Learning Activities WW1

Albany Military Hospital Project (Year 6)

The Great War 1914-1918

Engage

  • Visit local museum to see artefacts from this era.
  • Visit local art exhibition to see artist impressions representing this time and feelings.
  • Use the internet and other sources such as non-fiction books and posters to research some of the key people from this time including Franz Ferdinand, Gavillo Princip, Lord Kitchener.
  • Research the countries involved and the role they played. Which side were they on? Did they stay on that side?
  • Get a local person with connections to the war to come and speak to the children about how their relative’s lives were affected by this war.
  • Use pictures which link to the building and its function during the Great War.

 

Develop

  • Develop an understanding of the role of animals in WW1 by reading warhorse and watching the film and investigating who Sergeant Stubby.
  • Investigate key events and times during this period including The Battle of the Somme, The Battles of Ypres (1,2,3), Gallipoli, First Zeplin, The Battle of Cambrai, The sinking of the Lutisana,
  • Create poems using creative language that portray people’s feelings.
  • Investigate properties of materials and how they could of helped soldiers in the trenches by conduction an insulation investigation.
  • Using previous floor plan, children compare the uses/functions of rooms then and rooms now.
  • Explore conscription in different countries and similarities and differences between them.
  • Find out about the machines, transport and weapons used.
  • Research the Christmas Truce and the significance of this event.

 

Innovate

You as a class have travelled back in time, back to the year 1918 and into Albany Military Hospital. Members of today’s public are unaware of time travelling, so it is important your share your knowledge and expertise will them.

To be successful:

  • Open the school up as a military hospital, recreate a ward.
  • Choose an appropriate way of presenting important information about the war.
  • Using IT equipment think about how this could help you when touring people around the different rooms.
  • Work together in groups identifying each person strength’s in this task and a role for them.

Express

  • Invite another school to come and learn about your work.
  • Display old photographs and new photographs with speech bubbles about what people were thinking.
  • Make a short film about the event.
  • Look at how the war ended and the significance of the poppy and remembrance.
  • Read and display poems.
  • Create a timeline of key events both in WW1 and Albany Primary School interlinking them.

WW1 Planning Activities

English To develop ability to read with fluency, accuracy, understanding and enjoyment.

 

War horse book – Children read chapter 2 of War Horse, children answer comprehension questions.

EAL – Children have a simple form of the chapter identifying the key ideas and answer questions related to this chapter.

* Children answer simple questions.

** Children answer fully and with detail comprehension questions on chapter 1.

*** Children are going answer comprehension question on chapter 1 and 2.

 

English To develop ability to read with fluency, accuracy, understanding and enjoyment.

 

War horse- Children to continue focussing on chapter 2

War horse book – Children read chapter 2 of War Horse, children answer comprehension questions.

EAL – Children have a simple form of the chapter identifying the key ideas and answer questions related to this chapter.

* Children answer simple questions.

** Children answer fully and with detail comprehension questions on chapter 1.

*** Children are going answer comprehension question on chapter 1 and 2.

 

English To use punctuation to clarify meaning including full stop, exclamation and question marks, comma, apostrophe, bullet points, speech marks Continue reading Warhorse (Chapter 3 onwards) Provide children with typed section from the book which contains a variety of mistakes and grammatical errors.

*** Children proofread passage and correct all grammatical and spelling errors

** Children focus on correcting capital letters, full stops and correct tense words.

* Children correct capital letters and full stops.

English To listen and view attentively, responding to a wide range of communication.

To develop their ability to read with fluency, accuracy, understanding and enjoyment

Read warhorse chapter 5 making a note of any unfamiliar words and looking up their meaning. Discuss how the characters are feeling and what the children think will happen next.
English To evaluate their own and others’ talk and drama activities and develop understanding of how to improve, considering how speakers adapt their vocabulary, tone, pace and style to suit a range of situations.

 

Read warhorse chapter 5 onwards

Rotation of activities:

Role play- Children rein act the scenes – when Albert is treating Joey nicely up to the point where Joey has trained as a ploughing horse. Children think about the contrasting attitude of Albert.

Dictionary and thesaurus words- Using words from chapter 5.

*** Whilst reading, children identify the words for researching definitions.

** Children look for definitions for 8 words from chapter 5. They then choose additional words that they are unsure of and look up definitions.

* Children make a group dictionary.

Write a letter- from Joey to Albert

*** Children write a letter using interesting and varied vocabulary with correct layout and the extension of sentences.

** Children will write basic sentences with a few simple connectives. Children need to think of synonyms.

* Use a writing frame, include simple sentences.

Make a Joey puppet – Children independently carry out .

http://www.redtedart.com/2014/01/23/no-sew-horse-puppet/

 

English To use the characteristic features of literary and non-literary texts in their own writing,

adapting their style to suit the audience and purpose

 

Tell the children to imagine that the King came to visit Albany during the war. Use the Albany log and look at the photograph of the time in mixed ability groups. Discuss how people would have felt to have seen the King, especially in time of war. How would you feel now if the Queen came to visit? Go over the features of diary writing and children can start to plan a diary entry of this special day.

 

English To consider what they read/view, responding orally and in writing to the ideas, vocabulary, style, presentation and organisation of language, and be able to select evidence to support their views. Poetry

*** Look at both ‘the call’ and Trench Warfare. Think about what the poems mean. What is the author trying to tell us about? How do they want us to feel? Dissect the poem and discuss what each line is talking about and referring to. In pairs children read out the poems in different styles to see if it effects the meaning of the poem.

**&* look at an acrostic poem –‘ Trench warfare’ (found in the book what are we fighting for?). Dissect the poem and discuss what each line is talking about and referring to.

