Fodell 2006

Durrington High School English Department

Year 8 Summer Term (1) Private Peaceful

Fodell 2006

Medium Term Plan Year" 8 #$%ectives ovel ! Private Peaceful Term" Summer Duration" term

Word 7 review and develop their ability to: Work out the meaning of unknown words using onte!t" synta!" etymology" morphology and other fa tors #nderstand and e!plain e!a tly what words mean in parti ular onte!ts 11 appre iate the impa t of figurative language in te!ts Sentence 6 e!plore and ompare different methods of grouping senten es into paragraphs of ontinuous te!t that are learly fo used and well developed 7 develop different ways of linking paragraphs" using a range of strategies to improve ohesion and oheren e 9 adapt the stylisti onventions of the main non$fi tion te!t types to fit different audien es and purposes 13 re ognise some of the differen es in senten e stru ture" vo abulary and tone between a modern %nglish te!t and a te!t from another histori al period Reading 2 undertake independent resear h using a range of strategies 3 make notes in different ways" hoosing a form whi h suits the purpose 4 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 5 tra e the development of themes" values or ideas in te!ts 6 re ognise bias and ob&e tivity" distinguishing fa ts from hypotheses" theories or opinions 7 identify the ways implied and e!pli it meanings are onveyed in different te!ts 8 investigate how meanings hange when information is presented in different forms or transposed into different media 10 analyse the overall stru ture of a te!t to identify how key ideas are developed" e'g' through the organisation of the ontent and the patterns of language used 11 investigate the different ways familiar themes are e!plored and presented by different writers 13 read a substantial te!t (novel" play or work of one poet) revising and refining interpretations of sub&e t matter" style and te hni*ue Writing 1 e!periment with different approa hes to planning" drafting" proofreading and presenting writing" taking a ount of the time available 2 re$read work to anti ipate the effe t on the reader and revise style and stru ture" as well as a ura y" with this in mind 3 use writing for thinking and learning by re ording ideas as they develop to aid refle tion and problem solving 5 develop the use of ommentary and des ription in narrative" e'g' by addressing the reader dire tly 6 e!periment with figurative language in onveying a sense of hara ter and setting 7 e!periment with different language hoi es to imply meaning and to establish the tone of a pie e 12 des ribe an event" pro ess or situation" using language with appropriate degrees of formality 16 weigh different viewpoints and present a balan ed analysis of an event or issue" e'g' an environmental issue or histori al investigation 17 integrate eviden e into writing to support analysis or on lusions" e'g' data" *uotation Speaking and Listening 10 use talk to *uestion" hypothesise" spe ulate" evaluate" solve problems and develop

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thinking about omple! issues and ideas 11 re ognise and build on other people+s ontributions 15 e!plore and develop ideas" issues and relationships through work in role 16 ollaborate in" and evaluate" the presentation of dramati performan es" s ripted and uns ripted" whi h e!plores a hara ter" relationships and issues &ssessment 'ocuses Reading AF1 use a range of strategies" in luding a urate de oding of te!t" to read for meaning AF2 understand" des ribe and sele t or retrieve information" events or ideas from te!ts and use *uotation and referen e to te!t AF3 dedu e" infer or interpret information" events or ideas from te!ts AF4 identify and omment on the stru ture and organisation of te!ts" in luding grammati al and presentational features at te!t level AF5 e!plain and omment on the writers+ use of language" in luding grammati al and literary features at word and senten e level AF6 identify and omment on writers+ purposes and viewpoints and the overall effe t of the te!t on the reader Writing AF1 write imaginatively" interesting and thoughtful te!ts AF2 produ e te!ts whi h are appropriate to task" reader and purpose AF3 organise and present whole te!ts effe tively" se*uen ing and stru turing information" ideas and events AF4 onstru t paragraphs and use ohesion within and between paragraphs AF5 vary senten es for larity" purpose and effe t AF6 write with te hni al a ura y of synta! and pun tuation in phrases" lauses and senten es AF7 sele t appropriate and effe tive vo abulary AF8 use orre t spelling ational (urriculum )in*s E 1 Speaking 1b use illustrations" eviden e and ane dote to enri h and e!plain their ideas 1c use gesture" tone" pa e and rhetori al devi es for emphasis ro!p disc!ssion and interaction 3b take different views into a ount and modify their own views in the light of what others say 3c sift" summarise and use the most important points "ra#a 4a use a variety of dramati te hni*ues to e!plore ideas" issues" te!ts and meanings 4b use different ways to onvey a tion" hara ter" atmosphere and tension when they are s ripting and performing in plays E + Reading $or #eaning 1a to e!tra t meaning beyond the literal" e!plaining how the hoi e of language and style affe ts implied and e!pli it meanings 1c how ideas" values and emotions are e!plored and portrayed 1d to identify perspe tives offered on individuals" ommunity and so iety 1$ to read and appre iate the s ope and ri hness of omplete novels" plays and poems %nderstanding t&e a!t&or's cra$t 1& to refle t on the writer+s presentation of ideas and issues" the motivation and behaviour of hara ters" the development of plot and the overall impa t of a te!t 1k to ompare te!ts looking at style" theme and language" and identifying onne tions and ontrasts

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Literat!re 8b re ent and ontemporary drama" fi tion and poetry written for young people and adults E , Writing to i#agine( e)p*ore and entertain 1b use imaginative vo abulary and varied linguisti and literary te hni*ues 1c e!ploit hoi e of language and stru ture to a hieve parti ular effe ts and appeal to the reader 1d use a range of te hni*ues and different ways of organising and stru turing material to onvey ideas" themes and hara ters Writing to ana*+se( re,ie- and co##ent 1# form their own view" taking into a ount a range of eviden e and opinions .*anning and dra$ting 2a plan" draft" redraft and proof read their work on paper and on s reen 2c analyse riti ally their own and others+ writing Teaching Se-uence .ee* #ne" ,redi tions about the te!t based on title" front over" ba k over and opening paragraph %!ploring relationships .ee* T/o" %!ploring relationships -e!t types: re ount .eading strategies: inferen e and empathy -e!t types: imagine" e!plore .ee* Three" -e!t types: persuasive .e ruitment: e!ploring issues of re ruitment through re ruitment spee hes and poetry %!ploring relationships through the medium of song .ee* 'our" %!ploring relationships: -ommo and /harlie War 0 presentation of gas atta k -e!t types: des ribe" imagine .ee* 'ive" %ssay: %!plain how -ommo and /harlie+s relationship develops over the ourse of the novel' Why does -ommo believe he lives in /harlie+s glow1 .ee* Si0" Final draft of essay in #pportunities for &ssessment Reading/ %!plain how -ommo and /harlie+s relationship develops over the ourse of the novel' Why does -ommo believe he lives in /harlie+s glow1 Writing/ 2ewspaper arti le on the yellow aeroplane" 2! letters to /harlie" song e!ploring hara ter

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)esson #ne Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am (onte0t 6ntrodu tion to the novel 3aking predi tions )earning o$%ective7s 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 91: analyse the overall stru ture of a te!t to identify how key ideas are developed What do 6 predi t will happen in this story1 7ow do 6 arrive at a set of predi tions1 7ow does the stru ture of a story aid meaning1 Who are the main hara ters and what have 6 learnt about them1 Timing 2 mins , mins + mins )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

Starter Silent .eading Students opy date" title and learning ob&e tive %!plain to students that in today+s lesson we are going to start a new unit of work on a novel by 3i hael 3orpurgo entitled 8,rivate ,ea eful'+ Write the title of the book on the board and give students 90 se s to dis uss the onnotations of the two words and what they think the book might be about based on the title' Feedba k 7and out olour opy of front over to students and ask them to sti k it into the entre of their book' :sk students to annotate the front over in terms of what it tells us about the story that we are going to read' -ake feedba k" drawing students attention to the images" the ontrast in olour and the slogan' .e onsider title' :sk students what features on the front over tell us this is a good book1 :sk students to write a few senten es about their e!pe tations of what they are about to read' Main lesson Show students the first paragraph on 47, ; ,owerpoint' What *uestions do the students have about it1 What lues are there to give the students an idea of what is happening1 6s it happy ; sad1 3ale or female1 What is happening1 <ive students one minute to refle t in pairs and then feedba k' =raw students attention in first hapter to two viewpoints 0 that of hild and that of refle tive adult' 7and students :9 sheet ontaining all introdu tory passages' :sk students to highlight all predi tions' :sk students to use these predi tions to reate their own overview of the story' What do the students envisage happening in the story1 ,ut students into pairs and hand out ards whi h identify the key events in the first hapter' :sk students to se*uen e the ards into the hronologi al order we would e!pe t them to o ur within the narrative' Students feedba k their ideas' %!plain to students that we are now going to read /hapter one and that as we are reading" students should se*uen e the events as they happen' Feedba k new se*uen e of events' :s a lass" dis uss why the two se*uen es are different" and what the author+s purpose is in hanging the hronologi al se*uen e' (,ossible answers in lude: variety" showing -ommo+s se*uen e of thoughts" hinting at something for suspense)' Plenar6 Students make a list of the hara ters we have met already and words ; phrases used to des ribe them from the book' Students sum up ea h hara ter in one senten e' Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by task: a variety of tasks that lend themselves to different learning styles Differentiation by outcome: predi tions that students will reate Low ability students: help sheets with *uestions to aid the thought pro ess Sheet with fewer introdu tory passages on to formulate predi tions Assessment opportunities: .:F9" .:F> )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning NA Evaluation

1: mins

, mins

; mins + mins 1: mins 1 mins

2 mins

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Fodell 2006

The6>ve gone no/? and <>m alone at last3 < have the /hole night ahead of me? and < /on>t /aste a single moment of it3 < shan>t sleep it a/a63 < /on>t dream it a/a6 either3 < mustn>t? $ecause ever6 moment of it /ill $e far too precious3 < /ant to tr6 and remem$er ever6thing? %ust as it /as? %ust as it happened3 <>ve had nearl6 eighteen 6ears of 6esterda6s and tomorro/s? and tonight < must remem$er as man6 of them as < can3 < /ant tonight to $e as long? as long as m6 life? not filled /ith fleeting dreams that rush me on to/ards da/n3 Tonight? more than an6 other night of m6 life? < /ant to feel alive3
was once told in #unday school that a church tower reaches up skywards because it is a promise of (eaven! )hurch towers are different in *rance! t was the first thing noticed when came here, when changed my world of home for my world of war! n comparison the church towers at home seem almost s+uat, hiding themselves away in the folds of the fields! (ere there are no folds in the fields, only wide open plains, scarcely a hill in sight! And instead of church towers they have spires that thrust themselves skywards like a child putting his hand up in class, longing to be noticed! ,ut $od, if there is one, notices nothing here! (e has long since abandoned this place and all of us who live in it! There are not many steeples left now! have seen the one in Albert, hanging down like a broken promise! Now come to think of it, it was a broken promise that brought me here, to *rance, and now to this barn! The mouse is back again! Thats good!

Theyve gone now, and m alone at last! have the whole night ahead of me, and wont waste a single moment of it! shant sleep it away! wont dream it away either! mustnt, because every moment of it will be far too precious! want to try and remember everything, "ust as it was, "ust as it happened! ve had nearly eighteen years of yesterdays and tomorrows, and tonight must remember as many of them as can! want tonight to be as long, as long as my life, not filled with fleeting dreams that rush me on towards dawn! Tonight, more than any other night of my life, want to feel alive!

dont want to eat! #tew, potatoes and biscuits! usually like stew, but ve no appetite for it! nibble at a biscuit, but dont want that either! Not now! ts a good thing $randma %olf is not here! #he always hated us leaving food on our plates! &%aste nt, want not,' shed say!' m wasting this %olfwoman, whether you like it or not!

