World War 2 events.

to examine how the war developed
to get a sense of the timescale involved

Read & recap…

This worksheet comes from: https://www.momjunction.com/worksheets/social-studies/world-war-2/

SOLUTION

w-s-ww2-intro Download

A lot happened during WW2! The video below takes you through the entire war, from 1939 to 1945.

Overview of WW2 on maps. (3:20 minutes long)

By means of a timeline we will go through the entire war, from 1939 to 1945. The timeline will give you a brief overview of some of the main events of WW2. It will fast-forward you through WW2…!

Read the following timeline about the main events of WW2:

ww2-timeline-of-main-events-1 Download

Now use your copy of the timeline to complete the missing information!

SOLUTION

Page 1

Page 2

Page 3

Page 4

w-s-ww2-timeline-fill-in-main-events Download

Let’s recap what we have learnt so far!

World War 2 for Kids. (4:20 minutes long)

Test your knowledge by completing the timeline.

SOLUTION

w-s-ww2-timeline-fill-in Download

-1-

A brief Overview of WW2. (3:28 minutes long)

-2-

A brief Overview of WW2. (4:57 minutes long)

(This video is perhaps a bit complicated but it is a good introduction to WW2.)

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1

——-&——-

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Y6: 2-1. Introduction to WW2

World War Two

Today we are going to see why and how WW2 started.

to see how and why WW2 started
to learn who the WW2 wartime leaders were
to determine why WW2 broke out
to learn how to make point-form notes

What do the following images tell us about WW2?

So, how did WW2 start?

The flowchart below shows how Germany had some grievances after WW-1, which eventually led to WW-2.

When Britain and France declared war on Germany, many more countries joined to help one of the two sides in the war. Here are the two sides that fought against each other:

So, who were the leaders of these wartime countries? The videos below will give you an idea…

-1-

WW2 & WW1 Leaders singing. (0:30 minutes long)

-2-

Numa Numa WW2. (0:36 minutes long)

To learn a little more about the wartime leaders, swipe through the slides below.

Read again…

war-time-leaders Download

Complete the worksheet…

SOLUTION

w-s-war-time-leaders Download

Let’s examine the reasons for WW2 in a bit more detail. Read the reasons given on the worksheet. Then highlight the most important points and make point-form notes.

SOLUTION

w-s-reasons-for-ww2 Download

(This video may be a bit challenging.)

World War II: How did it starts? (3:08 minutes long)

10.

Useful Links for WW2:

—WORKBOOK—

Click on the book to access an online flip-book version of this workbook.

———-

—ADDITIONAL MATERIAL—

You may be asked to complete more tasks in your WW2 Workbook!

work-book-1 Download

——-&——-

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Grammar Starter 19

Let’s complete some Grammar Exercises:

Answers:

Mark your work with a pencil.

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Y6: 1-11. Victorian Christmas Traditions

The Victorians Lessons

Today we are going to look at Victorian Christmas Traditions.

to discover the origins of some Christmas Traditions
to compare the Victorian Christmas with modern Christmas celebrations
to make our own Victorian Christmas Cards!

First we are going to watch a few videos…

Victorian Christmas Traditions

(1:27 minutes long)

Odd Victorian Christmas Traditions

(1:34 minutes long)

How The Victorians Made Christmas

(6:08 minutes long)

Read the article below to recap what you learnt so far about Victorian Christmas Traditions.

Pay attention, because you will do a task after the reading…

a-victorian-christmas Download

SOLUTION

xmas-crossword-puzzle Download

We have already heard that Victorian Christmas cards were sometimes a bit weird…

Click on the card to see some really weird Victorian Christmas Cards!

Now you are ready to make your own Victorian Christmas Card for someone special! Here is what you need:

Card
Pictures
Scissors
Glue
Colours

Here are some useful images of Victorian Cards. You can use them for inspiration, or print and cut them out to stick on your Christmas Card.

victorian-christmas-cards Download

-1-

(5:13 minutes long)

Victorians Had Really Weird Christmas Traditions!?