English To use the characteristic features of literary and non-literary texts in their own writing,

adapting their style to suit the audience and purpose.

Poetry- Using the style of an acrostic poem, children plan a poem.

*** Children choose whether to write trench warfare acrostic poem or a poem with questions like ‘The Call’. Children need to try and include poetic language such as a simile or metaphor.

**Acrostic is in the middle of the poem (trench)

* Acrostic poem starts at the beginning of poem (trench)

English To identify key points and follow up ideas through question and comment,

developing response to others in order to learn through talk

Introduce the Christmas Truce to the children. Discuss what this meant and how the soldiers would have felt. Watch the video

http://www.history.com/topics/christmas/history-of-christmas/videos/the-christmas-truce

English To use the characteristic features of literary and non-literary texts in their own writing,

adapting their style to suit the audience and purpose

 

Using their newspaper plan, the children write a page of a newspaper focusing on the Christmas Truce.

* Using a framework children include simple sentences and some adjectives.

** Children create a newspaper focussing a positive response to the Christmas truce. Children use simple sentences but include varied adjectives.

*** Children compose a newspaper focussing on the negative response to the Christmas Truce. Children included extended sentences and varied and interesting vocabulary.

Science To predict using some previous knowledge and understanding.

To use apparatus and equipment correctly and safely

Introduce the problem of keeping things warm in the trenches and in particular drinks.   Children are look at materials and discuss their properties. Children discuss what insulator means and predict which material will be the best insulator. Children discuss how to carry out the test sensibly and safely. Children carry out the test and record results.

*** Include success criteria and justification for it, include a prediction with scientific justification linked to previous experience.

**Identify success criteria used, include a prediction with some scientific justification.

* Children record prediction in their own words.

Science To communicate clearly by speech, writing, drawings, diagrams,

charts, tables, bar charts, line graphs, videos, and ICT packages, using relevant scientific vocabulary.

 

Using previous results from testing, children use these to help them construct a graph. Children explain their findings.

*** Construct a chosen graph independently, including choosing an appropriate title and axis. Children to include a conclusion with relation to scientific knowledge.

** Construct a line graph on given axis. Children to include a conclusion with relation to some scientific knowledge.

* Children construct a bar graph and provide a conclusion in their own words.

ICT To find information from a variety of sources for a defined purpose Children use the computers and look up information based on different events in WW1, children discuss with one another about the type of source they are using and the reliability. Children take notes of key information and put them into their own words.
ICT To create and communicate information in the form of text, images and sound,

using a range of ICT hardware and software

 

Children continue to make their keynote presentations to show to members of the public on the WW1 open day.   Children think about colours and fonts of presentations.

 

 

History To identify differences between ways of life at different times Children research and look at the role animals had to play in the war. Animals will include pigeons, horses, slugs, dogs, glow worms. Children make top trumps cards for each animal. Attributes need to include speed, strength, age, helpfulness.

 

History To understand why people did things, what caused specific events and the consequences of those events.

 

Listen to the song ‘Joining up’. Discuss how the soldiers singing the song feel. Are they happy to go to war?   Show children pictures of men queuing up to sign up to fight. Why were people so keen to go to war?

Use pictures and videos on BBC website to introduce life in the trenches. Children create a leaflet showing what life in the trenches.

*** Children choose their own structure for the leaflet, including as many different adjectives, sentence starters and subject specific language.

** Children choose from 2 frameworks, they are to include some adjectives and appropriate language and detail.

* Using given framework children write simple sentences and use wordbank to aid them.

 

 

History To use timelines to sequence events Using children’s research from a couple of weeks ago .Children make a poster in mixed ability groups relating to their event. Children think about the most important features to use and what should be present in terms of a poster.
History To use timelines to sequence events Children look at the timeline on the link

http://www.ww1schoolworkshop.co.uk/timeline-of-ww1/4583287377

Children work in groups and have a set event to research from the timeline. Children work in mixed ability groups.

Children think about how they are going to present the information to the rest of the class.

Some children (Alex, Luke, Abdalkareem, Kacper, Yaseen) research the weapons and military transport used.

http://www.ww1schoolworkshop.co.uk/ww1-lesson-plans/4583889744

History To identify differences between ways of life at different times Mr Howlett is coming to Year 6 for the afternoon to ask them for their help! They are to find out as much as they can about the role Albany played during the first world war.

Using the Albany floor plan and photos Mr Howlett will explain what we know so far and what he would like the children to do over the next few weeks. Children will need to listen very carefully and write down notes.

History To identify significant people and describe events within and across periods Children watch and discuss the film Warhorse. Children think about how characters are feelings. Children are to observe conditions and features of the time. Children discuss in mixed ability groups how they would feel in this situation.
Music To sing with increasing control of breathing, posture, diction, dynamics, phrasing, pitch and duration. Children discuss the importance of songs during the war to raise moral. Children learn WW1 songs with Mr Barrett. Children learn ‘Daisy Bell’ , ‘Keep the home fires burning’ , ‘Pack up your troubles’ and ‘Goodbyeeee’.  Children discuss any unfamiliar language.
Art To experiment with and examine the methods used by other artists, craft workers and

designers from different:

periods.

Thinking back to the WW1 exhibition -The Great War: Britain’s efforts and ideals, children look at the pictures and discuss the shading and the type of shading. Look at a particular picture and the type of shading use.  Children experiment with shading pencils to create similar effects.
Art To experiment with and examine the methods used by other artists, craft workers and

designers from different periods.

Using the different shading, children look at the picture they completed in the museum. Children then re-do their picture but including different sorts of shading.