Understanding the Impact of War through Alfred's Eyes
Exploring the emotional depth of Alfred's experience during war, from initial feelings of normalcy to the growing horror and trauma. The narrative unfolds with powerful imagery and emotive language, revealing Alfred's struggles and the haunting effects of conflict on his mental state. Through detailed analysis of specific lines, the reader gains insight into the profound transformations war can inflict on an individual's psyche.
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GCSE ENGLISH w/b 13thNovember 2017
1. Your first sentence must be from a first person perspective and must include a list. 2. Your second sentence must be a series of rhetorical questions. 3. Your third sentence must include emotive language and must end with ellipsis
LAST WEEK Language features question 2 paper 1 Structure question 3 paper 1
TODAY Question 4 Propping up the Line Revision of language features and terms Projects The painful truth about the apostrophe
Q4 HORROR OF WAR AND IMPACT ON ALFRED Yes, I agree completely that line 17 to the end reflects the horror of the war and demonstrates the dreadful impact it had on Alfred. How?
LETS LOOK FOR EVIDENCE Horror of War Impact on Alfred
QUESTION 4 I agree with the student entirely. In line 10, we learn that normally Alfred would have let it go. This is a key sentence because from line 17 to the end, we begin to understand the extent to which Alfred has been affected by the horrors of war and consequently why he is behaving so aggressively. From line 17, the writer presents what is going through Alfred s mind with a flashback to the 6am push. He uses similes to describe the limbs and pieces of soldiers scattered around like the display in an awful butcher s shop window or if some uniform was still attached like the washing on the line flapping on a Monday morning at home . I think he uses these similes to contrast what is normal with what has become normal . It shows Alfred misses home but also is holding on to the images from home to get him through the horror. In addition, the writer has used repetition from line 23 almost used to which becomes repetition of used to ; I think this could be to show how he is adapting to the appalling images he is seeing on a regular basis. On line 35, he is fearing that he ll never get these images out of his head the writer uses let alone forever The ellipsis denotes the fear of what may come if he survives the war.
CONTD Furthermore, I agree with the student because the use of emotive language demonstrates both the horror of war and the impact on Alfred. [evidence + effect] In the final paragraph, the violent verbs used are indicative of Alfred s pent-up anger mentioned earlier on.[evidence + effect] Normally Alfred would have let it go.
PROJECT CHOICES 1. Education Unthink Rethink Scrap the entire education system and Start from scratch YOU DECIDE: What age to start and finish school What topics are taught How lessons are taught Timetable What sort of buildings Resources Visits Exams
PROJECT CHOICES 2. War Focus on one aspect such as: Shellshock Deserters The White Feather The football match Letters home
PROJECT CHOICES 3. English and your vocational course Research and present information on the importance of English skills in your chosen vocational course. Include how speaking and listening, reading and writing all play their part in your chosen career.
PROJECT CHOICES 4. If you could change ONE thing in the world, what would it be? You will need to research and come up with a detailed plan that includes what, why and how you want to change things
PROJECT https://animoto.com/projects c.gray@Lowestoft.ac.uk Bailey2811 With this option, you would be showing the animoto and then talking through how you created it
YOUR VIDEO You could film an interview between a WW1 veteran in a nursing home and a journalist. If you do this, you won t have to speak in front of anyone you can simply show the video for your presentation. This would involve creating questions and answers researching and then filming.
SCRAPBOOK If you choose to do this, you will need to talk through each page.
WOULD YOU LIKE TO WORK WITH SOMEONE? No problem make sure both of you are involved in the preparation and the presentation
SCHEDULE Part 1/Lesson 1 taught Part 2/Lesson 2 workshop 13 November Feedback on Question 5 Creative Writing Tips Planning and Preparation Workshop 20 November The Boy in the Striped Pyjamas Practising exam questions with your targets in mind Creative Writing exercise Workshop 27 November Workshop 4 December Projects Presented Projects Presented 11 December Projects Presented mop-up SPaG quiz
DIARY OF PROGRESS Date 6.11.17 13.11.17 Project ideas introduced Decided on a presentation on shellshock. Lisa and I will work together and will make an animoto video with music and pictures. Then we ll plan what we re going to say. Animoto is finished. Today we worked on our scripts. Practice run went well. We re first on 20.11.17 27.11.17 4.12.17
AWARDS AND PRIZES Self-motivated and Independent Creative Best presentation Best team worker Supporting other people Outstanding effort All-round winner
RUN-ON SENTENCES This computer doesn't make sense to me, it came without a manual. My father is chairman of the Committee on Foreign Relations, he also heads the Warrant Commission. One person had been exporting farm equipment, in fact he exports over 30,000 pieces of machinery a year. After the sixth day, I went home, my family stayed.
TODAY Question 4 Propping up the Line Revision of language features and terms Projects How to avoid run-on sentences The painful truth about the apostrophe
HOMEWORK Avoiding run-on sentences read through Q5 and write out any run-on sentences again with the corrections Apostrophe workout p.38-39 SPaG workbook