-2-

(6:12 minutes long)

Make Your Own Victorian Inspired Christmas Crafts

-3-

(14:56 minutes long)

Victorian Christmas Traditions

-4-

(25:00 minutes long)

A Christmas Carol 1971 ~ Animated ~

(Alastair Sim ~ Full Length ORIGINAL POST)

You can access the flipbook here.

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Protected: T-2. Literary Devices Test

Protected: T-1. Vocabulary Test – Urban Legends

16. Christmas Poem

Today we are going to look at the origins of Santa Claus!

to learn why where Santa Claus “really” comes from
to learn a little about conjunctions
to make a Christmas card for someone special

So, what about Santa Claus? Let’s recap from the previous lesson.

Remember the video below? It gives information about the origins of the traditional Father Christmas, also known as Santa Claus.

Evolution of Santa Claus. (2:48 minutes long)

Previously we heard that a poem called “The Night before Christmas” inspired the creation of Santa Claus. Here is a full reading of the poem…

Twas the Night Before Christmas – as told by Perry Como. (4:05 minutes long)

(start watching at 0:20 minutes)

Read this extract, taken from the poem “Twas the Night before Christmas”.

Follow the instructions below the extract.

SOLUTION

poem-ws Download

Do you know what a conjunction is?

Conjunctions. (2:38 minutes long)

Remember this mnemonic from last year? It helps us to remember the seven coordinating conjunctions.

Copy the following notes about conjunctions into your book:

christmas-card-task Download

Use conjunctions to join the sentences below:

I wrote a letter to Santa. I posted the letter too late.
Santa has reindeer. Santa has a sleigh.
Santa has a big bag. He carries many presents.
You can have a toy car ____ a toy soldier.
Neither the black suit ____ the gray one looked right on Santa.
The elves always work hard ____ Santa can deliver the presents on time.
The weather was cold. It was bright and sunny.

SOLUTION

Here is more about conjunctions:

(This is a detailed tutorial.)

Conjunctions. (8:49 minutes long)

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-2-2 Download

—TEXTBOOK—

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15. Christmas Time!

Today we are going to look at the origins of Christmas!

to learn why we celebrate Christmas
to recap our vocabulary task on Christmas

Why do people celebrate Christmas?

Read the article to find out more about the origins of Christmas.

xmas-history Download

The origins of Christmas is explained in the video below.

Origins of Christmas. (3:03 minutes long)

So, today Christmas is associated with the birth of Christ.

Let’s now also read the Christmas Story.

xmas-story-abridged Download

The video below tells the story of Christmas!

The Christmas Story. (5:09 minutes long)

So, what about Santa Claus?

The video below gives information about the origins of the traditional Father Christmas, also known as Santa Claus.

Evolution of Santa Claus. (2:48 minutes long)

Finally, complete the Christmas crossword puzzle!

christmas-crossword-1 Download

Here is a fully animated reading of The Christmas Story…

The Christmas Story – The Fully Animated Reading. (9:34 minutes long)

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-2-1 Download

—TEXTBOOK—

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14. Urban Legends & Dramatic Arc

Today we are going to write Urban Legends…

to understand how the dramatic arc works
to use the dramatic arc to write an urban legend

A good story often makes use of this structure:

This is also known as the “dramatic arc”. Here is a more detailed explanation of the dramatic arc:

Let’s read a story to illustrate an example of Dramatic Arc. This story comes in the form of a play…

bad_boys_readers_theater Download

Let’s make sure that you understood everything and know these words and phrases.

So, here is how we can identify the dramatic arc in this story:

Imagine you are going to write a story about wolves disguised as sheep…

One can display the flow of the story like this:

Can you identify the exposition, rising action, climax, falling action, and resolution?

SOLUTION

The explainer video below shows how the dramatic arc works.

Using the Dramatic Arc. (2:40 minutes long)

Read the first Urban Legend again and see if you can break it up into a plot flow-chart, according to the dramatic arch.

Use the flow-chart worksheet provided for this task.

SOLUTION

DRAMATIC ARC…?

3-urban-legends-dramatic-arc Download

If you want more examples of Dramatic Arc flow charts, look at the following examples from A Monster Calls:

The First Tale

The Second Tale

Now plan and write your own Urban Legend!

