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Name _______________________
English teacher _________________
Each week, you will have three English homework tasks to complete.
1. A list of ten spelling words to learn.
2. An editing task, sequencing, proofreading or comprehension task.
3. An independent challenge or research task
(Your English teacher will tell you which words to learn, which activity to complete, and
when she/he expects you to complete the work.)
You will have a spelling test in your English lesson once a week.
Your reading activities will be peer / teacher assessed in your English lessons each week.
Remember to record your marks below!
My spelling test marks
Test Mark
Test one /10
Test two /10
Test three /10
Test four /10
Test five /10
Test six /10
Test seven /10
Test eight /10
My marks
Activity Mark
1 /
2 /
3 /
4 /
5 /
6 /
7 /
8 /
FB:
FF:
FQ:
FR:
Your teacher will tell you which day will be your spelling test day.
1. November
2. terror
3. aghast
4. fatal
5. vague
6. surgeon
7. soldier
8. futile
9. menace
10. breath
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Why the Poppy?
The poppy has a long association with Remembrance Day. But how did the
distinctive red flower become such a potent symbol of our remembrance of
the sacrifices made in past wars?
Scarlet corn poppies (popaver rhoeas) grow naturally in conditions of
disturbed earth throughout Western Europe. The destruction brought by the
Napoleonic wars of the early 19th Century transformed bare land into fields
of blood red poppies, growing around the bodies of the fallen soldiers.
In late 1914, the fields of Northern France and Flanders were once again
ripped open as World War One raged through Europe's heart. Once the
conflict was over the poppy was one of the only plants to grow on the
otherwise barren battlefields.
The significance of the poppy as a lasting memorial symbol to the fallen was
realised by the Canadian surgeon John McCrae in his poem In Flanders
Fields. The poppy came to represent the immeasurable sacrifice made by
his comrades and quickly became a lasting memorial to those who died in
World War One and later conflicts. It was adopted by The Royal British
Legion as the symbol for their Poppy Appeal, in aid of those serving in the
British Armed Forces, after its formation in 1921.
Homework 1
1. Find the Latin name for a scarlet poppy
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2. List 2 pieces of information you can find about Jon McCrae
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3. What do you think the word ‘comrades’ means?
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1
1m
2
1m
3
1m
Homework 1–
Challenge!
You are going to research a famous poet from World
War 1.
Circle one poet you would like to research from the
selection below:
Siegfried Sassoon Wilfred Owen
Rupert Brooke
Fact file about……………………
Date and place of birth:…………………………………...
Date and place of death:…………………………………...
4 facts about his childhood:
1)
2)
3)
4)
4 facts about his adulthood:
1)
2)
3)
4)
Famous poems he has written:
………………………………………………………………………………………………………………
……………………………………………………………………………………………………………...
The most interesting facts I discovered about him:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Your teacher will tell you which day will be your spelling test day.
1. field
2. veteran
3. remembrance
4. grave
5. Armistice Day
6. Europe
7. Britain
8. legion
9. sacrifice
10. fury
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Homework 2 a) Write one ISPACED sentence which contains each word from the previous page. The sentences must be linked to war . Underline the word you have used from the previous page. If you have forgotten what ISPACED means then there is a help sheet on the next page. 1) 2)
3)
4)
5)
6)
7)
8)
9)
10)
2b) Now choose 3 sentences from above. Improve them by turning them into ‘ISPACED’ sentences. See ISPACED sentences on the next page.
Milit
ari
sm m
ea
ns
tha
t th
e a
rmy a
nd
milit
ary
fo
rce
s a
re g
ive
n a
hig
h
pro
file
by t
he
go
ve
rnm
en
t. T
he
gro
win
g E
uro
pe
an
div
ide
ha
d l
ed
to
an
a
rms
race
be
twe
en
th
e m
ain
co
un
trie
s. T
he
arm
ies
of
bo
th F
ran
ce
an
d
Ge
rma
ny h
ad
mo
re t
ha
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ou
ble
d b
etw
ee
n 1
87
0 a
nd
19
14
an
d t
he
re
wa
s fi
erc
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om
pe
titi
on
be
twe
en
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tain
an
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erm
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y f
or
ma
ste
ry o
f th
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he
Bri
tish
ha
d i
ntr
od
uce
d t
he
'D
rea
dn
ou
gh
t',
an
eff
ecti
ve
b
att
lesh
ip,
in 1
90
6.
