Y8 ww1 poetry sow v2

KS3 Digital Studies Year 8: First World War Poetry

Curriculum Aims:

This SOW will enable students to explore First World War poetry in the context of changes in the public’s perception of the war from 1914 onwards. Students will plan, develop and evaluate their own interactive timeline, utilising narrative, images, audio recordings and videos. This should portray how the style, tone and content of selected war poetry reflected the changing national mood in Britain during and after the Great War. As part of this process, students will utilise a range of techniques for analysing poetry using technology, whilst also developing their ability to explore the historical, social and cultural context of poetry. Pupils will ultimately write and perform their own poem of remembrance. This SOW explicitly complements the topic studied in English, in which pupils will be analysing and interpreting First World War poetry. Information:

This is a twelve week SOW with two opportunities for assessment; one in week six and one in week ten. Students will need time to comprehend both the Digital Studies assessment criteria and the English APP.

Assessment OpportunitiesDigital Studies: AF1 and AF3 English: Speaking and Listening: AF1

AF1 - Planning, developing and evaluatingAF3 - Finding, using and communicating information

AF1: Talking to othersTalk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content

Skills Developed Summative Assessment Digital Literacy MovieMaker Assessment 1 (DS: AF1 & 3): All students will plan, develop and evaluate

a short film on Moviemaker in which they use images, music and quotes from war poetry to illustrate the mood, tone and content of a selected WW1 poem.

Assessment 2 (English S&L AF1): All students will present their completed poem of remembrance to members of the class. Each performance will either be observed or recorded to enable assessment and moderation.

Research & Planning

Source analysis

Developing Interactive timeline

Evaluating Embedding files

Oracy Wordclouds

Title Learning objectives

Available resources

Possible teaching activities Key Words/Literacy

Assessment opportunit


iesLesson 1

Introduction to First World War Poetry

To know key facts about the First World War

To analyse the causes of the War

To judge who was to blame for each cause of War

Wordsearch

Lesson PPT inc. worksheets (pg. 4 & 8)

Causes of WW1 resources (shared area)

Source material (shared area)

Computers

Headphones

Hook: WW1 wordsearch including key terms

Starter: Pupils should research the key dates and main participants in the First World War.

Main: Pupils should use the sources provided to research and analyse the main causes of the First World War. This should cover militarism (the ‘Arms Race’), imperialism (the race for Empire), nationalism (patriotism) and alliances (the British guarantee to protect Belgium, plus the Entente).

Plenary: After a class discussion about the main causes of the war, pupils should judge who – given the balance of evidence – they feel were mainly to blame for each of the causes they have investigated.

CauseFirst World WarImperialismMilitarismNationalismAlliance

Hinge questions

Teacher guidance and feedback

Bloom’s questioning

Lesson 2

The War Begins

To understand the concept of the ‘public mood’

To explore the public mood in Britain at the start of the First World War

To predict the tone of early First World War poetry

Lesson PPT

Source material (shared area)

Computers

Headphones

Starter: Pupils should use a dictionary to find the definition of ‘public’ and the definition of ‘mood’. Using this, they should come up with their own definition of what ‘public mood’ is and why it might be relevant to studying the First World War.

Main: Pupils should explore the public mood in Britain at the beginning of the war. First, provide (via discussion) a definition of ‘public mood’. Pupils should examine four sources dating from the early days of the war and consider what they show about the public mood in Britain. As a plenary, pupils should consider British peoples’ likely attitude toward Germany in 1914.

Plenary: Quiz pupils on what words, phrases and concepts will be prominent in early WW1 poetry. Finally, pupils should write a response predicting:

- The tone of early WW1 poetry

CauseFirst World WarTonePoetrySourcePublic MoodAttitude

Hinge questions

Teacher guidance and feedback



- Extension: how the tone changed during the war

Lesson 3

Creating a Timeline

To create a timeline to record the evolution of poetry during WW1.

Identify different elements of an interactive timeline

Create an account and start a timeline

Adapt the background colour and image of your timeline to suit the topic

Lesson PPT

Instructions handout

Exemplar Capzle (link)

Images in shared area

Computers

www.capzles.com

Starter: Show an example of a Capzle timeline on the interactive whiteboard. You could show the Digital Studies WW1 example or a Batman example. Students should identify the different digital features and what makes the timeline effective.