Use the plot flow-chart for the initial planning.
Then use the Dramatic Arc Plot Diagram to finalise your planning.
Use lined paper to write the Urban Legend on. (For this task the Urban Legend must not be longer than one page!)

plot-flow-chart Download

dramatic-arc-planner Download

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-2 Download

—TEXTBOOK—

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13. Figures of Speech

Today we are going to look at more figures of speech that can make our writing interesting!

to recap previously introduced figures of speech
to learn more figures of speech

Onomatopoeia

Hyperbole

Assonance

Idiom

Imagery

Oxymoron

Pun

Complete the worksheets (provided) by making notes and giving examples of the figures of speech, as indicated.

SOLUTION

And:

figures-of-speech-ws-ii Download

literary-devices-ws-iii Download

Now, let’s recap by watching a video or two on figures of speech!

Literary Devices. (12:11 minutes long)

Using Literary Devices to Enhance Storytelling. (2:41 minutes)

10.

Finally, make a crossword puzzle, as instructed on the worksheet…. You can make this manually, or use the button below to access an online crossword puzzle maker.

CROSSWORD MAKER

11.

Make a set of flash cards on the figures of speech… Then test your class mates to help them memorise the different figures of speech.

(Or use the class set to test each other.)

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-2 Download

—TEXTBOOK—

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12. Discussing Urban Legends

Today we are going to have some group discussions about Urban Legends…

to select relevant evidence in order to make informed judgements about the urban legends
to get useful tips for group discussions
to use discussion skills to show an understanding of urban legends

What different roles can we have during a discussion?

In discussions there are people with different roles – naturally. The video below shows the type of roles people may have in a discussion.

(You may find this clip to be a little complicated but it should, nevertheless, give you an idea.)

Discussion Techniques. (3:16 minutes long)

Below is a more simplified version of the different roles we can have during a discussion.

Or, we can put it this way: (Even more simplified…)

You need to match up the roles to the descriptions.

SOLUTION

Now watch the video below and decide what makes a good / bad discussion. (On the sheet provided, write down what is good and what is bad. Think about this as you watch the video and write down ideas…)

Group Discussion Language. (5:45 minutes long)

4-discussion-w-s Download

SOLUTION

This is the Year 7 mark scheme for discussion.

(This is how you are marked for discussion.)

Who would you say is the most successful person in the discussion that you just watched? Why?

Look at the following clip – it shows useful phrases to use when doing a discussion. (This video requires of you to listen and to read…)

Discussion Techniques. (2:49 minutes long)

Copy useful phrases that you may need for the class discussion, using the relevant box on you worksheet.

SOLUTION

You now have three minutes to try to look over your notes (from the previous lesson) as to which Urban Legend you feel is scariest and why.

(Be prepared to discuss both tales and arguments for highest marks!)

We will now have a group discussion on the following topic:

You will assess your class mates in this task. Use the grid and table to grade your class mates. (Record a mark in the relevant column.)

(This is how you will be marked for discussion.)

4-discussion-mark-sheet Download

One group will go into the middle of the room to discuss the issue.

The people left around the outside will be listening carefully to peer assess the mark that they think that you deserve!

After the discussion, rotate groups so that everyone has a chance to observe as well as to discuss.

Then share the marks with your class mates.

Write down the following:

What are your strength or weakness in a discussion?
Set yourself a target for the discussion today.

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-2 Download

—TEXTBOOK—

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11. Urban Legends II

Today we are going to continue looking at Urban Legends.

to find out what an urban legend is
to evaluate urban legend texts
to prepare for an assessment task by selecting relevant evidence (in order to make informed judgements about the urban legends)

If not finished yet, complete the table by writing down your ideas about the two Urban Legends that we looked at in the previous lesson. Make sure that you support what you say with quotes from the text!

You will need this information for a discussion task in the next lesson…

SOLUTION

3-urban-legends-table Download

Do you want to hear a few more Urban Legends? The video below tells more stories. Distinguish between which stories are true Urban Legends and which are simply ghost stories.

Unique Urban Legends. (9:26 minutes long)

(Start watching at 2:00 minutes)

Read the information explaining characteristics of Urban Legends.