Th
e G
erm
an
s so
on
fo
llo
we
d s
uit
in
tro
du
cin
g t
he
ir
ow
n b
att
lesh
ips.
Th
e G
erm
an
, V
on
Sch
lie
ffe
n a
lso
dre
w u
p a
pla
n o
f a
cti
on
th
at
invo
lve
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ckin
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th
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Be
lgiu
m i
f R
uss
ia m
ad
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ack o
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erm
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Lo
ok
at
the
te
xt
op
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sit
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1.
Pu
t ti
cks
to s
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w w
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nts
are
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or
fals
e
Sta
tem
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ttr
ue
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e
Th
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rmie
s o
f F
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erm
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ble
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etw
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87
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1
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4
Th
e ‘
Dre
ad
no
ug
ht’
wa
s
a B
riti
sh
b
att
lesh
ip
Th
e G
erm
an
s p
lan
ne
d t
o a
tta
ck
Bri
tain
if
Ru
ssia
att
acke
d t
he
m.
2.
Lo
ok
at
the
te
xt
in t
he
bo
x b
elo
w.
Un
de
rlin
e o
ne
ph
rase
w
hic
h s
ug
ge
sts
tha
t G
erm
an
y a
nd
Bri
tain
we
re r
iva
ls.
Th
e a
rmie
s o
f b
oth
Fra
nce
an
d G
erm
an
y h
ad
m
ore
th
an
do
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led
be
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en
18
70
an
d 1
91
4
an
d t
he
re w
as
fie
rce
co
mp
eti
tio
n b
etw
ee
n
Bri
tain
an
d G
erm
an
y f
or
ma
ste
ry o
f th
e s
ea
s.
Th
e B
riti
sh h
ad
in
tro
du
ce
d t
he
'D
rea
dn
ou
gh
t',
an
eff
ecti
ve
ba
ttle
ship
, in
19
06
.
3.
Lo
ok
at
the
gra
ph
op
po
sit
eW
hic
h t
wo
co
un
trie
s w
ere
de
ve
lop
ing
th
e m
ost
b
att
lesh
ips
be
twe
en
19
05
an
d 1
91
5?
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
Mil
ita
rism
Ho
me
wo
rk 2
– C
ha
lle
ng
e!
Your teacher will tell you which day will be your spelling test day.
1. slough
2. stilted
3. wisp
4. dialogue
5. complacent
6. sceptical
7. resign
8. scourge
9. receptive
10. bemused
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Find out the definition to all the words on the
previous page.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2. Find out a synonym for each of the words. Reminder: a synonym is a word which has
a similar meaning. For example: good = wonderful, amazing, fantastic.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Homework 3 - Dictionary and
thesaurus work
Homework 3– Challenge!
Life in the trenches
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Using the internet or a text book, find three different
sources about life in a trench in WW1. Write down the
main points of each source in the boxes below then
give your own summary of trench life.
Your teacher will tell you which day will be your spelling test day.
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1. warfare
2. declare
3. attitudes
4. context
5. battles
6. patriot
7. honourable
8. defence
9. army
10. brutal
Put each of the spelling words on the previous page into a context paragraph (a paragraph
which makes sense). Underline the words you use. For example:
The warfare that took place was brutal.
Homework 4-
Context paragraphs— Vocabulary
building
My attempt at the context paragraph
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Homework 4– Challenge!
Read the text below which consists of sentences in the
wrong order , about how to clean a wound, then answer the
questions that follow:
1) Apply a sterile dressing, such as a bandage or plaster.
2) Soak the gauze or cloth in the saline solution or water,
and gently dab or wipe the skin with it.
3) Gently pat the area dry using a clean towel or a pad of
tissues, but nothing fluffy such as a cotton wool ball, where
strands of material can get stuck to the wound.
A) Which sentence should come first in the text? Write the
number of the sentence below:
……………………………
B) Which sentence should come last in the text? Write the
number of the sentence below:
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1. arguments
2. international
3. assassination
4. russia
5. belgium
6. mobilise
7. royal
8. diplomatic
9. threat
10. agreement
Homework 5- National Reading Test style
comprehension
Read the Owen Sheers’ book review and
answer the questions that follow.
