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Copy of Private Peaceful

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Steph Capon

on 8 May 2013

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Transcript of Copy of Private Peaceful

Private Peaceful Lesson 1:
Learning Objective:
To develop skills of inference and deduction (Reading AF3) Starter:
Take a look at the book cover and share your impressions with a partner. What do you think the book is about and why?
They’ve gone now, and I’m alone at last. I have the whole night ahead of me, and I won’t waste a single moment of it. I shan’t sleep it away. I won’t dream it away either. I mustn’t, because every moment of it will be far too precious.

I want to try and remember everything, just as it was, just as it happened. I’ve had nearly eighteen years of yesterdays and tomorrows, and tonight I must remember as many of them as I can. I 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, I want to feel alive.
Five Past Ten After reading the first page, do you have any questions that you think need answering?

In pairs, come up with 1 question you have regarding the first extract.
Why does Morpurgo, the writer, end the chapter with the sentence “I have killed my own father” and why have it stand as 1 paragraph. (AF5+6) Homework

Based on the characters we’ve been
introduced to so far, construct Tommo’s
family tree. Private Peaceful - Lesson 2 L/O: To learn how a writer uses techniques to create a certain effect (Reading AF4 + 5)

List 3 memorable experiences from your life. Explain why you consider it “memorable” (e.g. first time you rode a bike, first day of school, etc)
Read p 18-25, drawing particular attention to how the fight scene is written.
-the effect of 1st person present tense, why Morpurgo does this and to what effect. (AF5)
-how Morpurgo slowly reveals information (AF4)
Chose one of the memorable experiences from your lives (starter activity) and write it in the first person singular. Aim for about 2 paragraphs. Writing Practice Why would a writer chose to write a particular passage in the present tense? What is the overall effect?
Plenary L/O: To analyse how Morpurgo presents relationships (RAF 2 + 3) Starter activity:
In pairs, discuss how the writer helps the reader feel warmth and sympathy for Big Joe. How characters feel about Big Joe I know that I know that I know that I know that because because because because Tommo.. he says... On p26 the narrator is remembering his childhood. Look closely at the description of Mother. Take notes on:
2. Write the sentence or phrase that you think best makes her character sound loving.
3. The writer lists all of the wonderful things his mother could do. Number all of the things he lists.
4. Why is listing a good technique in this description?
Developing Characterisation Mother. I think of her often. And when I think of her I think of high hedges and deep lanes and our walks down to the river together in the evenings. I think of meadow sweet and honeysuckles and vetch and foxgloves and red campion and dog roses. There wasn’t a flower or butterfly that she couldn’t name. I loved the sound of their names when she spoke them red admiral, peacock, cabbage white, adonis blue. It’s her voice I’m hearing in my head now. I suppose it was because of Big Joe that she was always talking, always explaining the world about us. She was his guide, his interpreter, his teacher. Plenary How does the author presents relationships and consider how they affect the reader.

-narrator’s description
-interaction with others
L/O: To learn how Morpurgo develops characterisation (Reading AF2 + 3) Starter:
Brainstorm two words in spider-diagrams Grandma Wolf Grandma Wolf How does the presentation of Grandma Wolf affect reader (p35-43)?

-how she’s described
-what she says and how
-what she does
-what others say about her
(R AF3)
Relationships Explored Read pages 43-46, paying close attention to relationship between Tommo, Charlie and Molly.
Complete relationship triangle with the direction of arrows to represent what each character thinks of the other.
Molly Charlie Tommo Plenary Group feeds back and considers ways we learn about character.

Can you give examples of evidence from the text:

-how they are described
-what they say and how
-what they do
-what others say about them
L/O: To explore how Morpurgo reveals information (R AF 2,3 + 6) Starter: 

Give 5 adjectives that describe how Tommo feels about Charlie at some point in the novel so far. (R-AF3)

Choose 3 feelings and refer to specific incident in the book as evidence (R-AF2)
Inference and Deduction Read p47 and answer:
Why do you think the narrator is focussing his thoughts on God and Heaven? (R AF3,6)
Revealing and Withholding Info Read to p60 and answer:
On pages 52-55, how does Morpurgo show that the age gap is widening between Tommo, Charlie and Molly? (R AF3)
How does this make the reader feel? (R AF6)
Plenary Feedback, linking to L/O considering different methods, obvious and subtle, used to reveal the change
L/O: To learn how to retrieve key information from the text to use as evidence (R AF2)
Consider the characters, Mrs. Peaceful and the Colonel. List the strengths and weaknesses for both characters.
E.g. Mrs P is loving,.....
The Colonel is cruel,..... Developing Relationships How does the reader learn that Charlie and Molly are falling in love?
Divide class into 3 sections:

1st group looks for evidence from pages 65-67;
2nd from 68-71;
3rd from 71-74
(R AF2+3)
Plenary Feedback as group, looking for how their relationship is revealed to the reader and to the extent Tommo realises.