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havent seen a fo0 while ve been out here! ts hardly surprising, suppose! ,ut have heard owls! (ow any bird can survive in all this ll never know! ve even seen larks over no1 mans land! always found hope in that!

Theres a silver moon out there, a new moon! wonder if theyre looking at it back home! ,ertha used to howl at the moon, remember! f had a coin in my pocket, d turn it over and make a wish! %hen was young really believed in all those old tales! wish still could believe in them! ,ut mustnt think like that! ts no good wishing for the moon, no good wishing for the impossible! Dont wish Tommo! 2emember! 2emembrances are real! dropped off to sleep! ve lost precious minutes 4 dont know how many, but they are minutes can never have back! should be able by now to fight off sleep! ve done it often enough on lookout in the trenches, but then had cold or fear or both as my wakeful companions! long for that moment of surrender to sleep, "ust to drift away into the warmth of nothingness! 2esist it, Tommo, resist it! After this night is over, then you can drift away, then you can sleep for ever, for nothing will ever matter again! #ing 5ranges and Lemons! $o on! #ing it! #ing it like ,ig .oe does, over and over again! Thatll keep you awake!

m not sure ever really believed in $od, even in #unday school! n church d ga-e up at .esus hanging on the cross in the stained glass window, and feel sorry for him because could see how cruel it was and how much it must be hurting him! knew he was a good and kind man! ,ut never really understood why $od, who was supposed to be his father, and almighty and powerful, would let them do that to him, would let him suffer so much! believed then, as believe now, that crossed fingers and /ollys stones are every bit as reliable or unreliable as praying to $od! shouldnt think like that because if theres no $od, then there can be no heaven! Tonight want very much to believe theres a heaven, that, as *ather said, there is a new life after death, that death is not a full stop, and that we will all see on another again! keep checking the time! promised myself wouldnt, but cant seem to help myself! 3ach time do it, put the watch to my ear and listen for the tick! ts still there, softly slicing away the seconds, then the minutes, then the hours! t tells me there are three hours and forty1si0 minutes left! )harlie told me once this watch would never stop, never let me down, unless forgot to wind it! The best watch in the world, he said, a wonderful watch! ,ut it isnt! f it was such a wonderful watch it would do more than simply keep the time 4 any watch can do that! A truly wonderful watch would make the time! Then, if it stopped, time itself would have to stand still, then this night would never have to end and morning would never come! )harlie often told me we were living on borrowed time out here! dont want to borrow any more time! want time to stop so that tomorrow never comes, so that dawn will never happen! listen to my watch again, to )harlies watch! #till ticking! Dont listen, Tommo! Dont look! Dont think! 5nly remember!

The mouse is here again! (e keeps stopping and looking up at me! (es wondering if he should run away, whether m friend of foe! &%ee, sleekit, cawrin timrous beastie!' dont know what half the words mean, but still know the poem! ,ack at school /iss /cAllister made us stand up and recite it on ,urns Day! #he said it was good for us to have at least one great #cottish poem in our heads forever! This wee beastie is timrous all right but hes not #cottish, hes a ,elgian mouse! recite the poem to him all the same! (e seems to understand because he listens politely! do it in /iss /cAllisters #cottish accent! m almost word perfect! think /iss /cAllister would have been proud of me! ,ut the moment finish hes gone, and m alone once more! 3arlier they came and asked if wanted someone to stay with me through the night, and said no! even sent the padre away! They asked if there was anything wanted, anything they could do to help, and said there was nothing! Now long to have them all here, the padre too! %e could have had singsongs! They could have bought me egg and chips! %e could have drunk ourselves silly and could be numb with it by now! ,ut all ve had for company is a mouse, a vanishing ,elgian mouse!

Theres a mouse in here with me! (es sitting there in the light of the lamp, looking up at me! (e seems as surprised to see me as am to see him! There he goes! can hear him still, scurrying about somewhere under the hayrack! think
hes gone now! hope he comes back! miss him already!

There is the beginning of day in the night sky, not yet the pale light of dawn, but night is certainly losing its darkness! A cockerel sounds his morning call, and tells me what already know but do not want to believe, that morning will break and soon! /orning at home used to be walking with )harlie to school, wading through piles of autumn leaves and stamping the ice in the puddles, or the three of us coming up through the woods after a nights poaching on the )olonels river, and crouching down to watch a badger that didnt know we were there! /orning here has always been to wake with the same dread in the pit of my stomach, knowing that will have to look death in the face again, that up to now it may have been someone elses death, but that today it could be mine, that this may be my last (:dapted from S heme of Work by 7arper/ollins') sunrise, my last day on earth! All that is different about this morning is that know whose death it will be and how it will happen! Looking at it that way it seems not so bad! Look at it that way, Tommo! Look at it that way!

8e6 events in (hapter #ne

8e6 events from (hapter #ne
0Adapted $ro# 1o**ins S2W3

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-ommo wants to remember all the past eighteen years of his life'

/harlie takes -ommo to s hool 0 first day'

-ommo sees a dead -ommo and his family row" whi h makes bury his father+s things him think of his father' under his rose bush' -ommo meets 3r 3unnings" the headmaster' 3olly helps -ommo tie up his la es' -ommo is put in 3iss 3 :llister+s lass'

Father is killed by a tree in Ford+s /leave Wood'

-ommo attends Father+s funeral with his family'

Father is buried'

"i$$erentiated -orks&eet4

5aking predictions abo!t t&e stor+

Fodell 2006

?) .ead the e!tra t below' What do you think might happen in the story1

There is the beginning of day in the night sky, not yet the pale light of dawn, but night is certainly losing its darkness! A cockerel sounds his morning call, and tells me what already know but do not want to believe, that morning will break and soon! /orning at home used to be walking with )harlie to school, wading through piles of autumn leaves and stamping the ice in the puddles, or the three of us coming up through the woods after a nights poaching on the )olonels river, and crouching down to watch a badger that didnt know we were there! /orning here has always been to wake with the same dread in the pit of my stomach, knowing that will have to look death in the face again, that up to now it may have been someone elses death, but that today it could be mine, that this may be my last sunrise, my last day on earth! All that is different about this morning is that know whose death it will be and how it will happen! Looking at it that way it seems not so bad! Look at it that way, Tommo! Look at it that way!

think that

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

"i$$erentiated -orks&eet 023 ?) @ook at ea h of the hara ter names below' What have you learnt about ea h of the hara ters so far1

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(haracter
6o##o

.hat have < learnt a$out them so far@

1&ar*ie

5r 5!nnings

5ot&er

7ig 8oe

Fat&er

5iss 5cA**ister

5o**+

rand#a Wo*$

6&e 1o*one*

)esson T/o Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

Fodell 2006

on e0am (onte0t %stablishing a onte!t 6ntrodu ing the main hara ters )earning o$%ective7s 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 92 tra e the development of themes" values or ideas in te!ts 91, read a substantial te!t" revising and refining interpretations of sub&e t matter" style and te hni*ue .1A weigh different viewpoints and present a balan ed analysis of an event or issue .1B integrate eviden e into writing to support analysis or on lusions S)12 e!plore and develop ideas" issues and relationships through work in role Starter 6s -ommo to blame for his father+s death1 7ow do the three brothers relate to ea h other1 Timing 2 mins , mins 1 min 2 mins

Silent .eading Students opy date" title and learning ob&e tive .e ap the events of the first hapter :sk students in pairs to des ribe -ommo and /harlie+s relationship in A words;phrases 0 lose" brothers" /harlie is the arer" -ommo idolises /harlie" /harlie understands -ommo+s worries and tries to make -ommo feel better' Feedba k' Main lesson .e ap the ending of the first hapter' ,ose *uestion: 86s -ommo to blame for his father+s death1+ Set up a ons ien e alley situation where a student is -ommo and the rest are in two halves' 4ne half has to think that -ommo is to blame" the other half thinks not' :s -ommo walks down the alley" he looks at ea h hild on alternate sides in turn for a response' :t the end he must de ide whether he is to blame by sinking to his knees at an imaginary gravestone (showing his guilt) or looking at the gravestone" tou hing it and walking away' Students write a response to the *uestion in their e!er ise books" onsidering both sides of the argument" using *uotes from the te!t if they an' Feedba k .ead /hapter 2 8-wenty to eleven+ pages ?8$2A' 7and out 8ripple effe t+ sheet and hara ter ards for -ommo" /harlie and Big Coe' %!plain to students that this sheet is going to help us e!amine how some of the hara ters in ,rivate ,ea eful relate to ea h other' ,ose *uestion: who is the main hara ter in the story1 %!plain that as a result -ommo needs to go in the entre of the ripple' .einfor e that this diagram is going to show us how well -ommo relates to the other hara ters in the story' %!plain to students that they have two other hara ter names in front of them: /harlie and Big Coe' :sk students to pla e the names on the ripple a ording to how well -ommo gets on with them' -he better the relationship" the loser to -ommoD the worse the relationship" the further away they should be pla ed from -ommo' <ive students 9 mins to sti k the names on the sheet' Students must &ustify the de isions they have made with regard to hara ter positions" using information from the se tion we have &ust read' Feedba k Plenar6 .ead pages 2A$99 of 8-wenty to eleven+ Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by task: targeting a variety of learning styles Differentiation by outcome: number of +uotes students find to "ustify relationship decisions Assessment: 2A*6, 2A*7 )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning 8lace the characters of /other and $randma %olf on the ripple effect diagram! )ite evidence from the te0t! Evaluation

2 mins

8 mins 8 mins 2 mins

B mins

; mins

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Tommo

Tommo

Tommo

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Charlie Big Joe Tommo Charlie Big Joe Tommo Charlie Big Joe Tommo Charlie Big Joe

Charlie Big Joe Tommo Charlie Big Joe Tommo Charlie Big Joe Tommo Charlie Big Joe

Charlie Big Joe Tommo Charlie Big Joe Tommo Charlie Big Joe Tommo Charlie Big Joe

)esson Three Teacher 3iss 4dell Date )esson 1 + , 1 2 Su$%ect %nglish o3 in group Set7group

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8S,71 7 4(SE 7 (ert3 on e0am

47T

4irls SE

5o6s

5ear 8

(onte0t ,reviously read hapters one and two 6dentifying relationships between hara ters )earning o$%ective7s .11 appre iate the impa t of figurative language in te!ts 9, make notes in different ways" hoosing a form whi h suits the purpose 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 92 tra e the development of themes" values or ideas in te!ts What are the onnotations of the name <randma Wolf1 =oes the name suit the hara ter 3orpurgo is des ribing1 7ow would you des ribe -ommo+s feelings towards /harlie1 -owards 3olly1 -owards /harlie and 3olly1 Timing 2 mins , mins , mins

Starter Silent .eading Students opy date" title and learning ob&e tive :sk students to write down any words they asso iate with <randma and Wolf' Share and dis uss 3orpurgo+s hoi e of name and how it fits with the hara ter of <randma Wolf' Main lesson .ead hapter 9 82early *uarter past eleven+ pages 9A$>9' =is uss whether the ideas from the starter fit' Students to des ribe <randma Wolf in A words and find appropriate *uotes to support them' Students to feedba k" tea her to ensure they &ustify their hoi e of words with *uotes from the te!t' .ead hapter 9 82early *uarter past eleven+ pages >9$>6' =ivide lass into three' 4ne se tion will be looking at -ommo+s feelings for /harlie (low ability as this area has previously been overed)' 4ne se tion will be looking at -ommo+s feelings for 3olly (middle ability) and one se tion analysing -ommo+s feelings for /harlie and 3olly when they are all together (high ability)' <ive students five mins to identify -ommo+s feelings for the other hara ters and identify *uotations to support their points of view' .e$organise groups into 9s' <ive students 9 mins to dis uss their findings with ea h other' Students must produ e three still images that refle t -ommo+s feelings for /harlie" -ommo+s feelings for 3olly and -ommo+s feelings for /harlie and 3olly' Share student+s work and dis uss what they reveal about -ommo+s inner thoughts' Plenar6 Students omplete hart detailing -ommo+s feelings for /harlie and 3olly' Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by outcome: less able will be able to des ribe <randma Wolf in two words and may refer to the te!t Differentiation by task: range of working groups" individual" paired and group' :lso mi!ture of learning styles' Assessment: .:F2" .:F9 )iterac6 7 #ut of hours learning 2: Evaluation umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9)

; mins A mins , mins 2 mins

2 mins 1 mins 2 mins 2 mins

Chapter 3: Nearly quarter past eleven

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Tommo

Charlie

Molly

How is Tommo eeling at this point in the story! Can you: "es#ri$e Tommos eelings or Charlie! "es#ri$e Tommos eelings or Molly! "es#ri$e Tommos eelings or Charlie an" Molly!

