Search M
Can't find what you're looking for?
Translate N
Translate / Traduire / Übersetzen / Tłumaczyć / Išversti / Tulkot / Traducir
School Logo

Bishop Ellis Catholic

Primary School

I have come that you may have life - life in all its fullness (John 10:10)

Get in touch

Contact Details

English

Home learning – Lesson 11/12

Monday 22nd March 2021

L.O. I can listen and appraise poetry.

Task 1:

Look at the poem document below (Dulce et Decorum Est). Read the poem through twice. This is a WW1 poem but it shares many of the same sentiments as the WW2 poetry we have been reading. You could also listen to Christopher Eccleston reading the poem and read as you listen (see link below).

Task 2: Answer the following questions:

  1. Write down the words you particularly like - what do they mean?
  2. Why do they like them?
  3. Why has the author chosen to use them?
  4. What image does it portray of war?
  5. How does it make you feel?
  6. How does the writer achieve this? What words does he use? 

 

You can use this website to help you; it is a particularly helpful website which explains the poem very clearly.

Task 3: L.O. I can write emotional phrases using figurative language.

Look at the image of the crying soldier (see below)

Answer these questions:

How does this picture make you feel? Explain why you think this.

e.g. Sad, devastated, alone, fearful, isolated, betrayed, cold, empty

What does it make you think? Explain why you think this.

e.g. Hope is gone, sense of loss, giving up, no energy to fight

 

How can you use language to communicate emotions as powerfully as possible? 

Challenge: ‘Make us Cry’

Focus on the image of the soldier crying – generate lines of poetry using figurative language and fit ideas into a short form.

The one stanza (verse) must be a ‘tear jerker’ that is going to elicit an emotional response from the reader.


 

Home learning – Lesson 13

Tuesday 23rd March 2021

 

L.O. I can write a character description based on poetry.

Grammar task: How can I use language to communicate emotions as powerfully as possible? Use the figurative language you generated to create a character description based on the soldier. Look at the example character description below and pull out key information using the questions given (see resource).

Example character description:

Task 2:

Write a description of the soldier using the example above to help – you can use the image for inspiration if you would like. Underline the features above you have included in your character description before submitting your work.

Home learning – Lesson 14

Wednesday 24th March 2021

Outcome: L.O. I can plan my own poem in the style of a well-known WW2 poem.

 

Task 1: Poetry focus

Choose two poems from the anthology. Find the poetic features in each. Don’t forget your tool kit from two weeks ago!

 

Write down what you like and dislike about the two poems you have chosen. e.g. I like this poem because… I prefer this poem because….

 

Task 2: Explain the similarities and differences between the two poems you chose and come to a conclusion in your summary of which you prefer and why giving as much detail as possible.

 

Example:

When comparing the poems, ‘Wish me luck’ and ‘The click of the garden gate’, I noticed that they both discuss how things can feel disjointed after coming back from war. I think this because they are talking about things that seem very ordinary but the speaker of the poem obviously feels very different about them now. They both talk about someone being missing and I get the impression they are sad or mourning from the words used. For example, in ‘Wish me luck’ it says, ‘She waits. In the late twilight, Shivering in the wind, That scoops up, Over the lip, Of the chalk cliff.’ After this it repeats ‘she waits’ many more times so I think she is waiting for a loved one who is never coming back which is why her ordinary things don’t seem ordinary any more. In contrast, I think ‘The click of the garden gate’ may be about a mother whose son went to war and died. I think this because she talks about him being ‘just a boy’…

 

Task 3: We’ve asked you to think about the poems in this way (about what you like, dislike, what creates emotion etc.) as you will be writing your own poems and need to think about what a reader would like about your poem and ensure you include features which will evoke emotion.

Home learning – Lesson 15

Thursday 25th March 2021

 

Outcome: L.O. I can plan my own poem in the style of a well-known WW2 poem.

 

Task 1: Go through poem planning ppt to recap features.

Which will you include in your poem?

 

Task 2: Use the boxing up/plan structure and choose a poem to complete the planning grid. Choose one you like as you will be writing in the same style as this!!

 

Task 3: Use a thesaurus to up-level your work. Don’t forget to check your spelling!

 

Task 4: Give yourself a next step linked to poetry and edit this straight in to your plan!

Home learning – Lesson 16

Friday 26th March 2021

 

Outcome: L.O. I can write and perform my own poem in the style of a well-known WW2 poem.

Today you are going to write your poems using the plan from yesterday. You should be including adventurous vocabulary, using a thesaurus to up-level your work and writing in the style of the poem you’ve chosen. You need to make sure you include lots of poetic features and emotion in your poem.

  1. Use your plan to write your own success criteria.
  2. Write your poem, comparing its form to the poem you chose.
  3. Once complete, you must check your spelling and punctuation and make any edits to improve your work.
  4. Write this up in your neatest handwriting.

 

*See Blitz example poems in below for inspiration if you are struggling*

Extension – You could record yourself saying your poem aloud.

Top