Hub B Year 6 Home Learning - Forest Academy
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Hub B Year 6 Home Learning
Week beg 18th January 2021
Reading
SELFIE: CLARIFYING Stems
Lesson1 • I think that means …..
Write down two or three words or phrases • I didn’t understand …
that you clarified independently. • What does …. mean?
• I need to reread this
Explain the strategies you used to clarify part ...
using the stems. • … is a tricky word
If in some smothering dreams, you too because….
• I didn’t understand …
could pace
so I..
Behind the wagon that we flung him in,
And watch the white eyes writhing in his
face,
His hanging face, like a devil’s sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted
lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent
tongues,—
My friend, you would not tell with such
high zest
To children ardent for some desperate
glory,
The old Lie: Dulce et decorum est
Pro patria mori.
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SELFIE: Inference Lesson 2
• Why does Owen think ‘Dulce et
decorum est pro patria mori’ is a lie?
• I think the writer’s viewpoint is …
SELFIE: CLARIFYING Lesson 3 Stems
• I think that means …..
Write down two or three words or phrases • I didn’t understand …
that you clarified independently. • What does …. mean?
• I need to reread this
Explain the strategies you used to clarify part ...
using the stems. • … is a tricky word
because….
• I didn’t understand …
We are the Dead. Short days ago
so I..
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie,
In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
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SELFIE: Inference Lesson 4
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
• Who are the foe?
• How have the soldiers failed?
• Why won’t the soldiers sleep/rest in
peace?
Writing
Lesson 1
LI: to generate vocabulary and sentence openers for
cohesion
❏ Generate effective vocabulary to describe the
scene.
❏ Use the five senses to support the description
❏ Use ISPACED openers to change sentences
Using the images below generate effective vocabulary for each part of the
scene. Use the five senses vocabulary you generated on Friday’s lesson to
create descriptive sentences. Use the ISPACED document on Google
Classroom to help you create different sentence openers for each image.
Make sure you have at least 3 sentences in each box.
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Walking with comrades
Shots fired (Running away)
Shots fired (Taking cover)
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Friendly fire (Shot at by the French)
Speaking with French Army
Running to the beach
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Lesson 2
LI: To use a range of sentence structures to engage the
reader
❏ Choose a sentence structure to use.
❏ Use the vocabulary previously generated.
❏ Explain the impact of chosen sentence structure on
the reader.
2-Adjectives De:De
Example - My gallant, grey Example - My battalion began to
squadron and I marched heroically feel courage: we believed we
through the miserable, dull would survive against the
darkening town. Germans.
3-ed Emotion, comma sentence
Example - Shocked, locked, Example: Terrified, I darted across
loaded, I held the deadly rifle, my from cover over to the French
finger on the trigger, the enemy on soldiers, hoping I wouldn’t get hit
my tail. by a stray bullet.
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Lesson 3
LI: to use informal conversational language to recount a
key event
Context: Diary entry
❏ Understand the writer’s voice
❏ Generate appropriate vocabulary for an informal
tone
❏ Write the start of my recount
Using the video and the model, write the start of your diary entry that
chronicles the events of the soldier's day before the video clip begins.
Your main focus is to include informal language.
Think about:
What could have happened before the beginning of the video clip?
Where did they wake up that day?
Thoughts and feelings about going home?
What environment are they in?
Are they alone?
If no, who were they with?
Their condition - Are they injured? Are they clean?
Use the questions above to guide and structure your sentences.
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Lesson 4
LI: to structure my writing in a planning format
❏ Use a planning format that I find useful.
❏ Focus on the features of a recount.
❏ Structure my ideas and generate appropriate
vocabulary
❏ Adapt ideas from the model and my previous work.
❏ Re-read my plan to ensure it will support me when I
write
Section 1
Read the beginning and build up of the model. What do you need to include?
● Set the tone of the diary
● How your day began (what did you do, how did you feel?)
● Walking with battalion through the town
Section 2
Read the middle of the model. What do you need to include?