How do you think Tommo feels about Charlie and Molly’s relationship?
Activity: L/O: To analyse how Morpurgo uses techniques to create tension and suspense (R -AF4, 5, 6)
Starter Activity:
Following the shocking events at the end of the last chapter, make a prediction about what might happen in the next (3 minutes).
(R AF3)
Creating Atmosphere Nearly Five to One (p84)
I dreaded those steps then and I hated them again now. The slit windows let in
only occasional light. The walls were slimy about me, and the stairs uneven and
slippery. The cold and the damp and the dark closed in on me and chilled me as I
felt my way onwards and upwards. As I passed the silent hanging bells I hoped
with all my heart that one of them would be ringing soon. Ninety-five steps I
knew there were. With every step I was longing to reach the top, to breathe the
bright air again, longing to find Big Joe.
List the negative words
List the verbs
List the adjectives
Draw a table for task Negative
words Verbs Adjectives How does Morpurgo create a tense atmosphere?
Individual writing task: (6 minutes) Sentence starter: In order to create a tense atmosphere, Morpurgo uses.......
For example.......... and.................
They affect the reader by............ Plenary Sharing of good work/peer assessment Explain why you have made the prediction that you have. Extension: L/O: To learn how persuasive techniques are used for effect (R- AF 4,5,6)

What persuasive devices would you expect to find in a poster trying to recruit soldiers to go to war? (How would they try to convince men to go?)
Starter: Recruitment Speech In pairs, identify persuasive techniques used in the recruitment speech, annotating techniques in your exercise book.
‘I shan’t beat about the bush, ladies and gentlemen,” he began. “I shan’t tell you it’s all tickety-boo out there in France – there’s been too much of that nonsense already in my view. I’ve been there. I’ve seen it for myself. So I’ll tell you straight. It’s no picnic. It’s hard slog, that’s what it is, hard slog. Only one question to ask yourself about this war. Who would you rather see marching through your streets? Us lot or the Hun? Make up your minds. Because, mark my words, ladies and gentlemen, if we don’t stop them out in France the Germans will be here, right here in Hatherleigh, right here on your doorstep.”
I could feel the silence all round.
“They’ll come marching through here burning your houses, killing your children, and yes, violating your women. They’ve beaten brave little Belgium, swallowed her up in one gulp. And now they’ve taken a fair slice of France too. I’m here to tell you that unless we beat them at their own game, they’ll gobble us up as well.” His eyes raked over us. “Well? Do you want the Hun here? Do you?”
“No!” came the shout, and I was shouting along with them.
“Shall we knock the stuffing out of them then?”
“Yes!” we roared in unison.
The sergeant major nodded. “Good. Very good. Then we shall need you.” He was pointing his stick now into the crowd, picking out the men. “You, and you and you.” He was looking straight at me now, into my eyes. “And you too, my lad!”
Until that moment it had honestly never occurred to me that what he was saying had anything to do with me. I had been an onlooker. No longer.
“Your king needs you. Your country needs you. And all the brave lads out in France need you too.” His face broke into a smile as he fingered his immaculate moustache. “And remember one thing, lads – and I can vouch for this – all the girls love a soldier.”
The ladies in the crowd all laughed and giggled at that. Then the sergeant major returned the stick under his arm.
“So, who’ll be the first brave lad to come up and take the king’s shilling?”
No one moved. No one spoke up. “Who’ll lead the way? Come along now. Don’t let me down, lads. I’m looking for boys with hearts of oak, lads who love their King and their country, brave boys who hate the lousy Hun.
Explain why the speech is persuasive.
(R- AF 4,5,6)
Plenary Starter
Activity: Have your completed homework in front of you (annotated speech). Discuss your analysis with a partner, sharing your ideas
(5 minutes) Learning
Objective: To consider your own ideas for a World War 1 recruitment poster, considering how to use rhetorical devices to persuade men to go to war A F O R E S T Rhetorical Devices lliteration acts pinions hetorical questions motive language tatistics hree (Rule of) Copy the AFOREST pnemonic into your exercise book for future reference
You will need to use rhetorical devices on your own recruitment poster.
For each device, try to think of an appropriate example for each one that would help to encourage men to fight for their country.
In your exercise book, design a draft of your very own recruitment poster. Next lesson, we are in ICT Room 26 to design your posters on computers. Plenary: Task: Task: Sharing of ideas Starter
Activity: Log into your profile and load Microsoft Word. Have your draft Recruitment Poster open in front of you. Task: You have one lesson to complete your poster. Upon completion, email yours to Mr.Chandler in preparation for next lesson... Learning
Objective: To learn how to communicate ideas fluently and effectively (S+L – AF1) Starter
Activity: Set 2
personal targets Extension: What do you think you need to do to be successful in a S+L task? Individual Presentations: Take 5 minutes to prepare a little speech in which you will explain:
why your recruitment poster is persuasive;
why you designed it the way you did;
the rhetorical devices you used. Plenary: Which presentation was the most effective and why?