)esson 'our

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Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am

)esson 1 + , 1 2 47T

Su$%ect %nglish o3 in group 4irls 5o6s SE

Set7group 5ear 8

(onte0t =is ussed relationship between -ommo" /harlie and 3olly' .evision of te!t type: re ount )earning o$%ective7s S; adapt the stylisti onventions of the main non$fi tion te!t types to fit different audien es and purposes 98 investigate how meanings hange when information is presented in different forms or transposed into different media .r1+ des ribe an event" pro ess or situation" using language with appropriate degrees of formality 7ow is the relationship between -ommo" /harlie and 3olly hanging1 What are the features of a re ount te!t and how an 6 use these to reate an effe tive news report1

Starter Timing 2 mins Silent .eading , mins Students opy date" title and learning ob&e tive , mins .e ap relationship between -ommo" /harlie and 3olly' :sk students to identify one word that sums up the relationship between -ommo and /harlie" -ommo and 3olly and -ommo and /harlie and 3olly' Feedba k" e!ploring student responses' Main lesson ; mins .ead 8-en to midnight+ pages >E$AA 2 mins ,ose *uestion: how is -ommo+s relationship with /harlie and 3olly hanging1 Students write a response to this *uestion in their e!er ise books" iting eviden e from the te!t if they an' A mins .ead pages AA$A8' What makes this a narrative te!t1 @ook for answers su h as stru ture (intro" development" lima! and resolution)" hara ters and hara terisation" dialogue" style (e!pressive language" first person narrative" implied feelings) and purpose (foreshadowing the war)' , mins %!plain to students that they are going to turn this narrative episode into a straightforward re ount te!t" as if they had been asked to write up the a ount for a lo al newspaper' %!plain to students what a re ount te!t is and ask students to dis uss the features of a re ount te!t" fo using on purpose" form;stru ture and style' Feedba k and look for responses su h as: tell what happened learly" series of events in hronologi al order" straightforward style" past tense" third person" spe ifi dates and 2 mins names" formal language' .eview the key te hni*ues for 8translating+ the narrative passage into a re ount te!t" i'e' redu ing the narrative to the key points and turning most of the dialogue into reported spee h' =isplay the top half of 1, mins the 47- and ask the lass to suggest how to onvert the sample e!tra t before showing them the bottom half of the 47-' Students write their newspaper a ount of the yellow plane in ident" following the model on the 475' 7ear e!amples of student+s work' Plenar6 , mins .ead pages A8$60' Differentiation 7 E0tension 7 &ssessment opportunities "i$$erentiation/ reviewing the relationship between the three characters to aid understanding Lo- abi*it+/ provide students with key sentences from the opening of the chapter that will aid students response! Also provide low ability students with a writing frame for the newspaper article! "i$$erentiation b+ o!tco#e/ newspaper article Assess#ent/ %A*9, %A*6, %A*7, %A*: )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning Students finish their re ount te!t on the yellow plane Evaluation

Fodell 2006

"i$$erentiated -ork s&eet

.hat do 6ou learn a$out Tommo>s relationship /ith (harlie and Moll6 from the statements $elo/@
;,ut when its )harlies turn, all we hear are the whacks, and then the silences in between! am so proud of him for that! have the bravest brother in the world! 6o##o's $ee*ings abo!t 1&ar*ie &ere are

99999999999999999999999 99999999999999999999999999999999999999999999999999999 CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

;/olly likes ,ig .oe! Now know for sure that will love her till the day die! 6o##o's $ee*ings $or 5o**+ &ere are 99999999999999999999999999

99999999999999999999999999999999999999999999999999999 99999999999999999999999999999999999999999999999999999 99999999999999999999999999999999999999999999999999999

;The trouble was that it was becoming more evident to me that the gap between us was more serious, and that is was widening! 6o##o's $ee*ings $or 1&ar*ie and 5o**+ -&en t&e+ are a** toget&er are

99999999999999999999999999999999999999999999999999999 99999999999999999999999999999999999999999999999999999 99999999999999999999999999999999999999999999999999999

Fodell 2006

"i$$erentiated -orks&eet

Fodell 2006

)esson 'ive Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

(onte0t =is ussed relationship between -ommo" /harlie and 3olly' 6n this lesson we will begin to e!plore how this is hanging' )earning o$%ective7s 9, make notes in different ways" hoosing a form whi h suits the purpose 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 92 tra e the development of themes" values or ideas in te!ts ., use writing for thinking and learning by re ording ideas as they develop to aid refle tion and problem solving S)12 e!plore and develop ideas" issues and relationships through work in role S)1A ollaborate in" and evaluate" the presentation of dramati performan es" s ripted and uns ripted" whi h e!plore hara ter" relationships and issues Starter 7ow do the /olonel and the boy+s mother intera t with one another1 What does this reveal about their hara ter1 What lues are there in the te!t to suggest that /harlie and 3olly are falling in love1 Timing 2 mins , mins 1 min 2 mins

Silent .eading' Students opy date" title and learning ob&e tive .e ap work from last lesson and fo us on how the last hapter ended' 7and out hart to students' :sk students to show the weaknesses and the strengths of the /olonel and the boys+ mother' =is uss these and onsider that when the /olonel was weak" their mother was strong and vi e versa' Main lesson .ead 8-wenty four minutes past twelve+ pages 6?$6> 4rganise students into groups of A' %!plain to students that they are going to a t out the passage they read at the start of the lesson' %!plain that they are being assessed on the way that they present the intera tions and read with e!pression' <o through e!amples about how they an vary their e!pression to show different emotions' :lso identify how body language an ontribute to e!pression' .emind students of the relationship between the boys+ mother and the /olonel' <ive students 8 mins to pra ti e their performan e' Students share their performan es and omment on presentation of hara ters and their feelings and the use of e!pression' 4rganise students into groups of four' %a h group reads a se tion from the hapter 8-wenty four minutes past twelve'+ -wo groups read page 6A$6E" two groups read pages 68$E? and two groups read pages E?$E>' :sk students to dis uss how the reader realises what -ommo does not $ that 3olly and /harlie are falling in love' Students work individually to identify key *uotations from their se tions of the story that help us to infer that /harlie and 3olly are falling in love' Plenar6 <roups to feedba k their ideas" tea her to ollate ideas in a thought shower ready to use ne!t lesson' .ead pages E>$E6 Differentiation 7 E0tension 7 &ssessment opportunities "i$$erentiation b+ o!tco#e/ no! of strengths and weaknesses for boys mother and )olonel 8erformance of passage "i$$erentiation b+ task/ mi0ture of ability groups /i0ture of tasks that enable individual and group work )onsolidation task at the end to ensure all students have appropriate information Assess#ent/ 2A*6, 2A*7 )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning NA Evaluation

1 mins 1+ mins

2 mins 8 mins A mins

2 mins + mins

Fodell 2006

)esson Si0 Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

(onte0t #sed inferen e to identify developing relationship between /harlie and 3olly' -his lesson uses ability to retrieve literal information and then use that to empathise with -ommo' )earning o$%ective7s .11 appre iate the impa t of figurative language in te!ts SB develop different ways of linking paragraphs" using a range of strategies to improve ohesion and oheren e 92 tra e the development of themes" values or ideas in te!ts .r+ re$read work to anti ipate the effe t on the reader and revise style and stru ture" as well as a ura y" with this in mind .rA e!periment with figurative language in onveying a sense of hara ter and setting .rB e!periment with different language hoi es to imply meaning and to establish the tone of a pie e 7ow does -ommo feel after he dis overs the truth about /harlie and 3olly+s relationship1 What would he say to /harlie1

Starter Timing 2 mins Silent .eading , mins Students opy date" title and learning ob&e tive 1 mins 7and out episodes from previous hapters where -ommo dis usses his feelings for 3olly ; talks about 3olly' :sk students to se*uen e these episodes into hronologi al order' -hese episodes will form ontent of main a tivity' Feedba k and dis uss how the episodes develop until -ommo realises that /harlie and 3olly are in love' , mins -hought shower -ommo+s feelings towards /harlie and 3olly' :sk students to &ustify hoi e of word' Main lesson %!plain to students that they are going to write a se ret letter from -ommo to /harlie e!plaining his 2 mins feelings of anger" hurt and betrayal after realising /harlie and 3olly+s de eption' %!plain that the letter never got to /harlie but the students must imagine what -ommo would have put into it' Share assessment riteria with students for a level A making sure students are aware of audien e" +: mins purpose and format' 2 mins Students write their letter' :fter twenty minutes silent work" ask students to share their work with the person they are sitting ne!t to' :sk them to peer assess ea h others work a ording to the given riteria' :sk students to 1: mins suggest ways to improve the pie e of writing' Students ontinue draft Plenar6 , mins 7ear e!amples of students+ work" ommenting and praising where ne essary' + mins :sk students to omplete" in neat" for homework' Differentiation 7 E0tension 7 &ssessment opportunities "i$$erentiation b+ task/ se+uencing activity and thought shower give less able students some stimuli to work with! #entence starters can be supplied to low ability students "i$$erentiation b+ o!tco#e/ students will produce varied responses to task Assess#ent/ %A*9, %A*6, %A*7 )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning

Fodell 2006

Students produ e neat opy of letter from -ommo to /harlie' Evaluation

Fodell 2006

#o while she calls the roll /olly kneels down in front of me and does up my laces! #he ties laces very differently from )harlie, delicately, more slowly, in a great loopy double knot! #he doesnt look up at me while shes doing it, not once, and wish she would! #he has hair the same colour as ,illyboy, *athers old horse 4 chestnut brown and shining 4 and want to reach out and touch it! Then she looks up at me at last and smiles! ts all need! #uddenly no longer want to run home! want to stay here with /olly! know have a friend

/olly comes over, and taking me by the hand, leads me towards the pump! #he soaks her handkerchief under it and dabs my nose and my hands and my knee 4 the blood seems to be everywhere! The water is wonderfully cold and soothing, and her hands are soft! #he doesnt say anything for a while! #hes dabbing me very gently, very carefully so as not to hurt me! Then all of a sudden she says: & like ,ig .oe! (es kind! like people who are kind!' ,oth of them being older than me, /olly by two years, )harlie by three, they always run faster than did! seem to have spent much of my life watching them race ahead of me, leaping the high meadow grass, /ollys plaits whirling about her head, their laughter mingling! %hen they got too far ahead sometimes felt they wanted to be without me! would whine at them then to let them know was feeling all miserable and abandoned, and theyd wait for me to catch up! ,est of all /olly would sometimes come running back and take my hand! remember the day /olly dared )harlie to take off all his clothes, and to my ama-ement he did! Then she did, and they ran shrieking and bare1bottomed into the water! %hen they called me in after them, wouldnt do it, not in front of /olly! #o sat and sulked on the bank and watched them splashing and giggling, and all the while was wishing had the courage to do what )harlie had done, wishing was with them! /olly got dressed afterwards behind a bush and told us not to watch! ,ut we did! That was the first time ever saw a girl with no clothes on! #he was very thin and white, and she wrung her plaits out like a wet cloth! ,ack in the cottage we found waiting for us the best )hristmas present we could ever have hoped for! /olly was sitting there smiling at us as we came in through the door! #he was pale, but she was back with us! %e were together again! (er hair was cut shorter! The plaits were gone, and somehow that changed the whole look of her! #he wasnt a girl any more! #he had a different beauty now, a beauty that at once stirred in me a new and deeper love! Then +uite suddenly, "ust after my twelfth birthday, the last of the larking was all over! )harlie and /olly left school and was alone! was a ,iggun, in /r /unnings class and hating him now even more than feared him! woke up dreading every day! ,oth )harlie and /olly had found work up in the ,ig (ouse 4 almost everyone in the village worked up there or on the estate! /olly was under1parlour maid, and )harlie worked in the hunt kennels and in the stables looking after the dogs and the horses, which he loved! /olly didnt come round to see us nearly so often as before 4 like )harlie, she worked si0 days a week! #o hardly saw her!

Fodell 2006

tried all could to interest them in my life at school! told them about how wed all heard /iss /cAllister and /r /unnings having a bla-ing argument because he refused to light the school stove, how shed called him a wicked, wicked man! #he was right too! /r /unnings would never light the stove unless our fingers were so cold we couldnt write! (e shouted back at her that he would light the stove when he thought fit, and that anyway suffering was part of life and good for a childs soul! )harlie and /olly made out they were interested, but could tell they werent! Then one day down by the brook, turned and saw them holding hands! %ed all held hands before, often, but then it had been the three of us! knew at once this was different! As watched them felt a sudden ache in my heart! dont think it was anger or "ealousy, more a pang of loss, of deep grief! ran down to the brook and waited under the trees where wed always done our fishing together! didnt have long to wait before she came! #he took my hand without a word, and led me down under the bank where we couldnt possibly be seen! #he was crying as she told me everything: how the )olonel had come to the cottage 4 shed overheard it all 4 how hed told her father that )harlie 8eaceful was a thief< how hed heard )harlie 8eaceful had been seeing much more of /olly than was good for her, and that if he had any sense /ollys father should put a stop to it! &#o my father wont let me see )harlie any more! (e wont let me see any of you!' /olly told me, brushing away her tears! & m so miserable without you, Tommo! hate it up at the ,ig (ouse without )harlie! And he said hell take a gun to )harlie if he ever comes near me! think he means it too!' &%hy=' asked! &%hys he like that=' &(es always been like that,' she said! &(e says m wicked! ,orn in sin! /other says he only trying to save me from myself, so wont go to (ell! (es always talking about (ell! wont go to (ell, will , Tommo=' did what did ne0t without thinking! leant over and kissed her on the cheek! #he threw her arms around my neck, sobbing as if her heart would break! & so want to see )harlie,' she cried! & miss him so much!' That was when remembered to give her the letter! That was the first of do-ens of letters delivered from )harlie to /olly and from /olly to )harlie over the weeks and months that followed! All through my last year at school was their go1between postman! didnt mind that much, because it meant got to see /olly often, which was all that really mattered to me! t was all done in great secrecy 4 )harlie insisted on that! t seemed that someone had put salt in her tea instead of sugar and she swore it was on purpose 4 which it probably was, /olly said! #hed been ranting and raving about it ever since, telling everyone how shed find out who it was! /eanwhile she was treating all of them as if they were guilty! &%as it you=' asked /olly! &/aybe,' she said smiling, &and maybe not!' wanted to kiss her again then, but didnt dare! That has always been my trouble! ve never dared enough! &>ours believe,' said /ollys mother, her voice as hard as stone! #he handed )harlie a packet of letters tied up with a blue ribbon! & found them! ve read them, every one of them! #o has /ollys father! #o we know, we know everything! Dont bother to deny it, )harlie 8eaceful! The evidence is here, in these letters! /olly has been punished already, her father has seen to that! ve never read anything so wicked in all my life! Never! All that love talk! Disgusting! ,ut youve been meeting as well havent you=' )harlie looked across at /olly! The look between them said it all, and knew then that had been betrayed! &>es,' said )harlie! couldnt believe what he was saying! They hadnt told me! Theyd been meeting in secret and neither of them had told me!

Fodell 2006

That night lay there beside )harlie not speaking! was so filled with anger and resentment towards him that never wanted to speak to him again, nor to /olly come to that! Then out of our silence he said: &All right, shouldve told you, Tommo! /olly said should tell you! ,ut didnt want to! couldnt, thats all!' &%hy not=' asked! *or several moments he did not reply! &,ecause know, and she does too! Thats why she wouldnt tell you herself,' )harlie said! &?now what=' &%hen it was "ust letters, it didnt seem to matter so much! ,ut later, after we began seeing each other@ we didnt want to hide it from you, Tommo, honest! ,ut we didnt want to hurt you either! >ou love her, dont you=' didnt answer! There was no need! &%ell, so do , Tommo! #o youll understand why m going to go on seeing her! ll find a way no matter what that old cow says!' (e turned to me! &#till friends=' he said! &*riends,' mumbled, but did not mean it!

Fodell 2006

)esson Seven Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

(onte0t %!ploration of the fragmentation of /harlie and -ommo+s relationship 6ntrodu tion of war' )earning o$%ective7s .B review and develop their ability to: Work out the meaning of unknown words using onte!t" synta!" etymology" morphology and other fa tors #nderstand and e!plain e!a tly what words mean in parti ular onte!ts S1, re ognise some of the differen es in senten e stru ture" vo abulary and tone between a modern %nglish te!t and a te!t from another histori al period 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 9A re ognise bias and ob&e tivity" distinguishing fa ts from hypotheses" theories or opinions 9B identify the ways implied and e!pli it meanings are onveyed in different te!ts 911 investigate the different ways familiar themes are e!plored and presented by different writers ., use writing for thinking and learning by re ording ideas as they develop to aid refle tion and problem solving S)12 e!plore and develop ideas" issues and relationships through work in role Starter 7ow is the spee h given by the re ruitment offi er persuasive1 What te hni*ues does he use1 7ow do the re ruitment posters also persuade men to sign up1

Timing 2 mins Silent .eading , mins Students opy date" title and learning ob&e tive 1: mins .ead 82early Five to 4ne+ (pages EE$86) + mins Fo us students on the last paragraph' What emotions are the ,ea eful family e!perien ing1 6s there an element of tension1 Where does this o ur1 Main lesson 11 mins .ead 8-wenty$eight minutes past one+ (pages 8E$FE) 1 mins 4rganise students into groups of four' 7and out re ruitment spee h' :sk one person from ea h group to read the spee h out to the rest of their group' 1 mins 6dentify the purpose of the spee h' :sk students to identify how it intends to persuade the audien e of young men to sign up to the war" making notes on sheets a ordingly' Feedba k the different methods: rhetori al *uestions to make the audien e think about the onse*uen es of not &oining up' repetition of you to emphasise that ea h person is being addressed" lists of three to identify onse*uen es et et ; mins :sk students to onsider how this spee h might be presented in order to persuade the audien e' %!plain to students that they need to onsider fa ial e!pressions" hands" body language and tone of voi e' <ive students A minutes to nominate one person to a t the spee h out and then work on the presentation of the spee h' 7ear e!amples' ,ose *uestion: how does the spee h make you feel1 Would you want to &oin up1 Plenar6 B mins 7and ea h group a different re ruitment poster and give students > mins to dis uss how the poster is attempting to persuade men to sign up to war' %a h group feeds ba k their ideas to the rest of the lass' Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by task: variety of tasks leaning themselves to a variety of learning styles and opportunities to work individually, in pairs and in groups Differentiation by outcome: students will present speeches differently Assessment: 2A*A, 2A*9, #L96 )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9)

Fodell 2006

#ut of hours learning 2: Evaluation

86 shan+t beat about the bush" ladies and gentlemen"G he began' H6 shan+t tell you it+s all ti kety$boo out there in Fran e 0 there+s been too mu h of that nonsense already in my view' 6+ve been there' 6+ve seen it for myself' So 6+ll tell you straight' 6t+s no pi ni ' 6t+s hard slog" that+s what it is" hard slog' 4nly one *uestion to ask yourself about this war' Who would you rather see mar hing through your streets1 #s lot or the 7un1 3ake up your minds' Be ause" mark my words" ladies and gentlemen" if we don+t stop them out in Fran e the <ermans will be here" right here in 7atherleigh" right here on your doorstep'G 6 ould feel the silen e all round' H-hey+ll ome mar hing through here burning your houses" killing your hildren" and yes" violating your women' -hey+ve beaten brave little Belgium" swallowed her up in one gulp' :nd now they+ve taken a fair sli e of Fran e too' 6+m here to tell you that unless we beat them at their own game" they+ll gobble us up as well'G 7is eyes raked over us' HWell1 =o you want the 7un here1 =o you1G H2oIG ame the shout" and 6 was shouting along with them' HShall we kno k the stuffing out of them then1G H5esIG we roared in unison' -he sergeant ma&or nodded' H<ood' Jery good' -hen we shall need you'G 7e was pointing his sti k now into the rowd" pi king out the men' H5ou" and you and you'G 7e was looking straight at me now" into my eyes' H:nd you too" my ladIG #ntil that moment it had honestly never o urred to me that what he was saying had anything to do with me' 6 had been an onlooker' 2o longer' H5our king needs you' 5our ountry needs you' :nd all the brave lads out in Fran e need you too'G 7is fa e broke into a smile as he fingered his imma ulate mousta he' H:nd remember one thing" lads 0 and 6 an vou h for this 0 all the girls love a soldier'G -he ladies in the rowd all laughed and giggled at that' -hen the sergeant ma&or returned the sti k under his arm' HSo" who+ll be the first brave lad to ome up and take the king+s shilling1G 2o one moved' 2o one spoke up' HWho+ll lead the way1 /ome along now'

Fodell 2006

=on+t let me down" lads' 6+m looking for boys with hearts of oak" lads who love their King and their ountry" brave boys who hate the lousy 7un'
)esson Eight Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