3-urban-legends-characteristics Download

Consider the following words and their meanings. Then copy them down into your books.

alleged – “said, without proof, to have taken place”
plausible – “seeming reasonable or probable”
exasperating – “intensely irritating and frustrating”
folklore – “traditional beliefs and stories of a community, passed through the generations by word of mouth”
customs – “traditional way of behaving of a particular society or place”
propagated – “spread and promote an idea”
apocryphal – “of doubtful authenticity, although widely circulated as being true”
embellishment – “a detail, especially one that is untrue, added to a statement or story to make it more interesting”
verification – “the process of establishing the truth, accuracy, or validity of something”
apt – “having a tendency to do something”
putatively – “commonly accepted”
in lieu of – “in place of”
irrational – “not logical or reasonable”

Read the information again and complete the spider diagram to show characteristics of Urban Legends.

SOLUTION

—TEXTBOOK—

You can access useful information in the Year 7 textbook!

textbook-7-unit-2 Download

—TEXTBOOK—

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Grammar Starter 18

Let’s complete some Grammar Exercises:

Answers:

Mark your work with a pencil.

Click on the links below for more examples of Irregular Plural Nouns

More Irregular Plural Nouns

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Grammar Starter 17

Let’s complete some Grammar Exercises:

Answers:

Mark your work with a pencil.

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Grammar Starter 16

Let’s complete some Grammar Exercises:

Answers:

Mark your work with a pencil.

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Grammar Starter 15

Let’s complete some Grammar Exercises:

Answers:

Mark your work with a pencil.

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13. Chapter 13

Today we are going to read Chapter 13 of “A Monster Calls”.

to consider the plot of Chapter 13
to consider Conor’s relationship with his father
to practise motivating statements

“Champ.”

Read Chapter 13.

This is what we’ve read in Chapter 13…

In Literature, it is VERY important to ALWAYS motivate your statements. You should always answer the following question in your responses to questions in Literature:

You do so in the form of an explanation. However, your answer will be even better if you can also give a quote from the text, as evidence!

So, let’s do a task to practise motivating statements. Complete the following worksheet about the events in Chapter 13:

ch-13-w-s Download

SOLUTION

Mark your work with a pencil…

And now for a few questions…

Answer the following questions:

You need to use a new page in your book.

Write the headings as shown below.

(After this task you will also look at vocabulary.)

Mark your work…

Are your answers more or less similar to these?

ANSWERS TO FOLLOW SOON

The tasks in this section come from: A Monster Calls by Patrick Ness – ppt download (slideplayer.com)

What do the words below mean? (Use a dictionary if you get stuck…)

Click on the image below to access the thesaurus / dictionary:

10.

To test your knowledge, complete the crossword…

ch-13-crosswordlabs-puzzle Download

11.(alternative)

To test your knowledge, complete the crossword…

ch-13 Download

12.

Mark your work with a pencil…

Two of the clues seem to be problematic…

Number 4 down asks “What does Grandma say about her age?”

Grandma says things like ‘sixty is the new fifty’ when talking about her age…

Number 7 across asks “What school does Grandma want Conor to go to?”

In the chapter called ‘Grandma’, she talks about an “independent boy’s school” she wants Conor to go to, but she doesn’t mention it by name.

Neither of these solutions seem to fit the crossword…!

13.

Work on your vocabulary list.

OR:

Complete the Questions on the chapters that we read today.

Comprehension Questions (arkpriory.org)

comprehension-questions-a-monster-calls-Download

— Useful Material —

ONLINE BOOK

AUDIO BOOK

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12. Chapter 12

Today we are going to read Chapter 12 of “A Monster Calls”.

to consider the plot of Chapter 12
to consider Conor’s feelings so far
to learn how to write a monologue

“Grandma’s House.”

Read Chapter 12.

This is what we’ve read in Chapter 12…

We’re going to reflect on Conor’s feelings in the whole story, so far.

Imagine this is the character Conor…

Use the worksheet provided to record Conor’s feelings.

(See below.)

On the outside, write down all Conor’s feelings ‘on the outside’. (These are the feelings other people see.)