Book Of The Week: Pink Mist by
Owen Sheers 06 June 2013 By Alex Bilmes
I'm going to come right out and say it: I don't read an enormous amount of
contemporary poetry. While you try to absorb that shocking statement, let me qualify: I
mean, I do like a bit of Simon Armitage, the bard of Marsden.
At Christmas I enjoyed the American August Kleinzahler’s groovy Sleeping it off in Rapid
City. And Clive James had a terrific thing in the New Yorker the other week, about getting
old. But for the most part, I'm a stranger to poetry.
And when our paths do cross, my tastes are as sophisticated as a limerick. I like Larkin.
And Eliot. Bit of Yeats, perhaps. When I was at school I could do the Metaphysicals. But
the Romantics always seemed so wussy, the Classical epics too long. And the Beats were
bores on bad drugs.
So when I sing of the Welsh poet Owen Sheers’ phenomenal new book, Pink Mist, about
the war in Afghanistan, I don't do so as some airy-fairy versifier in a floaty scarf.
I do it because this is riveting, relevant British writing about the experience of young
men going off to and coming back from fighting for their country.
Strictly speaking, it’s a verse-drama rather than a poem. It was commissioned by BBC
Radio 4 and broadcast in five nightly episodes last year. But you can easily read it as I
did, as a poem on the page (it helps if you can do a West Country accent in your head,
and have the semblance of a sense of rhythm).
Pink Mist concerns, and is for the most part narrated by, three Bristolian teenagers –
Arthur, Hads and Taff – who enlist in the British army, and three women in their lives, a
mother, a wife and a girlfriend, who they leave behind and then return to.
It is contemporary in its points of reference – dubstep, IEDs, Navy SEALs – and timeless
in its depiction of the pity of war. It is both utterly convincing – Sheers has clearly spent
time with these people – and extremely moving, devastating even. (If you were cynical
you’d use words adjectives like “explosive” and “incendiary” to describe Sheers work,
but I’m classier than that).
1. Read the line below. Copy out another word for poet.
‘While you try to absorb that shocking statement, let me qualify: I mean, I do like a bit of Simon
Armitage, the bard of Marsden.’
____________________________________________________________________________________
2. Is this passage written in the first, second or third person?
________________________________________________________
3. List the names of two poets mentioned by Alex Bilmes in his article.
________________________________________________________
4. Underline the use of slang in this sentence.
‘But the Romantics always seemed so wussy, the Classical epics too long. And the Beats were bores on
bad drugs.’
5. Which war is Sheers’ book about?
__________________________________________________________
6. Put ticks to show which statements are true and which are false.
7. Tick the main purpose of the article:
Statement True False
The reviewer generally enjoys poetry.
The reviewer enjoyed Sheers’ book.
The book being reviewed contains verse-drama.
To sell Sheers’ book
To promote war poetry
To evaluate if Sheers’ book is worth reading
1
1m
2
1m
3
1m
4
1m
5
1m
6
1m
7
1m
8. Tick the correct option:
The review uses:
humour
statistics
quotes
information from different sources
to engage the reader
9. Show the order in which the following aspects are presented in
the text by numbering them from 1 to 4. One has been done for you.
Summary of plot
Examples of modern day references
Praise for the book from a non-poetry fan
Dismissive of poetry in general 1
8
1m
9
1m
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1. rift
2. alliance
3. threaten
4. possession
5. continent
6. european
7. cousins
8. imperialism
9. rivalry
10. divide
When Chas awakened, the air-raid shelter was silent. Grey winter light was creeping
round the door curtains. It could have been any time. His mother was gone, and the
brown attaché case with the insurance policies and bottle of brandy for emergencies. He
could hear the milk-cart coming round the square. The all-clear must have gone.
He climbed out of the shelter scratching his head and looked round carefully. Everything
was just the same: same whistling milkman, same cart-horse. But there was too much
milk on the cart and that was bad. Every extra bottle meant some family bombed out
during the night.
He trailed round to the kitchen door. His mother had the paraffin-heater on and bread
frying. It smelt safe. There were two more panes of glass out of the window, and his
father had blocked the gaps with cardboard form a Nestle’s Milk box. The lettering on
the cardboard was the right way up. Father was fussy about things like that.
Father was sitting by the heater with his pint mug of tea. He looked weary, but still neat
in his warden’s uniform, with his beret tucked under his shoulder strap.
‘You remember that lass in the greengrocer’s?’
‘The ginger haired one?’ said his mother, still bending over the stove.
‘Aye. A direct hit. They found half of her in the front garden and the other half right
across the house.’
‘She didn’t believe in going down the shelter. She was always frightened of being buried
alive.’ From the way his mother hunched her shoulders, Chas could tell she was trying
not to cry.
Chas’s father turned to him.
‘Your rabbits are all right. Chinny had some glass in her straw, but I shifted it. But there’s
six panes out of the green house. If it goes on this way, there’ll be no Chrysanthemums
for Christmas.’
‘It won’t be the same without chrysants,’ said his mother. Her lips were tight together
Homework 6– National Reading Test style
comprehension
Read the extract taken from a fiction text below and answer the questions that follow:
but shaking slightly. ‘Here’s your breakfast.’
Chas cheered up. Two whole slices of fried
bread and a roll of pale pink sausage meat. It tasted queer; not at all like sausage
before the war. But he was starting to like the queerness. He ate silently, listening
to his parents. If he shut up, they soon forgot he was there. You heard much more
interesting things if you didn’t butt in.
‘I thought we were a gonner last night, I really did. That dive bomber…I thought it
was going to land on top of the shelter…Mrs Spalding had one of her turns.’
‘It wasn’t dive bomber,’ announced Father with authority. It had two engines. He
came down on the rooftops ‘cos one of the RAF lads was after him. Tight on his
tail. You could see his guns firing. And he got him. Crashed on the old laundry at
Chirston. Full bomb load. I felt the heat on me face a mile away.’ Mother’s face
froze.
‘Nobody killed, love. That laundry’s been empty for years. Just as well – there’s
not much left of it.’
Chas finished his last carefully-cut dice of fried bread and looked hopefully at his
father.
‘Can I go and see it?’
Turn over for your questions:
1. Which of the following best describes this
text?
Tick one
Fictional narrative opinion and argument
Factual information instructions and advice
2. Is this passage written in the first, second or third person?
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3. Where does Chas wake up?
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4. Copy out the word that shows Chas’ dad is tired.
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5. Tick the technique that Chas uses to hear ‘interesting things’ about the war from his parents?
6. Tick whether the statements are true or false.
He asks questions politely.
He butts into conversations.
He doesn’t talk.
He talks about his rabbits.
True False
The ginger haired girl from the greengrocer’s died in the shelter.
The milk-man had extra deliveries to make that day.
Chas’ mum is very shaken by the raids.
Chas thinks that sausages were better before the war.
1
1m
1
1m
1
1m
1
1m
1
1m
1
1m
Homework 6– Challenge!
Find an extract from a book of your choice, fiction
or non-fiction, and give a summary of what
happens below:
Title of book:
Author:
Fiction or non-fiction:
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1. poem
2. furthermore
3. persuasive
4. techniques
5. language
6. rhyme
7. rhythm
8. rhetorical
9. question
10. enjambment
Modern war poetry: British soldiers explore
Afghanistan and Iraq wars in verse 17th April, 2011.
For centuries, soldiers have used poetry to describe the horrors of war. The celebrated First World
War poets – Wilfred Owen, Siegfried Sassoon, Rupert Brooke – memorably used cathartic verse to
illustrate the futility of a conflict that saw a generation of young men perish.
Yet war poetry offers much to the reader, too.
“When someone reads a war poem, they get the most vivid impression of what war is like – much
more so than any report on television,” says Lord Baker, the former education secretary and editor of
the Faber Book of War Poetry. “They are often more memorable than even photographs of war. Many
pictures were taken in the trenches, but it’s the poetry of Sassoon and Owen that survives in the
public’s mind.”
But what of today’s war poets? Britain has been at war for eight years now, yet there has been
precious little in the way of published verse. This was one of the motivations behind Injured: to
encourage troops from the modern era to write poems depicting their own experiences of battle.