(onte0t -he issue of re ruitment was e!plored through the medium of spee h :nalysis of poems of the time to onsider perspe tives on re ruitment pro ess )earning o$%ective7s 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 92 tra e the development of themes" values or ideas in te!ts 9B identify the ways implied and e!pli it meanings are onveyed in different te!ts 911 investigate the different ways familiar themes are e!plored and presented by different writers .1A weigh different viewpoints and present a balan ed analysis of an event or issue .1B integrate eviden e into writing to support analysis or on lusions S)1: use talk to *uestion" hypothesise" spe ulate" evaluate" solve problems and develop thinking about omple! issues and ideas S)11 re ognise and build on other people+s ontributions 7ow is war presented in the poems 8Whose for the game1+ and 8.e ruiting+1 Whi h poem do you think portrays a more realisti view on war1 Why1

Starter Timing 2 mins Silent .eading , mins Students opy date" title and learning ob&e tive 2 mins .e ap the re ruitment pro ess' 7and out opies of posters from last lesson' :sk students to sti k into their e!er ise book and omment on how these posters are persuasive in en ouraging men to sign up to war' Main lesson 1 mins 4rganise students into groups of >;A' 7and two groups opy of the poem 8Whose for the game1+ by Cessie ,ope and the other three groups a opy of 8.e ruiting+ by %':' 3a kintosh' :sk one person from ea h group to read the poem to the other group members' A mins -ell the students they have 2 mins to dis uss the poem" e'g' what do they think of the poem1 What does it appear to be about1 What is the message behind the poem1 %t et ; :fter two mins students write five *uestions that they think might help someone to understand the poem' /olle t *uestions in' 2 mins 7and groups opies of the se ond poem' :sk one group member to read the poem to the other group members' 7and out *uestions that groups have ompiled and see if students an answer them' %!plain to students that they have two minutes to dis uss the poems and see if they an answer all *uestions set to them' + mins <ive students two mins to dis uss the similarities and differen es between the two poems' 2 mins 6dentify two people from ea h group and bring them into the entre of the room in a horseshoe' -ell A that they need a opy of 8Whose for the game1+ in front of them and the other A that they need a opy of 8.e ruiting+ in front of them' (Best to do this a tivity with most able)' ,lay .elay .a e' :sk both teams: 7ow is war presented in their poem1 Students develop response until they an speak no more and baton is passed over' , mins ,ose *uestion to whole lass: Whose version of war do we believe1 =is uss' ,ut up ba kgrounds of poets on 47, ; ,owerpoint' :sk why the ba kgrounds of the poets ; e!perien e of war may affe t the tone of their poem' Plenar6 +: mins :sk students to return to their desks' ,ut *uestion: 7ow is war presented in the poems 8Whose for the <ame1+ and 8.e ruiting+1 Whi h poem do you think portrays a more realisti view on war1 Why1 Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by task: variety of individual, paired and group work! Discussion of poems will help students write about poems! Differentiation by outcome: written response Assessment: 2A*6, 2A*7, 2A*B )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning

Fodell 2006

2: 0 although final task ould be finished at home Evaluation

.ho>s for the 4ame@ Who+s for the game" the biggest that+s played" -he red rashing game of a fight1 Who+ll grip and ta kle the &ob unafraid1 :nd who thinks he+d rather sit tight1 Who+ll toe the line for the signal to 8<oI+1 Who+ll give his ountry a hand1 Who wants a turn to himself in the show1 :nd who wants a seat in the stand1 Who knows it won+t be a pi ni 0 not mu h 0 5et eagerly shoulders a gun1 Who would mu h rather ome ba k with a rut h -han lie low and be out of the fun1 /ome along" lads 0 but you+ll ome on all right 0 For there+s only one ourse to pursue" 5our ountry is up to her ne k in a fight" :nd she+s looking and alling for you'

Fodell 2006

9ecruiting
8@ads" you+re wanted" go and help"+ 4n the railway arriage wall Stu k the poster" and 6 thought 4f the hands that penned the all' Fat ivilians wishing they 8/ould go and fight the 7un+' /an+t you see them thanking <od -hat they+re over forty$one1 <irls with feathers" vulgar songs 0 Washy verse on %ngland+s need 0 <od 0 and don+t we damned well know 0 7ow the message ought to read' 8@ads" you+re wantedI over there" Shiver in the morning dew" 3ore poor devils like yourselves Waiting to be killed by you' <o and help to swell the names 6n the asualty lists' 7elp to make the olumn+s stuff For the blasted &ournalists' 7elp to keep them ni e and safe From the wi ked <erman foe' =on+t let him ome over hereI @ads" you+re wanted 0 out you go'+ -here+s a better word than that" @ads" and an+t you hear it ome From a million men that all 5ou to share their martyrdom1 @eave the harlots still to sing /omi songs about the 7un" @eave the fat old men to say 2ow weve got them on the run' Better twenty honest years -han their dull three s ore and ten' @ads" you+re wanted' /ome and learn' -o live and die with honest men' 5ou shall learn what men an do 6f you will but pay the pri e" @earn the gaiety and strength

Fodell 2006

6n the gallant sa rifi e' -ake your risk of life and death #nderneath the open sky' @ive lean or go out *ui k 0 @ads" you+re wanted' /ome and die'
)esson ine Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

(onte0t 7ave refle ted on the various hanges -ommo and /harlie have gone through as brothers :nalysing their relationship whilst at war )earning o$%ective7s 9, make notes in different ways" hoosing a form whi h suits the purpose 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 92 tra e the development of themes" values or ideas in te!ts 91: analyse the overall stru ture of a te!t to identify how key ideas are developed .r1 e!periment with different approa hes to planning" drafting" proofreading and presenting writing" taking a ount of the time available .r+ re$read work to anti ipate the effe t on the reader and revise style and stru ture" as well as a ura y" with this in mind .r, use writing for thinking and learning by re ording ideas as they develop to aid refle tion and problem solving .rB e!periment with different language hoi es to imply meaning and to establish the tone of a pie e Why does -ommo per eive himself as lu ky to have a friend in /harlie1

Starter Timing 2 mins Silent .eading , mins Students opy date" title and learning ob&e tive + mins .e ap re ruitment spee h in story" re ruitment posters and two poems' 7ow were men en ouraged to sign up1 Main lesson 1; mins .ead pages ?0A$??8 8Fourteen minutes past two+ B mins Students to write down > ad&e tives to des ribe ea h hara ter 0 -ommo and /harlie and 2 ad&e tives to des ribe their relationship' -hen give reasons for their hoi e relating them to parti ular events in the book =is uss ideas together' Feedba k ideas about -ommo and /harlie+s relationship onto the board' 1 min =is uss the des ription of 7anley and the metaphor used to des ribe him like a wasp A mins %!plain to students that -ommo talks of a hymn at the end of the hapter" whi h gives him strength' ,lay students 8What a friend we have in Cesus'+ 7and students a opy of the hymn and read through' 1: mins %!plain to students that at the end of the hapter -ommo found himself 8involuntarily hanging the words" hanging Cesus into /harlie+ to reate a new hymn 8What a friend 6 have in /harlie+' Students re$write the words to hymn 8What a friend we have in Cesus+ to refer to the relationship of -ommo and /harlie Plenar6 2 mins 7ear students hymns and dis uss how they refle t upon -ommo and /harlie+s relationship Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by task: thought shower on board describing Tommo and )harlies relationship will help students in hymn activity, listening to hymn will give students idea of rhythm, targeting a variety of learning styles Differentiation by outcome: hymn students produce

Fodell 2006

Assessment: %A*9, %A*6, %A*7 )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 #ut of hours learning Finish hymn and present neatly on :> plain ; oloured paper Evaluation

5 = E 7 SMS( 7

.9)

.hat a friend /e have in Desus

What a Friend we have in Cesus" all our sins and griefs to bearI What a privilege to arry everything to <od in prayerI 4 what pea e we often forfeit" 4 what needless pain we bear" :ll be ause we do not arry everything to <od in prayer' 7ave we trials and temptations1 6s there trouble anywhere1 We should never be dis ouragedD take it to the @ord in prayer' /an we find a friend so faithful who will all our sorrows share1 Cesus knows our every weaknessD take it to the @ord in prayer' :re we weak and heavy laden" umbered with a load of are1 ,re ious Savior" still our refuge" take it to the @ord in prayer' =o your friends despise" forsake you1 -ake it to the @ord in prayerI 6n 7is arms 7e+ll take and shield youD you will find a sola e there' Blessed Savior" -hou hast promised -hou wilt all our burdens bear 3ay we ever" @ord" be bringing all to -hee in earnest prayer' Soon in glory bright un louded there will be no need for prayer .apture" praise and endless worship will be our sweet portion there'

Fodell 2006

)esson Ten Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

(onte0t Building on our understanding of -ommo and /harlie+s relationship )earning o$%ective7s SA e!plore and ompare different methods of grouping senten es into paragraphs of ontinuous te!t that are learly fo used and well developed SBdevelop different ways of linking paragraphs" using a range of strategies to improve ohesion and oheren e 92 tra e the development of themes" values or ideas in te!ts 91, read a substantial te!t (novel" play or work of one poet) revising and refining interpretations of sub&e t matter" style and te hni*ue .r1B integrate eviden e into writing to support analysis or on lusions 7ow does -ommo view his relationship with /harlie1

Starter Timing 2 mins Silent .eading , mins Students opy date" title and learning ob&e tive + mins .e ap reading from last lesson Main lesson 1B mins .ead 8: minute past three+ pages ??F$?9A 1: mins #se the line 86 live in his glow'+ Students are to e!plain the signifi an e of -ommo+s statement about himself and his relationship to /harlie' /hildren to find other e!amples from given page referen es (pE$8" 2>' >9$>>"A2$A9" 89" 8F)' 2 mins Students share *uotes they have found' ,ut e!ample on board following ,%% stru ture' :sk students to rework their *uotations into a ,%% format orally' Plenar6 1+ mins :sk students to write title 86 live in his glow+ in their books and write three paragraphs giving e!amples from the te!t whi h suggest -ommo lives in his glow' Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by outcome: some will be able to use 833 structure fluently, most will be able to write one paragraph using 833 structure, all will be able to identify +uotes Assessment: 2A*6, 2A*7: )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning 2:

Fodell 2006

Evaluation

Ho/ does Tommo vie/ his relationship /ith (harlie@

Euote ; live in his glow E0planation

Fodell 2006

)esson Eleven Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

(onte0t 7ave looked at how soldiers were re ruited and how war was presented to them -he reality of war for -ommo and /harlie )earning o$%ective7s 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 92 tra e the development of themes" values or ideas in te!ts .r, use writing for thinking and learning by re ording ideas as they develop to aid refle tion and problem solving .r1B integrate eviden e into writing to support analysis or on lusions S)1: use talk to *uestion" hypothesise" spe ulate" evaluate" solve problems and develop thinking about omple! issues and ideas S)12 e!plore and develop ideas" issues and relationships through work in role What is our impression of war so far1 7ow would -ommo have felt about the de laration of war1 7ow does -ommo+s feelings towards /harlie hange within this hapter1 Starter Silent .eading Students opy date" title and learning ob&e tive :sk students to spend one min dis ussing their impression of the war as it has been des ribed so far in the book ' -hought shower responses onto board" feeding ba k both positive and negative responses' Main lesson .ead /hapter 8-wenty five past three+ (pg ?9A$?>?) :sk students to write down 9 words that help to des ribe -ommo+s feelings during this part of the te!t' -hey must &ustify their views' %!plain to students that although the te!t has been well written" it is hard to imagine what it would have been like' %!plain to students that 6 am going to play them some sounds the soldiers may have e!perien ed' ,lay sounds and as students are listening they should &ot down further words to des ribe how soldiers might be feeling' ,resent the students with the 8=e laration of War+' :sk the students to sti k the de laration into their books and read through' :sk students to onsider how -ommo would have felt about the de laration of war based on what we have &ust read' :sk students to draw a pi ture of -ommo looking either happy or sad about the de laration labelling their drawings with reasons why' Students feedba k and share their ideas' Plenar6 .ead /hapter 8-wenty five past three+ (pg ?>?$?>F) ,ose *uestion: 7ow does -ommo feel about /harlie in this hapter1 <ive students one min to dis uss 4rganise students into groups of > and ask them to reate two still images that ontrast two feelings -ommo has towards /harlie within this hapter' Students show work and e!plain their hoi e of still image' Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by task: variety of learning styles and opportunities to work individually, in pairs and in groups Differentiation by outcome: responses to tasks Assessment: %ork in todays lesson in building up to a written response )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) Timing 2 mins , mins 1 mins

B mins 2 mins 2 mins

, mins 2 mins

8 mins 1 min 2 mins 2 mins

Fodell 2006

#ut of hours learning 2: Evaluation

Great Britain Declares War on Germany Great Britain is in a state of war with Germany. It was officially stated at the Foreign Office last night that Great Britain declared war against Germany at 7pm. The British Ambassador in Berlin has been handed his passport. War was Germany's reply to o r re! est that she sho ld respect the ne trality of Belgi m" whose territories we were bo nd in hono r and by treaty obligations to maintain in#iolate. $pea%ing in a crowded and h shed &o se the 'remier yesterday afternoon made the following statement( 'We ha#e made a re! est to the German Go#ernment that we shall ha#e a satisfactory ass rance as to the Belgian ne trality before midnight tonight.' The German reply to o r re! est" officially stated last night" was nsatisfactory. The King and His Navy The )ing has addressed the following message to Admiral $ir *ohn *ellicoe( 'At this gra#e moment in o r national history I send to yo and" thro gh yo " to the officers and men of the fleets" of which yo ha#e ass med command" the ass rance of my confidence that nder yo r direction they will re#i#e and renew the old glories of the +oyal ,a#y" and pro#e once again the s re shield of Britain and of her -mpire in the ho r of trial.' The abo#e message has been comm nicated to the senior na#al officers on all stations o tside of home waters. It was reported yesterday e#ening that Germany had ta%en the first hostile step by destroying a British mine.layer. At the present time Germany is in a state of war with( Great Britain" + ssia" France and Belgi m. 'Germany tried to bribe s with peace to desert o r friends and d ty. B t Great Britain has preferred the path of hono r.' It wo ld seem as if Germany" in her ambition to control the destiny of the whole of - rope" were ready to embar% on any grandiose scheme of ad#ent re" howe#er precario s her chances.

Fodell 2006

$o far as Great Britain is concerned" her attit de has always been plain" straightforward and perfectly intelligible. $he was prepared to stand aside from the conflict that has now in#ol#ed practically the whole of - rope. B t she insisted and had to insist on two things( these were that Belgi m's ne trality sho ld be respected/ and that the German fleet sho ld not bombard defenceless French towns. Germany tried to bribe us with peace to desert our friends and duty. But Great Britain has preferred the path of honour.
)esson T/elve Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

(onte0t =evelop our understanding of the realities of war -he work in today+s lesson will prepare students for an imagined response )earning o$%ective7s .11 appre iate the impa t of figurative language in te!ts 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 92 tra e the development of themes" values or ideas in te!ts 911 investigate the different ways familiar themes are e!plored and presented by different writers 7ow does the use of imagery ontribute to our understanding of the gas atta ks1 7ow is -ommo feeling1 Starter Silent .eading Students opy date" title and learning ob&e tive .e ap imagery: simile" metaphor and personifi ation Main lesson <ive students opening e!tra t of the gas atta k and ask students to read through independently' :sk students to onsider how the author has used imagery to des ribe the gas atta k' 7and out hart' Students work in pairs to omplete the hart' Feedba k' =o students think the gas atta k is effe tively des ribed1 %!plain to students that there is a famous poem that des ribes the effe t of a gas atta k by Wilfred 4wen alled =ul e et =e orum est' 7and out opies of the poem and read through' :sk students to onsider the following: What is the main image1 Why is this an effe tive image1 7ow does the poet develop this imagery1 <ive one min to dis uss and then feedba k" dis ussing as a lass the imagery within this poem' Students ompare the e!tra t from ,rivate ,ea eful with the poem" drawing up a list of similarities and differen es in a) narrative detail and b) language' Students reate a wordbank to des ribe the feelings of -ommo' Plenar6 .ead /hapter 82early four o+ lo k+ (pages ?A0$?69)' Students des ribe -ommo+s feelings orally' Differentiation 7 E0tension 7 &ssessment opportunities Differentiation: opportunities to work individually and in pairs Timing 2 mins , mins + mins + mins 8 mins , mins 2 mins 2 mins 1 mins 1, mins

Fodell 2006

Differentiation by outcome: responses to te0ts Assessment: building up to a written assessment ne0t lesson! )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning We grab our rifles and fix bayonets. Were on the firestep 2: Evaluation looking out into no-mans-land and we see it rolling towards

us, this dreaded killer cloud we have heard so much about but have never seen for ourselves until now. Its deadly tendrils are searching ahead, feeling their way forward in long yellow wisps, scenting me, searching for me. Then finding me out, the gas turns and drifts straight for me. Im shouting inside my gas mask. !hrist" !hrist"# $till the gas comes on, wafting over our wire, through our wire, swallowing everything in its path. I hear again in my head the instructors voice, see him shouting at me through his mask when we went out on our last exercise. %oure panicking in there, &eaceful. ' gas mask is like (od, son. Itll work bloody miracles for you, but youve got to believe in it.# )ut I dont believe in it" I dont believe in miracles. The gas is only feet away now. In a moment it will be on me, around me, in me. I crouch down hiding my face between my knees, hands over my helmet, praying it will float over my head, over the top of the trench and seek out someone else. )ut it does not. Its all around me. I tell myself I will not breath, I must not breath. Through a yellow mist I see the trench filing up with it. It drifts into the dugouts, snaking into every nook and cranny, looking for me. Its wants to seek us all out, to kill us all, every one of us. $till I do not breathe. I see men running, staggering, falling. I hear &ete shouting out for me. Then hes grabbing me and we run. I have to breathe now. I cant run without breathing. *alf-blinded by my mask I trip and fall, crashing my head against the trench wall, knocking myself half senseless. +y gas mask has come off. I pull it down, but I have breathed in and know its already too late. +y eyes are stinging. +y lungs are burning. I am coughing, retching, choking. I dont care where I am running so long as it is away from the gas. 't last Im in the reserve trench and it is clear of gas. Im out of it. I wrench off my mask, gasping for good air. Then I am on my hands and knees, vomiting violently. When at last the worst is over I look up through blurred and weeping eyes.

Fodell 2006

Fodell 2006

)esson Thirteen Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am )esson 1 + , 1 2 47T Su$%ect %nglish o3 in group 4irls 5o6s SE Set7group 5ear 8

(onte0t Students use previous learning to help them write an imagined response to gas atta k )earning o$%ective7s .11 appre iate the impa t of figurative language in te!ts SA e!plore and ompare different methods of grouping senten es into paragraphs of ontinuous te!t that are learly fo used and well developed SB develop different ways of linking paragraphs" using a range of strategies to improve ohesion and oheren e .r+ re$read work to anti ipate the effe t on the reader and revise style and stru ture" as well as a ura y" with this is mind .rA e!periment with figurative language in onveying a sense of hara ter and setting 7ow has the gas atta k affe ted -ommo1 Timing 2 mins , mins 2 mins

Starter Silent .eading Students opy date" title and learning ob&e tive 7and out e!tra ts from soldier+s diaries ; letters where they talk about the gas atta ks' Students read and feedba k their thoughts" re apping last lessons work' Main lesson %!plain to students the task for today+s lesson' Students must write a letter from -ommo to /harlie telling him about the gas atta k' 7and out task sheet and riteria and read through with students" e!plaining elements the students don+t understand' Students work on task in silen e for fifteen minutes' :sk students to swap their work with a partner' Students to peer assess ea h other+s work" looking to find eviden e that the student has worked to meet the riteria' Students to dis uss ea h other+s work" identifying the strengths of the pie e of writing and ways in whi h to make it better' Plenar6 Students ontinue working on the task in silen e for fifteen minutes Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by task: offer low ability students sentence starters Differentiation by outcome: students responses to task Assessment: 8eer assessment opportunity, %A*9, %A*6, %A*7, %A*:, %A*C )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning 2: Evaluation

1 min , mins 12 mins 1 mins 1 mins

12 mins

Fodell 2006

,ance-$ergeant -lmer !otton, .orthumberland /usiliers0 1&ropped up against a wall was a do2en men - all gassed...1
&ropped up against a wall was a do2en men - all gassed - their colours were black, green and blue, tongues hanging out and eyes staring - one or two were dead and others beyond human aid, some were coughing up green froth from their lungs - as we advanced we passed many more men lying in the ditches and gutterways - shells were bursting all around.

My respirator fell to pieces with the continual removal and readjustment - the gas closed my eyes and filled them with matter and I could not see. I was left lying in the trench with one other gassed man and various wounded beings and corpses and forced to lie and spit, cough and gasp the whole of the day in that trench.
,ance-!orporal '3 'braham, 4th )attalion 5ueen1s 6egiment0 1'lthough our road was only slightly sunken it lay at the foot of a gentle slope and thus acted as a gas trap...1
'lthough our road was only slightly sunken it lay at the foot of a gentle slope and thus acted as a gas trap. 7ur !olonel and our +edical 7fficer had both been affected by the stuff and during the morning they were carried away on stretchers. The rest of us stayed out there all day, coughing and retching and gradually going blind... .ext day, with a label hung on each of us, and e8uipped with nothing but our tin hats and gas masks, ha ha, we groped our way outside with the 5uarter-+aster-$ergeant leading and each of us hanging on to the tail of the 9acket of the man in front of him...

6ifleman *arold !legg, :;<th =ing1s ,iverpool 6egiment0 17ur eyes now began to feel irritated. 'll and sundry commenced to vomit...1
7ur eyes now began to feel irritated. 'll and sundry commenced to vomit. I heard several men complain about the pain in their eyes, some even complained of going blind> one by one these fellows made their way to the /irst 'id ?ressing $tation. The stream of men increased, those who could see led the way while the others formed a 8ueue behind, each one placing his hands on the shoulders of his predecessor for guidance... The symptoms were as follows0 blindness, deafness, loss of voice, inability to swallow, weakness, high fever, burns on exposed and delicate parts of the anatomy, choking cough, difficult breathing.

Fodell 2006

)ombardier 3W &almer, @<th )rigade 6/'0 1...the faces of our lads who lay in the open changed colour and presented a gruesome spectacle...1
A)y the afternoonB...the faces of our lads who lay in the open changed colour and presented a gruesome spectacle. Their faces and hands gradually assumed a blue and green colour and their buttons and metal fittings on their uniform were all discoloured. +any lay there with their legs drawn up and clutching their throats.

In CD:E *. $. !lapham published a book of his experiences during the /irst World War called +ud and =haki0 The +emories of an Incomplete $oldier. The shells came over 9ust above the parapet, in a flood, much more 8uickly than we could count them. 'fter a 8uarter of an hour of this sort of thing, there was a sudden crash in the trench and ten feet of the parapet, 9ust beyond me, was blown away and everyone around blinded by the dust. With my first glance I saw what looked like half a do2en bodies, mingled with sandbags, and then I smelt gas and realised that these were gas shells. I had my respirator on in a hurry and most of our own men were as 8uick. The others were slower and suffered for it. 7ne man was sick all over the sandbag and another was coughing his heart up. We pulled four men out of the debris unharmed. 7ne man was unconscious, and died of gas later. I started at once to build up the parapet again, for we had been laid open to the world in front, but the gas lingered about the hole for hours, and I had to give up as it made me feel very sick. (eneral 3ohn /rench, despatch FCGth 3une, CDCGH 'll the scientific resources of (ermany have apparently been brought into play to produce a gas of so virulent and poisonous a nature that any human being brought into contact with it is first paralysed and then meets with a lingering and agonising death. /ollowing a heavy bombardment, the enemy attacked the /rench ?ivision at about G p.m., using asphyxiating gases for the first time. 'ircraft reported that at about G p.m. thick yellow smoke had been seen issuing from the (erman trenches between ,angemarck and )ixschoote. The /rench reported that two simultaneous attacks had been made east of the %pres-$taden 6ailway, in which these asphyxiating gases had been employed. What follows almost defies description. The effect of these poisonous gases was so virulent as to render the whole of the line held by the /rench ?ivision mentioned above practically incapable of any action at all. It was at first impossible for anyone to realise what had actually happened. The smoke and fumes hid everything from sight, and hundreds of men were thrown into a comatose or dying condition, and within an hour the whole position had to be abandoned, together with about GE guns.

William &ressey was gassed on Ith 3une CDCI at +essines 6idge. *e survived the attack and later wrote about the experience of being gassed. I was awakened by a terrific crash. The roof came down on my chest and legs and I

Fodell 2006

couldn1t move anything but my head. I found I could hardly breathe. Then I heard voices. 7ther fellows with gas helmets on, looking very frightened in the half-light, were lifting timber off me and one was forcing a gas helmet on me. -ven when you were all right, to wear a gas helmet was uncomfortable, your nose pinched, sucking air through a canister of chemicals. I was put into an ambulance and taken to the base, where we were placed on the stretchers side by side on the floor of a mar8uee. I suppose I resembled a kind of fish with my mouth open gasping for air. It seemed as if my lugs were gradually shutting up and my heart pounded away in my ears like the beat of a drum. 7n looking at the chap next to me I felt sick, for green stuff was oo2ing from the side of his mouth. To get air in my lungs was real agony. I do2ed off for short periods but seemed to wake in a sort of panic. To ease the pain in my chest I may subconsciously have stopped breathing, until the pounding of my heart woke me up. I was always surprised when I found myself awake, for I felt sure that I would die in my sleep.

Tas* Sheet
You are going to /rite a letter from Tommo to (harlie telling him a$out the gas attac*3

Fodell 2006

(ontent" =es ribe the moment you realised that you were about to be gassed =es ribe the appearan e of the gas as it ame over %!plain how the other soldier+s rea ted to the gas and what you saw happening around you =es ribe your own feelings about what was going on %!plain to /harlie the effe ts of the gas and what effe t it spe ifi ally had on you (riteria to help 6ou achieve a level 2" 7ave you written in a form appropriate for a letter des ribing the gas atta k1 7ave you written a lear opening and ended the letter appropriately1 7ave you maintained the viewpoint of -ommo throughout the whole of the letter1 7ave you written in a style that is appropriate for ?F?>1 7ave you used words that would be used during that time period1 7ave you used paragraphs effe tively and linked these paragraphs with onne tives1 7ave you used figurative language to des ribe the appearan e of the gas1

Tas* Sheet
You are going to /rite a letter from Tommo to (harlie telling him a$out the gas attac*3 (ontent" =es ribe the moment you realised that you were about to be gassed =es ribe the appearan e of the gas as it ame over %!plain how the other soldier+s rea ted to the gas and what you saw happening around you =es ribe your own feelings about what was going on %!plain to /harlie the effe ts of the gas and what effe t it spe ifi ally had on you (riteria to help 6ou achieve a level 2" 7ave you written in a form appropriate for a letter des ribing the gas atta k1 7ave you written a lear opening and ended the letter appropriately1 7ave you maintained the viewpoint of -ommo throughout the whole of the letter1 7ave you written in a style that is appropriate for ?F?>1 7ave you used words that would be used during that time period1 7ave you used paragraphs effe tively and linked these paragraphs with onne tives1 7ave you used figurative language to des ribe the appearan e of the gas1 )esson 'ourteen Teacher 3iss 4dell Date )esson 1 + , 1 2 Su$%ect %nglish o3 in group Set7group

Fodell 2006

8S,71 7 4(SE 7 (ert3 on e0am

47T

4irls SE

5o6s

5ear 8

(onte0t Students have written a letter from -ommo to /harlie about the gas atta k' 6n this lesson students will re eive feedba k and will be e!pe ted to redraft letter for homework" taking into a ount omments ; targets' We will finish reading the novel in today+s lesson' )earning o$%ective7s 9+ re$read work to anti ipate the effe t on the reader and revise style and stru ture" as well as a ura y" with this in mind 91, read a substantial te!t" revising and refining interpretations of sub&e t matter" style and te hni*ue 7ow an 6 improve my pie e of writing1 7ow does the story of ,rivate ,ea eful end1

Starter Timing 2 mins Silent .eading , mins Students opy date" title and learning ob&e tive B mins :sk students to look at my omments on their work from last lesson and read through their targets' :sk students to re$write ?st paragraph bearing in mind the omments 6 have , mins made' 6ssue homework' Students re$draft letter from -ommo to /harlie bearing in my mind omments made' Work to be ompleted on lined paper or on the omputer' Main lesson + mins .e ap reading from last lesson and fo us on how -ommo is feeling" asking students to +, mins e!plain their ,4J' .ead pages ?69$?86 Plenar6 1: mins :sk students to privately respond to the book in any way they feel 0 drawing" a letter" a review et ' Students ould re$title novel' 7ave some prompting *uestions to guide them if they need this' , mins =is uss responses and onsider why this book was short listed for the /arnegie priLe' Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by outcome: students will have received personal feedback on their work from last lesson and will have personal targets to which they have to work! Differentiation by task: the way the students can respond to the te0t it up to them )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning .edraft letter from -ommo to /harlie taking on board any omments ; targets' Work to be ompleted on lined paper or on the omputer' Evaluation

)esson 'ifteen Teacher 3iss 4dell Date )esson 1 + , 1 2 Su$%ect %nglish o3 in group Set7group

Fodell 2006

8S,71 7 4(SE 7 (ert3 on e0am

47T

4irls SE

5o6s

5ear 8

(onte0t Finished reading the novel' 7ave fo used a lot of attention on the relationship between -ommo and /harlie' Will now develop this to write a literature essay' )earning o$%ective7s 9, make notes in different ways" hoosing a form whi h suits the purpose 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 92 tra e the development of themes" values or ideas in te!ts 91: analyse the overall stru ture of a te!t to identify how key ideas are developed .r+ re$read work to anti ipate the effe t on the reader and revise style and stru ture" as well as a ura y" with this in mind %!plore how -ommo and /harlie+s relationship develops over the ourse of the novel' Why does -ommo believe he lives in /harlie+s glow1 Timing 2 mins , mins 2 mins

Starter Silent .eading Students opy date" title and learning ob&e tive 7and out *uotations taken from the story at various points' :sk students to se*uen e *uotations in the order they appear in the story' Feedba k so that all students have the *uotations in the right order' %!plain that these *uotations all reveal -ommo+s feelings towards /harlie at a parti ular time and that this is what we are going to e!plore in today+s lesson' Main lesson 7and students worksheet' :sk students to work in pairs to identify the range of feelings -ommo has for his brother at various points within the story' For ea h *uotation ask students to pi k out a key phrase ; senten e that they think tell us about how -ommo feels towards /harlie at that point in the story' :sk students to identify the feeling and e!plain why he feels the way he does at that point' 3odal e!ample one and then allow students 20 mins to omplete hart' 7and students essay plan and go through with students' Plenar6 Students write introdu tion to the essay outlining the name of the book" the author and overview of the story with fo us on the hara ters -ommo and /harlie' Students have word limit of ?00 words in whi h they need to be on ise' Students feedba k their introdu tions to one another and ensure that introdu tions are on ise' Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by outcome: introduction to essay will vary Differentiation by task: students have opportunity to work independently and in pairs Assessment: #tudents are working to formal literature response to book )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning 2: Evaluation

+: mins

2 mins 1: mins 2 mins

&8iggyback=' says )harlie! (e sees my eyes are full of tears and knows how it is! )harlie always knows how it is! (es three years older than me, so hes done everything and knows everything! (es strong, too, and very good at piggybacks! #o hop up and cling on tight, crying behind my closed eyes, trying not to whimper out loud!

Fodell 2006

look up to see )harlie grabbing him round the neck and pulling him to the ground! Theyre rolling over and over, punching each other and swearing! The whole school has gathered round to watch now, egging them on! Thats when /r /unnings comes running out of the school, roaring like a raging bull! (e pulls them apart, takes them by their collars and drags them off inside the school! Luckily for me /r /unnings never even notices me sitting there, bleeding! )harlie gets the cane, and so does .immy 8arsons 4 si0 strokes each! #o )harlie saves me twice that day! The rest of us stand there in the school yard in silence, listening to the strokes and counting them! ,ig .immy 8arsons gets it first, and he keeps crying out: &5w, sirD 5w, sirD 5w, sirD' ,ut when its )harlies turn, all we hear are the whacks, and then the silences in between! am so proud of him for that! have the bravest brother in the world! ,oth of them being older than me, /olly by two years, )harlie by three, they always ran faster than did! seem to have spent much of my life watching them racing ahead of me, leaping the high meadow grass, /ollys plaits whirling about her head, their laughter mingling! %hen they got too far ahead sometimes felt they wanted to be without me! would whine at them then to let them know was feeling all miserable and abandoned, and theyd wait for me to catch up@! @! remember the day when /olly dared )harlie to take off all his clothes, and to my ama-ement he did! The she did, and they ran shrieking and bare1bottomed into the water! %hen they called me in after them, wouldnt do it, not in front of /olly! #o sat and sulked on the bank and watched them splashing and giggling, and all the while was wishing had the courage to do what )harlie had done, wishing was with them! think, without knowing it, had always charted my own growing up by constant comparison to /olly and )harlie! Day by day was becoming even more painfully aware of how far behind them was! wasnt "ust smaller and slower than they were 4 had never liked that, but was used to it by now! The trouble was that it was becoming evident to me that the gap between us was more serious, and that it was widening@! @!!Then +uite suddenly, "ust after my twelfth birthday, the last of the larking was all over! )harlie and /olly had left school and was alone@ @)harlie would come home +uite late in the evenings as *ather had before him, and hed hang his coat up on *athers peg and put his boots outside in the porch where *athers boots had always been! (e warmed his feet in the bottom oven when he came in out of the coldof a winters day, "ust as *ather had done! That was the first time in my life was ever really "ealous of )harlie!

