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Thursday 18 April 2013

The Charge of The Light Brigade

The Charge Of The Light Brigade  
Alfred Lord Tennyson
LI: to understand the story behind this narrative poem


Half a league, half a league,
     Half a league onward,
All in the valley of Death
     Rode the six hundred.
'Forward, the Light Brigade!
Charge for the guns!' he said:
Into the valley of Death
     Rode the six hundred.
'Forward, the Light Brigade!'
Was there a man dismay'd ?
Not tho' the soldier knew
     Some one had blunder'd:
Their's not to make reply,
Their's not to reason why,
Their's but to do and die:
Into the valley of Death
     Rode the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
     Volley'd and thunder'd;
Storm'd at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
     Rode the six hundred.
Flash'd all their sabres bare,
Flash'd as they turn'd in air
Sabring the gunners there,
Charging an army, while
     All the world wonder'd:
Plunged in the battery-smoke
Right thro' the line they broke;
Cossack and Russian
Reel'd from the sabre-stroke
     Shatter'd and sunder'd.
Then they rode back, but not
     Not the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon behind them
     Volley'd and thunder'd;
Storm'd at with shot and shell,
While horse and hero fell,
They that had fought so well
Came thro' the jaws of Death,
Back from the mouth of Hell,
All that was left of them,
     Left of six hundred.
When can their glory fade ?
O the wild charge they made!
     All the world wonder'd.
Honour the charge they made!
Honour the Light Brigade,
     Noble six hundred!


At the Battle of Balaclava in 1854 during the Crimean War, the ‘Light Brigade’, (a group of British soldiers), charged down a narrow valley to fight the Russian soldiers who had captured British guns. The Russians were at the end of the valley as well as on each side of it. The attack was not a wise choice and happened because of a misunderstanding of an order sent by the commander-in-chief. After following orders less than a third of these men survived.

Answer these questions in full sentences:

  1. “If you were in the military and you were given an order, would you obey it – even if it meant putting your life on the line?  Why or why not?” I wouldn't because I don’t want  to be punished.

  1. What is a brigade? A group of an army, of a small number of other units and often forming part of army.

  1. “Theirs not to make reply/Theirs not to reason why/Theirs but to do and die” - What did this mean for the soldiers?  They have to do what was told and did
  1. What makes this a narrative poem? It tells a story.


Read the poem again and answer these questions about the language used:
LI: To explore the language of a narrative poem

Stanza 1:
  1. What does the Valley of Death mean? Most of the people rode and died.
  2. Who is “he” in line 6? he commander of the brigade.
  3. What is the six hundred referring to? The six hundred soldiers and Horses.


Stanza 2:
  1. Now that you see it in context, what does the line, “Theirs but to do and die” mean? Listen to the commander and die.


Stanza 3:
  1. What weapons are used against the Light Brigade? Gunnes and cannon
  2. What two things are personified here? Jaws of death, Mouth of hell.


Stanza 6:
  1. Did the Light Brigade win or lose? lose
  2. Are they seen as heroes? yes


Use short answers to answer the following questions.
LI: To show that I am reading for meaning and understanding  
  1. About how many soldiers were in the Light Brigade? 600

  1. What weapons did they carry? Saber(sword).
 
  1. What weapons did they face? Cannons and guns

  1. Why did the Light Brigade charge? They were ordered to (it was a mistake)
  2. How are the members of the Light Brigade survived at the end of the poem? Being honored.


Click on the link on the picture to help you find your information


List 3 facts about the poet Alfred Lord Tennyson
    1. He was born in Somersby.
  1. His wife is Elizabeth.
  2. In 1831 Tennyson’s father returned home and died.


Xtra Maths

I did good but I only one wrong some were fast some were slow

Wednesday 17 April 2013

When the Wind Blows


When the Wind Blows
Reflection

I thought this story was sad because they both died.

The labour herald said “this book deserves a wide audience and should be compulsory reading.” I think every student should read this book because it has lots of action and it is interesting.

The guardian said “it  is meant to break your heart to some purpose” I think it is meant to break your heart because it is very sad.

Xtra Mths

When the Wind Blows Story Elements

When the Wind Blows
Story Elements

L.I. - Identify the factual elements of the story
Identify the fictional elements of the story

Look at these events and cut and paste them into the correct column in the table

FACT
FICTION
There was a cold war between
former allies

A nuclear bomb causes a big flash of heat and light

Nuclear fallout can kill you after the bomb has gone off

England was afraid of a Russian  American nuclear war

America is a democracy

A nuclear bomb causes a big flash of heat and light

The cold war has caused other conflicts

People who wore patterned clothing got the pattern burnt into their skin
The Russians let off a nuclear bomb
There was a nuclear arms race

People believed in Mutually Assured Destruction

Russia is a democracy
People built nuclear fallout shelters in case there was a war

Cushions can protect you from nuclear fallout


After 14 days you can leave the
nuclear fallout shelter


After WW2 Russian bombed England

A nuclear refuge (like the one in the book) would protect you

Monday 15 April 2013

Maths review for Term 1


This term I did timelines and put them in chronological order. I have been improving in Xtra maths. We did place value by doing teens and Ty numbers.

Left behind in the car


LEFT BEHIND IN THE CAR

L.I.- Look at descriptive language used in poetry
Look at active verbs

Left behind in the car:
A piece of paper with scribbles on it
A family portrait and some words that say
and, at, the
practising for school.

Left behind in the car:
Running late for school
crumbs from sandwiches
quickly scoffed down
don’t be late.

Left behind in the car:
A thermal cup in the cup holder
two day old coffee
cold as ice
forgotten and left behind.
                                                                                             

Wednesday 3 April 2013

My Story Grammar



The Boy in the Striped Pajamas
Story grammar
Faitele

Setting
Characters
Events
Theme
Bruno started in Germany in Berlin
and went to Auschwitz in Poland, he didn't like it but at the end they were suppose to go back to Berlin but Bruno died.
The main characters are Shmuel and Bruno and the supporting characters are Mum, Dad, Gretel, Martin, Karl, Daniel, Lt Kotler,Soldiers, Marie, and Pavel.
Bruno lived in Berlin. He liked it there with his 3 best friends for life. Then his Mum said that they are moving to a place called  Auschwitz and because his father has found a new job there he met a new friend called Shmuel and before he goes to Berlin and he got gassed.
The theme is war, friendship and family
The main character dies. We have to find out ourselves because the author does not tell us they just give us clues.
Moral
That this should never have happened.