Main: 1) Students should follow the instructions to set up their own Capzles account.2) Pupils should follow the instructions to set up their Capzle timeline and enter the introductory information.3) Planning - In their exercise books, students should identify the colours they most associate with war and the images that come to mind when they think of war (in particular, WW1). They should explain their answers.4) Students should use the instructions provided to adapt their timeline by altering the background colour and image

Extension: Pupils could upload images relating to the start of the war onto their Capzle and write a brief summary of the early public attitude towards the war.

Plenary: Pupils should evaluate the suitability of the images/colours they have selected for their timeline. They should also consider the pros and cons of using the interactive timeline, focusing on how it could be useful for studying poetry during WW1.

TimelineInteractiveAppropriateImageBackgroundEvaluate

Teacher questioning

Individual in-task feedback

Self-assessment

Lesson 4 To evaluate the extent to which

Computers Starter: Literacy focus; pupils should identify the definitions of topic key words (tone,

ThemeWordcloud


Early days: the optimism of Rupert Brooke

Rupert Brooke’s poetry encapsulates the public mood in 1914.

Understand how to use wordclouds to analyse poetry

Analyse the tone, mood and themes of Rupert Brooke’s poetry

Evaluate the extent to which Brooke’s poetry reflected the public mood in 1914

Rupert Brooke’s ‘1914’ poems

Rupert Brooke wordcloud

http://www.abcya.com/word_clouds.htm

mood, theme, analyse, reflect) from a selection of definitions provided.

Main: Pupils will focus on Rupert Brooke’s ‘1914’ poetry series. First, introduce a biography of Brooke. Provide pupils with a printed copy of Brooke’s poems and challenge them to identify any themes or key words in his poetry. They should evaluate how easy it is to do this. Subsequently, pupils should use digital software (ABCya) to create a wordcloud based on Brooke’s poetry. Using this, they should identify the major themes running through his poetry and analyse the intended tone and mood.

Plenary: Students should evaluate the extent to which Brooke’s poetry reflected the public mood in 1914. This could be done in the form of a PEE paragraph or in a more creative way. As an extension, pupils could consider why Brooke’s poetry reflected the public mood in 1914, linking to Brooke’s own personality traits, values and experiences.

AnalyseBiographyIdentifyToneMoodReflect

Class discussion


Peer-assessment

Lesson 5

John McCrae: In Flanders Fields

To explore the attitude to war reflected in the poem ‘In Flanders Fields’

1. You will identify the major themes of the poem

2. You will judge the tone of these themes

3. You will compose your own version of the poem

4. 4. You will evaluate your

Lesson PPT

In Flanders Fields – wordcloud

In Flanders Fields – poem

In Flanders fields – analysis worksheet

Recording of ‘In Flanders

Hook: Key Term wordsearch

Starter: Pupils should decide on the definition of ‘theme’. They should then use the ‘In Flanders Fields’ word-cloud provided to make groups of similar words and to decide what themes they represent. They should finish by determining the tone of these themes and the poem.

Main: Pupils should use the themed groups of words to write their own version of ‘In Flanders Fields’ on the computer. They should take 15 minutes and should follow the instructions given in the Powerpoint. Whilst enabling pupils to progress through the intended learning objectives, this task should also give pupils an

ThemeToneAttitudeJohn McCraeIn Flanders Fields

Teacher-led questioning

In-task feedback and class discussion

Self-evaluation


understanding by comparing your poem to the actual poem

Fields’ (inserted into PPT)

Wordsearch

insight into the process of writing poetry.

Plenary: Pupils should use the sentence prompts provided to compare their own poem to the real thing, making reference to the poet’s attitude to war and the tone of the poem.

Lesson 6

The War Drags On

To explore how attitudes and mood changed as the war progressed.

To understand how the public mood changed as the war progressed

To analyse why attitudes toward the war changed

To predict how this impacted on the main themes of war poetry

Lesson PPT

Computers

Source material

Eye-witness accounts

Internet

Diary entry template

Starter: Pupils should use the source material provided to understand and explore how attitudes towards the war had changed by 1916-17.