)harlie looked across at /olly! The look between them said it all, and knew then that had been betrayed! &>es,' said )harlie! couldnt believe what he was saying! They hadnt told me! Theyd been meeting in secret and neither of them had told me@! @That night lay there beside )harlie not speaking! was so filled with anger and resentment towards him that never wanted to speak to him again, nor to /olly come to that! Then out of our silence he said: &All right, shouldve told you, Tommo! /olly said should tell you! ,ut didnt want to! couldnt, thats all!' &%hy not=' asked! *or several moments he did not reply! &,ecause know, and she does too! Thats why she wouldnt tell you herself,' )harlie said! &?now what=' &%hen it was "ust letters, it didnt seem to matter so much! ,ut later, after we began seeing each other@we didnt want to hide it from you, Tommo honest! ,ut we didnt want to hurt you either! >ou love her, dont you=' didnt answer! There was no need! &%ell, so do , Tommo! #o youll understand why m going to go on seeing her! ll find a way no matter what that old cow says!' (e turned to me! &#till friends=' he said! &*riends,' mumbled, but did not mean it!

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tried never to be alone with /olly for did not know what to say to her any more! didnt stop to drink with )harlie any more at The Duke, for the same reason! 5n the farm, took every opportunity that came my way to work on my own, so as to be nowhere near him! volunteered for any fetching and carrying that had to be done away from the farm! *armer )o0 seemed more than happy for me to do that! (e was always sending me off with the horse and cart on some errand or other: bringing back feed from the merchants maybe, fetching the seed potatoes, or perhaps taking a pig to market to sell for him! %hatever it was, took my time about it and *ather )o0 never seemed to notice! ,ut )harlie did! (e said was skiving off work, but he knew that all was doing was avoiding him! %e knew each other so well! %e never argued, not really< perhaps it was because neither of us wanted to hurt the other! %e both knew enough hurt had been done already, that more would only widen the rift between us and neither of us wanted that! &%ho would you rather look after, /olly,' replied! &All of you at home who can perfectly well look after yourselves= 5r )harlie, whos always getting himself into nasty scrapes, even at home=' %hen they had no answer to this, they knew d won, and knew it too! was going to fight in the war with )harlie and no one could stop me now! ve had two long years to think on why decided like that, on the spur of the moment, to go with )harlie! n the end suppose it was because couldnt bear the thought of being apart from him! %ed lived our lives always together, shared everything, even our love for /olly! /aybe "ust didnt want him to have this adventure without me! /y head was swimming! was staggering now, not running and barely able to keep They gave us rifles and packs andpain! trenching shovels! to run up the hills with heavy upright! /y back was on fire with simply hadnt%e thelearnt strength to life rifle above packs, and how to shoot straight! )harlie didnt have to be taught! 5n the rifle range he he my head at all! remember hearing a shout, knowing it was )harlie, and wondering why proved to be far and away the best shot in the company! %hen they gave him his red was shouting! Then passed out! %hen woke in my tent they told me what had marksmans badge had was so proud of him! happened! )harlie broken ranks and run at (anley, screaming at him! (e hadnt actually hit him, but he had stood there nose to nose with (anley telling him e0actly what he thought of him! They said it was magnificent, that everyone cheered when hed finished! ,ut )harlie had been marched off to the guardroom under arrest! The ne0t day, in heavy rain, the whole battalion was paraded to witness )harlies punishment! (e was brought out and lashed to a gun wheel! *ield 8unishment Number 5ne, they called it! The brigadier in command sat high on his horse and said that this should be a warning to all of us, that private 8eaceful had got off lightly, that insubordination in time of war could be seen as mutiny and that mutiny was punishable by death, by the firing s+uad! All day long )harlie was lashed there in the rain, legs apart, arms spread1eagled! As we marched past him, )harlie smiled at me! tried to smile back, but no smile came, only tears! (e seemed to me like .esus hanging on the cross in the church back home in ddlesleigh! And thought then of the hymn we used to sing in #unday school, %hat a friend we have in .esus, and sang it to myself only to banish my tears as marched! remembered /olly singing it down in the orchard when we buried .oes mouse, and as remembered found myself involuntarily changing the words, changing .esus into )harlie! sang it to myself under my breath as we were marched away! &%hat a friend have in )harlie!'

Fodell 2006

,ut we couldnt do it without )harlie either! ts )harlie who keeps us together, breaks up our s+uabbles Ewhich are many and fre+uent now that we are so closely confined togetherF and "ollies each of us along when we get downhearted! (es become like a big brother to everyone! After #ergeant (anley and the field punishment, and the way )harlie managed to smile through it all, there isnt a man in the company who doesnt look up to him! ,eing his real brother could feel live in his shadow, but never have and do not now! live in his glow! *rom under the wire a drak shape shifted and moved towards me! Not a dream, not one of my make1believe stories! t was )harlie! could see his face now and he could see mine! &Tommo, you do-y beggar, you! $ive us a hand, will you=' grabbed him and tumbled him down into the trench! &Am glad to see youD' he said! %e hugged one another then! dont think we ever had before! cried, and tried unsuccessfully to hide it, until felt him crying too@!! @!! knew should have been pleased for him, and wanted to be, but "ust could not bring myself to think that way! All could think was that wed come to this war together! %ed stuck together through thick and thin, and now he was breaking the bond between us, and deserting me, %orst of all he was going home without me, and he was so unashamedly happy about it@!! @!!,ut the evening after )harlie had left for ,lighty wasnt thinking of that at all! was in the estaminet in 8op drowning my anger in beer! And it was anger was drowning, not "ust sorrows: anger at )harlie for abandoning me, anger that he was to see /olly and home, and that was not! try to close my mind to what is happening at this minute to )harlie! try "ust to think of )harlie as he was at "ust home, as we all our were! ,ut all see in my mind the soldiers )harlie came instead, strolled into dugout as ifcan hed been gone fiveare minutes! leading )harlie out into the field! (e is not stumbling! (e is not struggling! (e not us &Afternoon, Tommo! Afternoon, all,' he said, grinning from ear to ear! (is arrival is gave crying out! (e is walking with his head held high, "ust as he was after /r /unnings all new heart! %ith #ergeant (anley still on our backs, always on the prowl, we had our caned him at school that day! /aybe theres a faced lark rising, or a great crow wheeling into champion back, the only one of us who had ever him down! As for me, had my the wind above him! The firing s+uad stands at ease, waiting! #i0 men, their rifles guardian back, my brother and my best friend! Like everyone else felt suddenly safer! loaded and ready, each one wanting only to get it over with! They will be shooting one of their own and it feels to them like murder! They try not to look at )harlies face! )harlie is tied to the post! The padre says a prayer, makes the sign of a cross on his forehead and moves away! t is cold now but )harlie does not shiver! The officer, his revolver drawn, is looking at his watch! They try to put a hood over )harlies head, but he will not have it! (e looks up to the sky and sends his last living thoughts back home! &8resentD 2eadyD AimD' (e closes his eyes and as he waits he sings softly! &5ranges and Lemons, say the bells of #t! )lements!' Gnder my breath sing it with him! hear the echoing volley! t is done! t is over! %ith that volley a part of me has died with him! turn back to go to the solitude of my hay barn, and find am far from alone in my grieving! All over the camp see them standing to attention outside their tents! And the birds are singing!

Fodell 2006

E0plore ho/ Tommo and (harlie>s relationship develops over the course of the novel3 .h6 does Tommo $elieve he lives in (harlie>s glo/@

Fodell 2006

Point

Evidence ;)harlie always knows how it is

E0planation

E0plore ho/ Tommo and (harlie>s relationship develops over the course of the novel3 .h6 does Tommo $elieve he lives in

Fodell 2006

(harlie>s glo/@
<ntroduction What is the name of the book you have been studying1 Who wrote the book1 What is the book about1 What are you going to do in this essay1 Main 6dentify five different points in the story when the relationship between -ommo and /harlie develops ; hanges' #se the ,%% stru ture to e!plore how their relationship develops ; hanges' /hoose your *uotations arefully and make sure you e!plain what you have learnt about -ommo and /harlie+s relationship through the *uotations you have used' 6f 6 were doing the essay 6 might on entrate onD o -ommo and /harlie+s relationship whilst at s hoolD o -ommo and /harlie+s relationship with 3ollyD o -ommo and /harlie+s relationship after -ommo dis overs /harlie and 3olly have se retly been seeing ea h otherD o -ommo and /harlie+s relationship at war and o -ommo and /harlie+s relationship at the end of the novel /onsider why -ommo might feel that he lives in /harlie+s glow rather than his shadow' What eviden e is there for this within the te!t1 (onclusion What do you think of -ommo and /harlie+s relationship1 Summarise how it develops over the ourse of the story' 6s it true that -ommo lives in /harlie+s glow1 4r do you think he lives in /harlie+s shadow1 Why1

Ho/ am < going to $e assessed@

Fodell 2006

-his assessment is testing your reading'

&'+ %nderstand( describe( se*ect or retrie,e in$or#ation( e,ents or ideas $ro# te)ts and !se :!otation and re$erence to te)t Some relevant points identified /omments supported by some generally relevant te!tual referen e or *uotation' 3ay la k fo us' 3ost relevant points identified /omments supported by apt te!tual referen e or *uotation" even when points made are not always a urate %viden e of understanding is presented and developed .elevant points and ideas are illustrated by referen e to the te!t Student has sele ted relevant *uotations and presented them in a onvin ing manner &', "ed!ce( in$er or interpret in$or#ation( e,ents or ideas $ro# te)t /omment shows inferen e based on eviden e from different points in the te!t 6nferen es not always rooted se urely in the te!t' /omments are often repeating narrative or ontent #se of inferen e and dedu tion from te!tual eviden e shown in omments /omments develop e!planation of te!tual eviden e Student an use inferen e and dedu tion to identify different layers of meaning Student shows insight

)evel 1

)evel 2

)evel A

Student comment

Teacher comment

#verall level

Targets for development

)esson Si0teen

Fodell 2006

Teacher 3iss 4dell Date 8S,71 7 4(SE 7 (ert3 on e0am

)esson 1 + , 1 2 47T

Su$%ect %nglish o3 in group 4irls 5o6s SE

Set7group 5ear 8

(onte0t Finished reading the novel' 7ave fo used a lot of attention on the relationship between -ommo and /harlie' Will now develop this to write a literature essay' ,reparation for essay took pla e last lesson Students will work on essay today )earning o$%ective7s 91 review their developing skills as a tive" riti al readers who sear h for meaning using a range of reading strategies 92 tra e the development of themes" values or ideas in te!ts 91: analyse the overall stru ture of a te!t to identify how key ideas are developed .r1B integrate eviden e into writing to support analysis or on lusions %!plore how -ommo and /harlie+s relationship develops over the ourse of the novel' Why does -ommo believe he lives in /harlie+s glow1 Starter Silent .eading @4: %!plore how -ommo and /harlie+s relationship develops over the ourse of the novel' Why does -ommo believe he lives in /harlie+s glow1 Main lesson Students work on their essay in this lesson' Plenar6 Students work on their essay in this lesson' Differentiation 7 E0tension 7 &ssessment opportunities Differentiation by outcome: essay response Assessment opportunities: 2A*6, 2A*7 )iterac6 7 umerac6 7 <(T 7 Health = safet6 7 5 = E 7 SMS( 7 .9) #ut of hours learning Students omplete draft of essay at home Evaluation Timing 2 mins , mins

,: mins 12 mins

Fodell 2006

55