Which poster was the most effective and why?
Activity: Completion of poster presentations Learning
Objective: To explore how Morpurgo presents changing relationships
Task: Mr. Chandler will read up to page 105, give the main reason for:

-Charlie going for war
-Tommo going to war
 What does this tell the reader about their relationship?
Shared Reading to Page 135

Turn to Page 111 for silent reading How does Tommo view his relationship with Charlie? Task: Quote Explanation 'I live in his glow' Investigate the following pages to find quotes which show how Tommo feels about Charlie:
p7-8; p24; p43-44; p52-53; p83; p89
Write the quotes into the table and explain what they mean. Plenary: Feedback as a group; how has Tommo and Charlie's relationship developed? Starter
Activity: Using the table completed in the previous lesson, write 2 paragraphs giving examples from the text suggesting that Tommo “lives in Charlie’s glow”.


Complete a third paragraph.
response: Following the fight in the school playground, Charlie protected Tommo and was later caned by Mr. Munnings. Tommo is incredibly proud of Charlie for helping him.

On page 24, Tommo stated,
“When it’s Charlie’s turn (for the caning), all we hear are the whacks. I am so proud of him for that. I have the bravest brother in the world.”

This shows that Tommo is in awe of his older brother as Charlie is incredibly brave during the painful caning.
Point Evidence Explanation Learning
Objective: To learn how a writer uses descriptive language for effect (AF 7) Shared reading of pages 135-141.

Come up with 5 adjectives to describe Tommo’s feelings. Refer to evidence in the novel. (R AF2, 3)
Task: Task: Read p 141-149
Answer question:
How does Tommo feel about Charlie? Use quotes as evidence. (R AF2, 3)
Objective: To investigate how similar themes are explored and presented by different writers in different forms (R-AF 6, 7)
To learn how writers use imagery for effect (AF7)
Starter Activity: In pairs discuss if you can remember the following poetic techniques:

150-155 Analysing Poetic Techniques: How does Morpurgo use imagery and descriptive language for effect? (AF5+6)

From the passage on 153-154, identify poetic devices that the writer uses.

Peer assessment.

Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of tired, outstripped Five-Nines that dropped behind.

Gas! Gas! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and stumbling,
And flound'ring like a man in fire or lime . . .
Dim, through the misty panes and thick green light,
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.

If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie; Dulce et Decorum est
Pro patria mori. Learning
Objectives: To investigate how similar themes are explored and presented by different writers in different forms (R-AF 6, 7)
To learn how writers use imagery for effect
Look at the stanza of “Dolce…” you’ve been assigned. In pairs read and identify poetic techniques. Starter
Activity: Using your annotated copies of the poem, answer the question:
How does Wilfred Owen use description to give his opinion on war? Using quotes as evidence, refer to particular techniques and how they affect the reader. (R AF2, 5, 6)
Analysing Poetic Techniques Homework: Read and annotate the poem. Focus on the language used and images and how they are created. Starter
Activity: Swap your HW (the one where you selected words from a word bank) with a partner for peer assessment. "It is sweet and right to die for your country". Starter Activity:

Answer the following questions about the poem:

1.Is the poem in favour of war or against war? Explain your answer with quotations.

2.What verbs are used by Owen? What is the impact of these verbs for you as the reader?