The book, due out in time for Remembrance Sunday, is the brainchild of Captain John Jeffcock, a poet
and former Coldstream Guards officer. “I wanted to get a collection of poems from injured soldiers,”
he explains. “I thought it would be beneficial for them and would also provide a rare insight into
humanity. The poems are very honest, they are blunt.
"All profits from the sale of the book will go to the Army Benevolent Fund."
Indeed, the book has already received the backing of Carol Ann Duffy, the Poet Laureate. “Injured is a
humbling project, allowing the voices of those whose lives have been changed by war to speak to us
with the raw directness of feeling and experience,” she says.
“I’m delighted that there’s poetry still being written about conflict,” agrees Lord Baker.
“War leaves indelible memories for those involved, and those with the talent to put
them into words are truly remarkable.”
Homework 7-National Reading Test- style
comprehension
Read the extracts below and answer the questions that
follow:
Extract from The Telegraph website:
Colin Mitchell
Colin Mitchell, from Liverpool, is a Corporal who
joined the King's Regiment in 1990. The regiment became the 2nd Battalion The Duke of
Lancaster's in 2006. His career has seen him on numerous tours of Northern Ireland and
two tours of Iraq. He is married to Jackie and will be leaving the Army in a few weeks.
"The reason I wrote the poems was because it was my way of coping with the situation
at the time. I was in Iraq on Operation Telic 9 in 2006 and it was a very difficult tour at
that time in Basra. Some people kept diaries but for some reason I started to write the
poems, which I had not done since school a long time ago."
John Sinclair
John Sinclair, from Aberdeen, is a Warrant Officer in the 7 Scots Unit of the Territorial
Army. He volunteered for a tour of Afghanistan and is less than two weeks from his
return home. John has also served in Northern Ireland. He is married with three
children.
"I just felt I wanted to come out here and help. I wanted to do my bit. I felt we could
make a difference and I think we have. The inspiration for this poem came from
speaking to my 20-year-old son. I write a bit and Afghanistan has certainly given me lots
of material. There have been some quite harrowing things out here. But I also
remember other moments, like when we did a "road move". Everywhere we stopped
the children would come out and ask us for sweets."
Nathan Gunapalan
Private Nathan Gunapalan has served with the Territorial Army for three years. He lives
with his family in St Albans. Nathan completed a six-month tour of duty in Afghanistan
last year, attached to The Duke of Lancaster's Regiment.
"I hadn't experienced everything in war. I was on R&R [rest and recuperation] at Camp
Bastion and one of the guys in the platoon had died. we had to got to his ceremony
where his coffin was lifted onto a Hercules. I saw the reality of the situation, what
actually happened. It hit me hard, seeing the way they lifted him onto the aircraft,
seeing it fly off. I had done my English exam just before I deployed. I had been analysing
1. Name two 'celebrated' First World War poets
mentioned in the article.
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2. Tick whether the following statements are true or false.
3. Name another written form, other than poetry, mentioned in the article that
soldiers use to document their time in war.
——————————————————————————————————
4. Underline the word that shows that soldiers benefit from writing poetry.
'I thought it would be beneficial for them and would also provide a rare insight into
humanity.'
5. 'Injured is a humbling project'.
Tick the point is Carol Ann Duffy trying to get across here.
True False
War poetry impacts on both the writer and the reader.
Lord Baker thinks that war poetry is more affecting than a news
bulletin on war.
There has been a great deal of published war poetry in recent years.
The new collection of poetry, 'Injured', is written by soldiers injured in
the First World War.
The project is a way to raise money for the Army Benevolent
Fund.
The poetry is really moving.
The poetry makes you realise how difficult soldiers' lives are
compared to our own.
The project makes soldiers feel positive.
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5
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6. Look again at the text.
Show the order in which the following aspects are presented in the text by numbering
them from 1 to 5. One has been done for you.
Some of the poets share their thoughts on writing
poems.
Discussion on how readers can be deeply affected by
war poetry.
Discussion of lack of war poetry in recent years.
The Poet Laureate recommends 'Injured'.
Poetry in war is an established tradition. 1
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1m
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Spelling Test 3 Spelling Test 4
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Spelling Test 5 Spelling Test 6
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Spelling Test 7 Spelling Test 8 ( Consolidation)
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