● Suddenly shot at by the enemy
● Run for cover
● Comrades getting shot and killed
● Jumping over fences and hiding behind a gate
Section 3
● Jumps over gate, runs into enemy fire
● Calls out to soldiers - allies!
● French soldiers allow him to walk through
● On the beach, waiting to go home - reflect on the recent events.
Skills to include throughout the plan
● Show not tell
● Describe the scenery (use 5 senses)
● Figurative devices
● Short sentences for pace
● Broken dialogue
● Show not tell to describe to soldier’s emotions
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Lesson 5
LI: to write a recount
Context: Diary
❏ Use my plan to write a recount
❏ Edit my work as I go along
❏ Improve and uplevel my work using a variety of
resources
Diary Features:
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Diary Model:
Wednesday 5th June, 1940
Dear Diary,
What should’ve felt like a day of joy, what should’ve been a mighty fine send off, was
a day that will haunt my nightmares for the rest of my days.
The day started off like no other: woken up by the distant explosions of bombs, my current
alarm clock, along with the distinct whiff of my bunk buddy’s cigarette; how can
someone smoke before breakfast? While putting on my uniform, bloodstained from a
Jerry I shot weeks ago, the messenger threw papers my way: I’m coming home!
I struggled to contain my joy as I marched past others in my battalion, some of them wept
as they read letters from loved ones - not long till I see my dearest. I packed my bags, said
my goodbyes, and joined a group of fellas to make our way to the rendezvous point.
Some hours later, we were walking through the war-torn streets; what was once full of
laughter was now eerily silent, flyers falling from the air which read of the Germans
surrounding us, draining away my confidence that we’ll win this war. BANG! A bullet
whizzed past me, sending me back into reality. I hastily took cover, however some of my
comrades were not so lucky. I ran as fast as I could towards the garden fence and hurled
myself over, quickly glimpsing at my friends’ fallen crimson bodies sprawled across the
floor. The bullets continued to follow me, as though they knew my every move before I
did; would I make it out of here on the day I’m supposed to leave? Jumping over the
fence was a poor error of judgement as I found myself smack bang in a new line of fire,
but success: Allies! “L’anglais!” I painfully shouted, just hoping the firing would stop. One of
the soldiers, who looked as though he’d seen plenty of death in his time, ordered the
others to seize fire before frantically ushering me over to prepare themselves for enemy
fire. As I clambered through the barracks, I could feel the stern frowns of the French
soldiers, angry that they nearly wasted their precious bullets on me (thank God they didn’t
hit me though). The rancid odour coming from each soldier was a clear sign that they
had been held here for days.
“Bon voyage,” one of them sniggered. Here’s hoping for a safe journey home indeed.
As I write today’s diary, I am sitting on the beach, waiting for the ships to collect us.
Surrounding me are waves of soldiers, all of them leaving as a different man to the one
that arrived – myself included. Although we are going back home, no one is smiling, we
are failing and the Germans are winning. The smell of death fills the air, a reminder for the
journey home what we are leaving behind. I hope my next entry will be more positive,
however I fear it’ll only be worse.
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous GrowthMaths
Lesson 1
LI: to calculate missing angles in a triangle.
Know that angles on a triangle add up to 180 degrees.
Add the known/given angles.
Use subtraction to find missing angles.
Vocabulary
Equilateral triangle Isosceles triangle Scalene triangle
1) Find the missing angles in these triangles.
a) b) c)
d) e) f)
Lesson 2
LI: to solve problems involving triangles and straight lines.
Context: Reasoning
Know that angles on a triangle add up to 180 degrees.
Add the known/given angles.
Use subtraction to find missing angles.
Vocabulary
Equilateral triangle Isosceles triangle Scalene triangle
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth1) Use your knowledge of angles and triangles to calculate the missing angles (?) in
the questions below.
Lesson 3
LI: to find missing angles in quadrilaterals
Context: Reasoning
Know that angles in a quadrilateral add up to 360
degrees.
Add the known/given angles.
Use subtraction to find missing angles.
Vocabulary
Parallelogram Rhombus Trapezium Rectangle Square Right angle Irregular shape
1) Use your knowledge of angles and quadrilaterals to calculate the missing angles in
the questions below.
a) b) c)
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth2) Use your prior learning of angles on a straight line and angles in a quadrilateral to
find these missing angles.
Lesson 4
LI: to solve problems involving missing angles in shapes.
Know that angles in a triangle add up to 180 degrees.
Know that angles in a quadrilateral add up to 360
degrees.
Add the known/given angles.
Use subtraction to find missing angles.
Vocabulary
Equilateral triangle Isosceles triangle Scalene triangle Quadrilateral Rectangle
Square
1) Use your learning of angles in a triangle to explain the
questions and statements below.
a) Mr Gold has an isosceles triangle, one angle of this triangle
measures 42°. What could the other angles measure?
Explain your thoughts.
b) What type of triangle is each person describing? Explain how you know.
i) Alex’s triangle is a….because….
ii) Mo’s triangle is a…because….
iii) Eva’s triangle is a…because…
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth2) Is this statements true or false?
Draw the shapes to prove your thoughts.
History
Lesson 1
LI: To compare the different experiences of an event in history
Today we are going to look at the experiences of soldiers from two different ethnic
backgrounds and compare. We are going to look at the experiences of a Gurkha and
the experiences of a Jewish-German Soldier.
First we need to know about how Jews were treated in Nazi Germany:
Hitler hated Jewish people and blamed them for Germany losing World War I. He
considered Jewish people to be less than human. Hitler also believed in the superiority of
the Aryan race. He wanted to use Darwinism and breeding to create a race of perfect
people. Hitler wrote in his book Mein Kampf that when he became ruler he would rid
Germany of all the Jews. Not many people believed he would really do this, but as soon
as he became Chancellor he started his work against the Jews. He made laws that said
Jews had no rights. Then he organized attacks on Jewish businesses and homes. On
November 9, 1938 many Jewish homes and businesses were burnt down or vandalized.
This night was called the Kristallnacht or "Night of Broken Glass".
Now we know a little about the way the Jews were treated during Hitler’s time we can
think about the self perception of these two soldiers.
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous GrowthPredict how you think these two soldiers would perceive themselves, how would they feel about
their positions and their motives to fight?
Now we are going to look at some evidence to discover how the soldiers would have perceived
themselves and how their comrades/leaders would have perceived them.
Jewish-German Soldiers
According to Hitler’s Jewish Soldiers by Bryan Mark Rigg, thousands of full Jews and more than a
hundred-thousand part-Jews joined the military of the Third Reich. The stories of these men and of
the psychological as well as the physical hazards they endured altered the book I had originally
set out to write.
Some of the Jewish men who fought in Hitler’s military had been drafted. Others were patriots
whose fathers, grandfathers, and uncles had served in the Imperial Army in WWI, and dutifully
enlisted. One survivor described himself as a German first and a Jew second. Jewish allegiance to
Germany in the early days of the Third Reich is one of the great unrequited love stories of history.
What of the Jews who served in Hitler’s military and not only identified as Jewish but
remained observant? Many of them, like another Waffen-SS officer, continued to say
prayers and observe other rituals secretly in the barracks or, more desperately, on the
battlefield. How did they justify fighting for a regime that was taking away their rights,
murdering their families, and labeling them subhuman?
Some believed they could save their families by serving. One Mischlinge told of going to a
Gestapo jail to help his Jewish father only to learn that the man had been sent to Dachau. He
then volunteered in the Wehrmacht hoping it would help his father’s plight. It didn’t. Two brothers,
whose gentile father had divorced their Jewish mother when the racial laws were promulgated,
made a point of wearing their uniforms when they visited her. She was nonetheless sent to a
camp.
A few, especially on the Russian front, would claim later that while they served in Hitler’s army,
they helped save the lives of other Jews in lands where they fought and conquered. An Orthodox
Jewish Wehrmacht lieutenant told of giving secret passes to Jews who’d been rounded up the by
SS in Lithuania, Latvia, and Russia, and food to starving Jewish children in a Russian village. Years
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growthlater, when he met another Orthodox Wehrmacht officer at a conference in Bonn, they agreed
that they’d done more for Jews by staying in the military than had those who’d fled the country
before the war. Who among us who wasn’t there can say they didn’t?
Perhaps the answer to their moral quandary lies in another question. What else could they have
done? Refusing to serve, trading in their father’s or grandfather’s Iron Cross for their own yellow
star would have sent one more member of the family to Auschwitz. A Wehrmacht lieutenant
maintains that he always felt Jewish inside, but military service was the only hope for survival.
Another veteran felt certain that God guided him into the military to save his life. When asked why
God did not save 6 million others, he replied that the Almighty’s actions cannot always be
understood.
Another force that encouraged men to serve was the culture in which they had been raised. In
19th- and early-20th-century Germany, obedience ranked high on the list of virtues. Reverence for
the head of the family, the rabbi, the teacher, the kaiser had been instilled in them since
boyhood. Individuality was neither encouraged nor valued. Often, it was not tolerated. One
Mischlinge naval officer was educated at a strict Prussian school and punished by his father on
the rare occasions when he didn’t excel there.
Gurkhas
Malcolm Vernone: “One Gurkha is responsible for me being alive”
“My father served during WW2 first with the East Surrey’s
then in the 110th Railway Survey Company Royal Engineers in Assam and Burma. It was during his
time in India that his unit had a platoon of Gurkhas attached to them on protection duty and
protect them they did. While out on jungle patrols the Gurkhas would often give the sign to hide up
and then they would vanish few a while only to return later totally unfazed after very quietly
dispatching an enemy patrol.
One Gurkha is responsible for me being alive as his super quick reaction to hearing a hardly
audible click a long way off and shoving my dad sideways meant that a snipers bullet went
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growththrough his right shoulder blade instead of his heart. To me and my family the selfless men of the
Himalayas are the greatest. Ayo Gorkhali!!”
GURKHAS IN WW2
The number of Gurkhas serving the Crown increased during WW2 to some 138,000. Again, they
distinguished themselves, earning 2,760 awards for bravery or distinguished service. These awards
included 12 VCs and a remarkable 333 Military Crosses. Both medals are awarded for acts of valour in
the face of the enemy and it is therefore no surprise that the casualties amongst Gurkha officers and
soldiers during WW2 were high: 7,539 Gurkhas were either killed or died of wounds; 1,441 Gurkhas were
posted as missing, presumed dead; and a further 14,082 Gurkhas were wounded.
THE BRWHY WAS THE 14TH ARMY KNOWN AS THE FORGOTTEN ARMY?
One of the questions that came up in the interview with Lukwesa Burak on 15 August 1941 is why the 14th
Army was known as the 'Forgotten Army'. It's a great question! There are four main reasons:
The first reason is that following Japan's attack on the US Pacific Fleet on 7 December 1941, Winston
Churchill, the British Prime Minister, and Theodore Roosevelt, the US President, agreed that they would
aim to defeat Germany before concentrating on Japan and Italy. This policy - known as 'Germany First'
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growth- meant that General Slim's forces in Burma were not a high priority as they were fighting the Japanese,
and not the Germans.
The second reason is that Burma (now Myanmar) is a very long way from the UK, in fact it's over 5,500
miles from London to Rangoon, the capital of Burma. In the 1940s, there was no social media and very
little TV coverage so if you were living in the UK or USA, it was very difficult to find out what was happening
in the Far East.
The third reason is that the campaign in Burma did not go well to start with. The Japanese crossed the
border from Thailand into Burma in mid January 1942. By then, Hong Kong had fallen to the Japanese
(on Christmas Day 1941) and Singapore fell shortly afterwards on 14 February 1942. On 9 March 1942,
Rangoon also fell to the Japanese and the Allied force in Burma had little choice but to retreat 1,000
miles north to the relative safety of what was then British India. Throughout the retreat, they were hotly
pursued by the Japanese. In fact it wasn't until late 1943 (in what was known as the First Arakan
Campaign) that the tide started to turn in the Allies' favour. Because of this, it is no surprise that the war
in the Far East was not publicised, at least in the early years, as the war in Europe was also going badly.
The fourth reason is that the majority of troops were not British. During the VJ Day 75 commemorations
on 15 August 2020, the UK Ministry of Defence drew on the following figures to illustrate the international
nature of the Far East Campaign:
- 365,000 British personnel.
- 1.5 million Commonwealth troops.
- 2.5 million troops from pre-Partition India (so from what is now India, Pakistan and Bangladesh).
The 2.5 million troops from pre-Partition India included 35,000 Gurkhas, organised into 27 Battalions.
1
NINE GURKHA VICTORIA CROSSES IN BURMA
35,000 Gurkhas served during the course of the Burma Campaign, with nine officers and soldiers being
awarded Victoria Crosses. An extract from the citation of one of these gives an idea of the sort of fighting
the Gurkhas were involved in during this key campaign of WW2:
‘In the subsequent advance heavy machine-gun fire and showers of grenades from an isolated bunker
position caused further casualties. Once more, with indomitable courage, Naik Agansing Rai, covered
by his Bren gunner, advanced alone with a grenade in one hand and his Thompson Sub-Machinegun
in the other. Through devastating fire he reached the enemy position and with his grenade and bursts
from his Thompson Sub-Machinegun killed all four occupants of the bunker.’
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous GrowthGurkhas of the 4th Indian Division meet American GIs. The US forces arrived in North Africa as part of
Operation Torch which saw some 650 ships put ashore four US and British Divisions on 8 November 1942.
The Germans eventually surrendered in North Africa on 12 May 1943 after a three year campaign. The
total German and Italian prisoners amounted to some 250,000.
Enter tex
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growthsection describes Gurkha operational deployments from the end of WW2 up until today and includes
There are numerous instances of the Gurkhas turning the tide of particular battles in Italy and North
Africa during WW2 but they are probably best known for their role in the Burma Campaign as part of
General Bill Slim’s ‘forgotten’ 14th Army, a campaign that established them as the world's most
capable jungle warriors. Large numbers of Gurkhas died defending Sittang Bridge in February 1942,
many drowning when the bridge was blown and 6,000 men of the 17th Division found themselves
unexpectedly trapped between the fast flowing river and the advancing Japanese. Gurkhas also
made a significant contribution to Brigadier (later Major General) Orde Wingate’s two Chindit
operations of 1943 and 1944 and they fought with distinction during the defence of Imphal in June
1944. In June of 2015, the Second Battalion of The Royal Gurkha Rifles joined the UK’s elite 16 Air Assault
Brigade, a return to the airborne role that Gurkhas first embraced in Burma when 153 and 154 (Gurkha)
Parachute Battalions were formed for operations against the Japanese. Lieutenant Colonel (later
Major General) F J Loftus-Tottenham, who raised the first Gurkha parachute battalion in 1941,
described Gurkhas as ‘...probably the best natural parachutist in the world,’ something they would
demonstrate when they parachuted in to capture key gun positions at the start of Operation Dracula,
the air, sea and land operation to secure Rangoon in May 1945.
The history of the Gurkha soldier: Brigadier Mike Calvert (left) who commanded one of the columns
during the second Chindit operation and Major James Lumley (right), the father of Joanna Lumley and
a career Gurkha officer, in the ruins of Mogaung, Burma after its capture in June 1944.
Task
Write your opinion of the different perceptions of Jewish-German Soldiers and Gurkhas
during WWII and justify it with evidence from the text.
What are the similarities and differences between these soldiers?
What surprised you most about your perception comparison?
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous GrowthAre these really different from each other? What does this tell you about humanity in times of war?
Lesson 2
L.I. to analyse two different perspectives of an event.
Women in WWII
Women are also hidden figures of WWII and are often forgotten. Women from around the
world worked to keep their countries running while men were at work. Today we are going
to explore two different groups of women working while the war was being fought.
Women on the English Homefront During WWII
With thousands of men away serving in the armed forces, British women took on a variety
of jobs during the Second World War. They also played a vital role on the home front,
running households and fighting a daily battle of rationing, recycling, reusing, and
cultivating food in allotments and gardens.
From 1941, women were called up for war work, in roles such as as mechanics, engineers,
munitions workers, air raid wardens, bus and fire engine drivers.
At first, only single women, aged 20-30 were called up, but by mid-1943, almost 90 per cent
of single women and 80 per cent of married women were working in factories, on the land
or in the armed forces.
There were over 640,000 women in the
armed forces, including The Women’s
Royal Naval Service (WRNS), the
Women’s Auxiliary Air Force (WAAF)
and the Auxiliary Territorial Service
(ATS), plus many more who flew
unarmed aircraft, drove ambulances,
served as nurses and worked behind
enemy lines in the European
resistance in the Special Operations
Executive.
The most notable member of the ATS
during the Second World War was the
then Princess Elizabeth. She trained as a driver and mechanic and reached the rank of
Junior Commander. Winston Churchill’s youngest daughter, Mary Churchill (later Lady
Soames) also served as a member of the ATS.
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous GrowthAway from these vital roles more than 80,000 women joined the Women’s Land Army,
enduring tough conditions and long hours in isolated rural outposts in order to prevent
Britain from being ‘starved out’. The women who worked on farms were known as ‘Land
Girls’. They were given a uniform and had to live on the farms where they were sent to work.
In cities, the Women’s Voluntary Service
prided itself on doing ‘whatever was
needed’, including famously providing
support (and much needed tea and
refreshments) to victims of the Blitz and those
sheltering in Underground stations.
In the Special Operations Executive (SOE),
Churchill recruited around 60 women “to set
Europe ablaze”. They were deployed
behind enemy lines, usually by parachute or
fishing boats, to help form a ‘secret army’ of
resistance fighters preparing the way for the
Allied invasion. One of the most recognisable British SOE members was French born Vera
Leigh who was posthumously awarded the King’s Commendation for Brave Conduct after
being captured and murdered by the Nazis. Another, Violette Szabo was immortalised in
the famous film ‘Carve Her Name with Pride’ starring Virginia McKenna.
WASBIES
A WAS(B) canteen at Nasik in Burma 1943
The Women's Auxiliary Service (Burma) (WAS(B)) also known as the Chinthe Women because
of the mythological creature that formed their badge.The unit was formed on 16 January 1942
and disbanded in 1946. They were a 250 strong group of British and Australian women who
manned Mobile Canteens for the troops of Burma Command in World War II. They were
Collaboration Matters Excellence in Everything Community First Equity for Everyone Continuous Growthfounded and led by Mrs Ninian Taylor, who was granted the rank of Major and her services
were an OBE for her services
The unit moved through Burma with the British Fourteenth Army running mobile canteens
providing "char & wads".living in dangerous and uncomfortable conditions, sleeping in
bombed out, rat infested houses or tents with their stores and equipment brought in by air. They
improvised stoves from old ammunition boxes. They were evacuated from Myitkyina on the last
plane, and from the Battle of Imphal during the siege, but returned as soon as the Japanese
retreated, eventually reaching Japan with the British Commonwealth Occupation Force.
Many were mentioned in dispatches. General Slim later 1st Viscount Slim, Commander of the
14th Army known as the "Forgotten Army", said of them "They showed the highest standard of
devotion and courage." Lieutenant General Sir Oliver Leese referred to them as "the biggest
single factor affecting the morale of the forward troops".
Task
Can you write two short diary entries; one from a woman on the homefront in England
and one from a member of the WASBIES in Burma. Think about how each of them would
write about their experiences.
Art
LI - To study and recreate an image
STS - Select a poster or part of a poster
Identify the features of the image
Sketch and imitate the image
Apply shading techniques
Evaluate the sketch
Sentence Stems
The first thing I noticed (about this poster) was…
Looking carefully, I see…
This part is successful because…
Next time I could…
I could improve my sketch further by…
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