3.Owen creates a strong sense of imagery in the poem. Explain which poetic devices he uses which help paint a picture for reader. For example, are their similes and metaphors used? List the ones that you can find and explain how they make you feel as the reader.

4.What do you think was Owen’s intention when he wrote the poem? Think about how men were encouraged to fight for their country……
What similarities can you draw between the poem and the gas attack in Private Peaceful?
(3 minutes) Learning objectives:
to develop understanding of the poem;
to consider how Owen uses imagery to get his point across.
Group Task: Working in groups of four, analyse the passage from Private Peaceful about the gas attack and identify the similarities between the passage and the poem, Dulce et Decorum Est.

Upon completion you will, as a group, present your findings to the class.
Each member of the group MUST contribute to the presentation in order to display your Speaking and Listening skills. BE CREATIVE! You could involve your audience by asking them questions. Learning Objective:

To work collaboratively to analyse the gas attack passage from Private Peaceful;
To present your analysis to the class (S&L AF 1). Peer Assessment (S&L AF1) S&L Activity Each group will present their analysis of the gas attack extract from Private Peaceful.

You are focusing on the poetic devices which Morpurgo uses and any similarities between the extract and the poem by Wilfred Owen, Dulce et Decorum Est.
Peer Assessment When watching each presentation,
note down the following for each group:
does each member contribute in some way?
who delivers their part confidently?
explain strengths and weaknesses for the group. Learning Objective: To learn how to compare two texts;
To complete an essay plan for assessment. Poem Extract Similes Metaphors Verbs Vivid Imagery Emotive language Starter Activity:

On the A4 sheet provided, using a ruler, draw the table on a whole page and fill in each section.

Completing this will help show you the similarities between the extract and the poem. What information should go in your introduction?

Turn over A4 sheet and put subtitle: Introduction Name of text and author:
Private Peaceful, Michael Morpurgo
Name of poem and poet:
Dulce et Decorum Est, Wilfred Owen

You can refer to writers as Morpurgo or Owen in essay but not just their first names. What the essay will be about:

A comparison of the language and images created in both the extract and the poem. How do I structure my essay/paragraphs/sentences? Paragraph 2: (1 is intro)
Comparison of the similes used and how they affect you as the reader.

Paragraph 3:
Comparison of the verbs used and the effect on the reader of those verbs. Potential structure for paragraphs Both Morpurgo and Owen use similes to present their ideas about what life was like for the soldiers during World War One. For example, Owen describes soldiers as being "bent double, like old beggars under sacks". The soldiers were all very young but this simile helps to imagine that the war has made these youngsters become prematurely old.

Similarly, Morpurgo uses a simile when a gas mask is described as "like a God" due to it's ability to keep someone alive amongst the killer gas cloud. This shows how scary the situation must have been for Tommo as his life would have rested in the hands of a gas mask. Following the same structure, explain the similarities between the verbs used by Morpurgo and Owen. Task: Homework:

Take book and sheets home and revise for assessment next lesson Learning Objective: To analyse letters sent to Tommo on the front line;
As Tommo, to write an honest reply to Mrs. Peaceful (W AF1) Starter Activity: A letter for Tommo Imagine Tommo was to receive letters from his mum, his brother Charlie and Molly.

What sort of things would you expect each person to say in their letter?
Discuss it with a partner and write down your ideas. 3 minutes Shared reading of pages 155-160.

Consider how the letters differ and why Morpurgo would include them at this point in the novel. Write one page letter from Tommo to his mother detailing what war is really like.

Helpful sentence starter:

Dear Mother,

I would love to write to tell you that everything is ok here, but unfortunately I can’t do that. I need to be honest with you…..
Task: Peer Assessment Swap your letter with a partner and consider whether it sounds like Tommo and how your peer approaches telling Mrs. Peaceful what war is really like. Please also glue in any loose sheets Starter:

We will read to the end of the novel.

A court-martial is a military court. A court-martial determines the guilt of members of the armed forces subject to military law, and, if the defendant is found guilty, to decide upon punishment.

Court Martial In groups of 4-5, plan a presentation of Charlie’s court martial.

-assign roles to group members
-use questions devised earlier to guide/structure
S&L Activity In pairs, come up with 2 questions you would ask regarding what has happened:

-Sergeant Hanley
L/O: To demonstrate an understanding of characterisation and themes through role play
(R AF3, S+L AF3)
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