On the inside, write down all Conor’s feelings ‘on the inside’. (These are the feelings that people may not be aware of.)

Can you find quotes to support your answer?

Below are possible answers… However, all of the answers lacks evidence! (Find evidence, in the form of quotes, to enhance the answers.)

characters-feelings-w-s Download

Authors use certain devices or techniques to communicate with their audiences. For example, in order to share a character’s feelings, an author may use a monologue.

What is a monologue?

“A monologue is a speech given by a single character in a story. In drama, it is the vocalization of a character’s thoughts; in literature, the verbalization. It is traditionally a device used in theater—a speech to be given on stage—but nowadays, its use extends to film and television.”

In the video below a director explains what a monologue is.

What is a monologue? (0:34 minutes long)

Let’s look at a few examples of monologues:

-EXAMPLE 1-

This is a speech made by a frustrated teacher… It comes from a scene in a film called “School of Rock”.

The Man. (2:26 minutes long)

-EXAMPLE 2-

This is a speech made by a victim of racial discrimination… It comes from a scene in a film called “Hidden Figures”. It tells the story of a team of female African-American mathematicians who served a vital role in NASA during the early years of the U.S. space program.

Bathroom Speech Scene. (1:55 minutes long)

-EXAMPLE 3-

This is a speech made by Dory… It comes from a scene in the film “Finding Nemo”.

Dory Monologue. (0:48 minutes long)

Write a short monologue to show the innermost thoughts and feelings of Conor..

(The previous task on Conor’s feelings can be very useful in writing this monolgue!)

Here is a little bit of advice…

Writing Tips. (1:52 minutes long)

Will you be able to perform your monologue?

Here is a performance of Dory’s monologue.

Performance – Dory Monologue. (1:31 minutes long)

And now for a few questions…

Answer the following questions:

You need to use a new page in your book.

Write the headings as shown below.

(After this task you will also look at vocabulary.)

Mark your work…

Are your answers more or less similar to these?

ANSWERS TO FOLLOW SOON

10.

The tasks in this section come from: A Monster Calls by Patrick Ness – ppt download (slideplayer.com)

11.

What do the words below mean? (Use a dictionary if you get stuck…)

Click on the image below to access the thesaurus / dictionary:

12.

To test your knowledge, complete the crossword…

ch-12 Download

13.

Mark your work with a pencil…

14.

Work on your vocabulary list.

OR:

Complete the Questions on the chapters that we read today.

Comprehension Questions (arkpriory.org)

comprehension-questions-a-monster-calls-Download

— Useful Material —

ONLINE BOOK

AUDIO BOOK

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11. Chapter 11

Today we are going to practise using dialogue.

to consider the plot of Chapter 11
to look at how to write effective dialogue
to practise writing dialogue

This is what we’ve read in Chapter 11…

Chapter 11: “Little Talk”

Below are five rules for using dialogue effectively:

Let’s look at an example of how to apply each of these rules!

Rule 1

-EXAMPLE-

Rule 2

-EXAMPLE-

Rule 3

-EXAMPLE-

Rule 4

-EXAMPLE-

Rule 5

-EXPLANATION-

It is important that you know how to write dialogue. Copy the rules into your books for study purposes.

Previously we read Chapter 10 (Understanding) and Chapter 11 (Little Talk). You were asked to focus on how dialogue is set out in the book. Now you are going to practise writing your own dialogue…

Look at the comic strip below:

This is a comic strip featuring a conversation between Homer and Moe from the Simpsons. The only information we have is what the characters say. We know their emotions because of the pictures, but in a novel, there are very rarely pictures, which means that it is down to your description to let the reader know that information.

Look back in your books to when we found alternatives to the word ‘said’.

Said…

Turn this comic strip into a written narrative, by writing the speech out into dialogue. Remember to use the five rules that we have looked at today.

In this task the word ‘said’ is banned from your dialogue! Try to use a better range of vocabulary in your work.

ADVICE

So you need to write the dialogue as shown in the cartoon, but with actions and attitudes.

Use the example below as a start (if you need to) and do the same for the rest of the comic strip. Use as much detail as you can to make it entertaining. Remember to NOT use the word ‘said’!

Dialogue Example: