Developing your ideas Self/Peer-assessment The Man He ... · The Man He Killed: Thomas Hardy...
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2 © Pearson Education Limited 2010 A: Exploring the poems ‘The Man He Killed’ by Thomas Hardy 3 Learning objectives • explore the themes of the poem, including conflict • develop a response to Hardy’s poem • assess work on Hardy’s poem against the AO criteria. Explain to students that this lesson will lead to a piece of comparative writing which will assess their response to the poem and its comparison with a Shakespeare play. For guidance on approaches, please see page 8 forward. The Man He Killed: Thomas Hardy Starter • Look at: • the Assessment Objectives on page 132 of the student book • the learning objectives for this lesson. With students, consider which of the AOs they will be fulfilling if they achieve the lesson’s learning objectives. • Point out to students that they will be producing a short piece of writing on the poem later in the lesson, which you will be asking them to ‘match’ to the Assessment Objectives, identifying those which they have achieved. Looking more closely • Students complete question 1 independently. Take feedback to ensure understanding. • Students complete questions 2–5 independently. Take feedback, developing students’ thinking and understanding with follow-up questioning: 1 What does this suggest about the narrator’s attitude to war? 2 How do you think the narrator’s attitude to war has changed since he signed up for the army? 3 What do you think the narrator’s attitude to the other man is? 4 Is there any evidence that the two men had such similar pasts? First thoughts • Before reading the poem, ask students how they think a poem might explore the theme of conflict in war. Prompt less-confident students by asking them how they might respond to the task of writing a story entitled ‘War’. Record their responses briefly on the whiteboard, for example: • glorifying the acts of heroic soldiers • battle action • the horror of war • the pointlessness of war. • Read the poem, clarifying any points of understanding. Does this poem match any of their expectations? • Students independently note their responses to questions 1 and 2 in Activity 1. Take feedback. Developing your ideas • Students complete questions 1–4 independently. Take feedback. • Watch the video reading of the poem. Do students feel this is an effective presentation of the poem? How would they present it? • If time allows, or for homework, students can produce a storyboard or written brief describing their ideas for their video presentation. Emphasise that this should make close and specific reference to the text of the poem. • A storyboard frame is available on Handout 1.1. A differentiated worksheet for less confident students is available on Handout 1.2 with key quotations included for support. Self/Peer-assessment • Read the example paragraph and annotations. • Depending on the ability level of your group, you may want to write a paragraph as a whole class. When writing this paragraph, take sentences and suggestions from volunteers, recording them on the whiteboard, before asking students to complete questions 1 and 2 independently. • Students can then: • identify whether their writing demonstrates the Assessment Objectives which they focused on in the Starter activity • use the grade descriptors on page 132 of the student book to assess their (or a partner’s) response. 1 3 2 4 6 Resources available • Student book pages 125–126 • AT photo 1.1: World War 1 trenches • AT video clip: Reading of ‘The Man He Killed’ • Handout 1.1: Developing your ideas: story frame (1) • Handout 1.2: Developing your ideas: story frame (2) Assessment objectives English Literature: AO1, AO2, AO3 English: AO2 For the assessment objectives in full and examiner commentary, see page 6 forward. Developing a personal response • Discuss question 1 as a whole class – focusing on war as presented in the poem, and then on war as perceived by students. • Give students two minutes to discuss question 2 in pairs and come to a written conclusion of a sentence or two. Take feedback. 5 Answers Developing your ideas 1 The language of the poem is colloquial and ‘chatty’. The poem is in speech marks as though the narrator is talking directly to the reader. 2a • what he says: he imagines buying the other man a drink or lending him some money suggesting he is kind and generous. • the ways he says it: he uses slang (‘nipperkin’) and simple language suggesting that he is an ordinary working man. • what he tells us about himself: he tells us he is out of work and has sold his ‘traps’ suggesting that he is poor and was desperate for work. b It suggests he is an ordinary man, and so seems to reflect the common experience of many soldiers. 3a • At the end of the first line there is a dash: it signals a pause, suggesting the narrator does not know what to say. • The word ‘because’ is repeated: it suggests hesitation. Can the narrator really explain what he did? • There is repetitive internal rhyme: it increases the pace of the line suggesting the narrator is hurrying because even he is not convinced by his explanation. • The word ‘although’ is left dangling at the end of the stanza: it suggests the narrator may be about to question his own explanation. b All the above contribute to the sense of confusion at what he has done – and indirectly question the purpose of war. 4 There is no clear answer: it could be argued that it helps to focus our attention on the dead man, rather than the man who killed him. Developing a personal response 1 All responses are arguable, if supported with evidence. 2 The presentation of the narrator’s voice without comment suggests that the poem reflects Hardy’s view. Answers First thoughts 1 A soldier who has killed an enemy soldier. 2 He thinks it is ‘quaint and curious’. Looking more closely 1a The enemy soldier he killed b On the battlefield 2 The narrator seems unsure of his reason for killing the other man. It is as if he is trying to convince himself that this is a good reason. 3 (b) and (c) are true; (a) and (d) are false 4a He can no longer work. b He was ‘out of work’ and needed the money. 5a He guesses that the other man was very like himself. b Creating this connection between the two men makes the killing of one by the other all the more ironic. A: Exploring the poems Handout 1.1 Handout 1.2 WJEC Peotry TG.indd 2-3 14/8/09 13:50:56
Transcript of Developing your ideas Self/Peer-assessment The Man He ... · The Man He Killed: Thomas Hardy...
2 © Pearson Education Limited 2010 A: Exploring the poems ‘The Man He Killed’ by Thomas Hardy 3
Learning objectives• explore the themes of the poem, including con� ict • develop a response to Hardy’s poem • assess work on Hardy’s poem against the AO criteria.
Explain to students that this lesson will lead to a piece of comparative writing which will assess their response to the poem and its comparison with a Shakespeare play. For guidance on approaches, please see page 8 forward.
The Man He Killed: Thomas Hardy
Starter • Look at:
• the Assessment Objectives on page 132 of the student book
• the learning objectives for this lesson.
With students, consider which of the AOs they will be fulfi lling if they achieve the lesson’s learning objectives.
• Point out to students that they will be producing a short piece of writing on the poem later in the lesson, which you will be asking them to ‘match’ to the Assessment Objectives, identifying those which they have achieved.
Looking more closely
• Students complete question 1 independently. Take feedback to ensure understanding.
• Students complete questions 2–5 independently. Take feedback, developing students’ thinking and understanding with follow-up questioning:1 What does this suggest about the narrator’s
attitude to war?2 How do you think the narrator’s attitude to war
has changed since he signed up for the army?3 What do you think the narrator’s attitude to the
other man is?4 Is there any evidence that the two men had such
similar pasts?
First thoughts • Before reading the poem, ask students how
they think a poem might explore the theme of confl ict in war. Prompt less-confi dent students by asking them how they might respond to the task of writing a story entitled ‘War’. Record their responses briefl y on the whiteboard, for example:• glorifying the acts of heroic soldiers• battle action• the horror of war• the pointlessness of war.
• Read the poem, clarifying any points of understanding. Does this poem match any of their expectations?
• Students independently note their responses to questions 1 and 2 in Activity 1. Take feedback.
Developing your ideas
• Students complete questions 1–4 independently. Take feedback.
• Watch the video reading of the poem. Do students feel this is an effective presentation of the poem? How would they present it?
• If time allows, or for homework, students can produce a storyboard or written brief describing their ideas for their video presentation. Emphasise that this should make close and specifi c reference to the text of the poem.
• A storyboard frame is available on Handout 1.1. A differentiated worksheet for less confi dent students is available on Handout 1.2 with key quotations included for support.
Self/Peer-assessment • Read the example
paragraph and annotations.• Depending on the ability
level of your group, you may want to write a paragraph as a whole class. When writing this paragraph, take sentences and suggestions from volunteers, recording them on the whiteboard, before asking students to complete questions 1 and 2 independently.
• Students can then:• identify whether their writing demonstrates the
Assessment Objectives which they focused on in the Starter activity
• use the grade descriptors on page 132 of the student book to assess their (or a partner’s) response.
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4 6Resources available• Student book pages 125–126• AT photo 1.1: World War 1 trenches• AT video clip: Reading of ‘The Man He Killed’• Handout 1.1: Developing your ideas: story frame (1)• Handout 1.2: Developing your ideas: story frame (2)
Assessment objectivesEnglish Literature: AO1, AO2, AO3English: AO2For the assessment objectives in full and examiner commentary, see page 6 forward.
Developing a personal response
• Discuss question 1 as a whole class – focusing on war as presented in the poem, and then on war as perceived by students.
• Give students two minutes to discuss question 2 in pairs and come to a written conclusion of a sentence or two. Take feedback.
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AnswersDeveloping your ideas1 The language of the poem is colloquial and ‘chatty’.
The poem is in speech marks as though the narrator is talking directly to the reader.
2a • what he says: he imagines buying the other man a drink or lending him some money suggesting he is kind and generous.
• the ways he says it: he uses slang (‘nipperkin’) and simple language suggesting that he is an ordinary working man.
• what he tells us about himself: he tells us he is out of work and has sold his ‘traps’ suggesting that he is poor and was desperate for work.
b It suggests he is an ordinary man, and so seems to re� ect the common experience of many soldiers.
3a • At the end of the fi rst line there is a dash: it signals a pause, suggesting the narrator does not know what to say.
• The word ‘because’ is repeated: it suggests hesitation. Can the narrator really explain what he did?
• There is repetitive internal rhyme: it increases the pace of the line suggesting the narrator is hurrying because even he is not convinced by his explanation.
• The word ‘although’ is left dangling at the end of the stanza: it suggests the narrator may be about to question his own explanation.
b All the above contribute to the sense of confusion at what he has done – and indirectly question the purpose of war.
4 There is no clear answer: it could be argued that it helps to focus our attention on the dead man, rather than the man who killed him.
Developing a personal response1 All responses are arguable, if supported with evidence.2 The presentation of the narrator’s voice without
comment suggests that the poem re� ects Hardy’s view.
AnswersFirst thoughts1 A soldier who has killed an enemy soldier.2 He thinks it is ‘quaint and curious’.
Looking more closely1a The enemy soldier he killedb On the battlefi eld2 The narrator seems unsure of his reason for killing
the other man. It is as if he is trying to convince himself that this is a good reason.
3 (b) and (c) are true; (a) and (d) are false4a He can no longer work.b He was ‘out of work’ and needed the money.5a He guesses that the other man was very like himself.b Creating this connection between the two men makes
the killing of one by the other all the more ironic.
A: Exploring the poems
Handout 1.1 Handout 1.2
WJEC Peotry TG.indd 2-3 14/8/09 13:50:56