Main: Pupils should use facts about the war alongside eye-witness accounts of people at home and in the trenches to analyse why attitudes towards the war had become more negative by 1917.

Plenary: To illustrate their understanding of the conditions in which later war poems were written, pupils should write a diary entry from the perspective of a poet living in 1917.They should first plan in their exercise books: how they will convey the setting and the emotions of their poet. They should then write up their diary entry.

AttitudeEye-witnessAccountEmotionComplementPerspectiveSetting

Teacher-led review

Bloom’s Questioning

Peer assessment

Lesson 7

Later War Poetry

To explore the attitude to war reflected in later war poetry

You will identify the major themes of later war poems

You will judge the tone of these poems

You will compare and contrast the attitudes to war

Lesson PPT

Selection of poems

Internet

Starter: Pupils should use the selection of later war poems provided to construct a word-cloud.

Main: Pupils should use their word-cloud to analyse the major themes of later First World War poetry. They should be prompted to consider the overall tone and mood of these poems, judging what this suggests about the poets’ attitudes to war. They could use iPad software to merge their wordcloud with a relevant image that illustrates the attitude of the poem(s) being studied.

Plenary: Pupils should answer a PEE question in

ThemeToneMoodAttitudesJudgeCompareContrast

Teacher-led review

In-task feedback


Self-assessment


shown in early and later war poems

which they compare and contrast attitudes to war in early war poetry to attitudes in later war poetry.

Lesson 8

Assessment: Planning

To plan the images, music and text you shall include in your video about WW1 poetry.

Assessment booklet

Internet

Selection of poems

Selection of images

Music tracks

Computers

Pupils should work on this assessment independently.

The assessment will require pupils to: Select a WW1 poem Analyse the tone and mood of the poem

o Examine the use and effect of poetic devices

o Create a wordcloud to illustrate the themes and tone of the poem

Use the sources provided to assess the link between the poem and the public mood

Plan which parts of the poem they will use in their video, and plan what kind of images they will use to represent their poem visually

Plan the kind of music they will include Source and store the images and music they

will use

ToneMoodAnalyseWordcloudContextSourceRepresent

SUMMATIVE ASSESSMENT (AF1 & AF3)

Lesson 9

Assessment: Developing

To develop your video about WW1 poetry using Moviemaker.

Assessment booklet

Internet

Moviemaker

Headphones

Music tracks (in shared area)


The assessment will require pupils to: Use Moviemaker to create a video that

demonstrates the tone and mood of a particular WW1 poem by utilising appropriate images and music.

Upload this video onto their Capzle timeline

MoviemakerAppropriateEngagingEffectiveIntegrateEvaluate

SUMMATIVE ASSESSMENT (AF1 & AF3)

Lesson 10

Assessment: Evaluating

To evaluate your video about WW1 poetry using Moviemaker.

Assessment booklet

Internet


Pupils should by now have completed their video

EvaluateSuccessCriteriaReflect

Self-assessment

SUMMATIVE


Evaluation checklist

Success criteria and APP levels

on Moviemaker and should now be given this opportunity to evaluate their video and make any final changes to it before it is submitted for marking.

Evaluate: Planning - assess the extent to which the

text, images and music used in their video reflect the tone and mood of their poem.

Developing- assess how well the elements of the video have been integrated, considering how effective and engaging their final product is .

AssessImprove

ASSESSMENT (AF1 & AF3)

Lessons 11 and 12

Updating your Capzles timeline

To construct a timeline on Capzles that reflects the changing nature of First World War poetry.

Capzles interactive timeline

Poetry banks (in shared area)

iPads could be used to create more visual representations of poetry

Computers

Internet

Pupils should use this opportunity to develop their Capzles timeline. This should reflect the changing nature of First World War poetry, illustrating how events and experiences during the war influenced the main themes, tone and mood of war poetry and how this linked to the public attitudes toward the war.

Their Capzles timeline could include:- Images relating to the war- Word-clouds and poems- Blog entries containing facts, diary entries, PEE answers, analysis- Videos and audio recordings- Appropriate selection of music

CapzleDevelopTimelineInfluenceAttitudeFirst World WarRepresentation

Mixture of self- and peer- assessment.

Education

Y8 ww1 poetry sow v2