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Unit Topic/Lesson Focus: Winds of War Literature (Analysing Text 1) Lesson Duration: Stage: 5 Year: 9/10 Class Group:

r: 9/10 Class Group: Mixed Ability


65 minutes
Syllabus Outcomes: Learning Intention: Success Criteria:
Use comprehension strategies to Students will be able to understand and I can
interpret and analyse texts, present the effect and imagery of particular - Identify a poetic technique within the text ‘I was Only 19’ and describe
comparing and evaluating poetic devices within the text ‘I was Only 19’. the effect this has on the audience
representations of an event, issue, - Create a text in the format of my choice that represents the intentions
situation or character in different and images of a selected line and poetic technique from the text ‘I was
texts (VCELY443) Only 19’.
Prior Knowledge Resources
In the previous lesson, students conducted an investigation into the background B99 clip, Mix and Match Poetic Techniques sheet, The Synonym Game
and context of the Vietnam War including the nations involved, the causes as well PowerPoint.
as the nature and conditions of the conflict for soldiers.
Time Content/Learning Experience Differentiation Class Assessment
Guide Organisation Strategies
Engagement
10 mins Activity: Process: Student C is provided with a Assessment of
Teacher shows video clip from Brooklyn Nine-Nine available via ‘mix and match’ worksheet containing Independent students’ ability to
https://www.youtube.com/watch?v=_mmcss6zC40 examples of each poetic technique and identify examples of
The students are provided with a transcript of the clip. examples found in the clip. The student poetic techniques in
The teacher asks the students to find the poetic techniques used must read through each and match the the text.
throughout scene and highlight these on their page. example with the appropriate poetic
Examples include: device.
- Simile – Wunch circling me like a shark frenzied by chum
- Metaphor – the task force turning into a career ending quagmire
- Rhetorical Question – And you ask is everything ok?
- Metaphor – Towering waves of cruel fate
- Metaphor – My vessel my precinct
- Repetition – And you ask is everything ok?
Think-Pair-Share: Students then discuss their responses with their peers Assessment of
and show how many they have found. Students must then create their students’ ability to
own rendition of a technique that is related to this context. Learning Environment: Peer Pairs/Small create appropriate
interactions and support Groups examples of poetic
techniques for
specific purposes
and audiences.

Body
Task 2:
5 mins Students listen to the song “I was only 19” and read along to the words in Content: The video provides images of Whole class
their poetry booklets. the Vietnam War that relate to the
Video available via https://www.youtube.com/watch?v=1gmgwx77osw song’s lyrics that students can make
explicit connections with.
Teacher Modelling:
The teacher picks a line that resonates with them and write this on the
whiteboard. Next to this, the teacher writes why this resonates with Assessment of
them. student
10 mins Line Why this resonates with me Whole class questions/responses
“And someone yelled out This resonates with me and depth of
contact and the bloke behind because of the urgency and responses.
me swore” intensity of the situation the
soldiers are in. The emphasis
on contact makes me feel as
though I’m in that situation.
The teacher then poses images that come to mind, including objects,
animals and places that stimulate similar images in the line.
The teacher may use examples like running from a hornets nest to signify
the soldiers running from the bullets.
The teacher then incorporates these meanings into a drawing on the
whiteboard and labels each component of his drawing.
Guided Phase
Using the line ‘God Help Me’, the class will create a poster with
15 mins appropriate imagery. Observations of
The following questions can be used to guide students thinking: students Think-Pair-
- What is this line telling us? Share responses.
- How are we meant to feel as an audience?
- What does the author want us to know/think/feel? Assessment of
- What objects/places/animals could we use to support the students’ ideas in
soldiers emotions in this moment? relation to the
Using the students’ reposes from these sample questions, the teacher context of the text.
will construct a poster using the elements described to make a visual
interpretation of the selected line. Process: For student C, provide a list of
Students can have opportunities to come up to the board and add poetic techniques with accompanying Independent
elements to the image. definitions found within each stanza of
The teacher will then get students to evaluate the work by posing the the poem that they must identify the
question: example.
- Have we replicated the emotions of this line?
- Do we feel the same way about this image as we do about the
line form the text?
- How could we improve this?

Independent Phase
Students pick a line that resonates with them in the text.
35 mins Students use the following questions to guide their work:
- What image comes into your mind when you think about it? Product: Collection and
- How are you going to make the audience feel a particular way? Students can use any format they Independent Assessment of
- What images could you use to represent particular themes or would like to represent their student work
ideas within the line? understanding of the line they have samples
- What message is your text providing to the audience about war? chosen and the associated affect this is
The students will write this line down. meant to have on the audience.
Students can choose to create a poster,
Once students have created their image, they must write a description of comic strip, short story, art piece that
how their image aligns with the meaning of the poem. Using the conveys the same message of the line
elements from the visual representation, students use this as a writing in the poem.
stimulus.
The teacher may pose questions to guide students.
- Why have you chosen this line?
- What about this line made you choose it?
- The language used
- The rhythm of the song
- The image that it gave you?
15 mins Extension Questions- Fast Finishers
Students answer the questions about the song.
- What impression of war do you gain from this text?
- What are the two main elements that this text is trying to
convey? Independent Collection of
- Which phrases do you find particularly interesting and why? students’ responses
- What do you think was the purpose of this text?
- How does this compare to other poetry we have explored? In
what ways is this similar or different?
- Do you find that this text is effective in portraying war to people
who have never been?

Conclusion .
10 mins The synonym game: Process: Provide additional time for Whole Class Teacher
Students stand in a circle at the front of the room. The teacher places the students to answer. Observations of
Synonym Game PowerPoint on the IWB. The teacher displays a word like student responses.
‘bad’ and students must go around the circle and state a synonym of this The task is catering for kinaesthetic and
word. The student who cannot state a word or repeats an answer sits oral linguistic learners.
down and a new word is placed on the board.

Reflection
Having learnt about the importance of differentiating tasks that meet the strengths and learning preferences of students whilst I have been at university, I wanted to
provide an opportunity for students to utilise their strengths in the learning activities. Having based my task on Gardner’s Multiple Intelligences Theory, I believe this
lesson was one of the most successful so far as students were actively engaged as their strengths were acknowledged and could be utilised in the learning. This linked
with HOT as students were able to create new products based on their previous knowledge attained which can be seen in the work samples.