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Thursday 18 April 2013

Charge of the Light Brigrade


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
     Volleyed and thundered;
Stormed 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
     Volleyed and thundered;
Stormed 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 wondered.
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?”Yes because I would be obeying orders.
  1. What is a brigade? A brigade is a large group.

  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 need to obey orders not question them

  1. What makes this a narrative poem?Telling 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?The poet uses this because most of the people that rode in died
  2. Who is “he” in line 6?He is a commander
  3. What is the six hundred referring to?Six hundred horses and Six hundred


Stanza 2:
  1. Now that you see it in context, what does the line, “Theirs but to do and die” mean?It’s meant to be tragic they’re basically killing themselves


Stanza 3:
  1. What weapons are used against the Light Brigade?Guns and Cannons
  2. What two things are personified here?Jaws of death and mouths of how


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


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? six hundred
  2. What weapons did they carry?Sabres
 
  1. What weapons did they face? Cannons and Guns

  1. Why did the Light Brigade charge? They were ordered to (It was a mistake)

  1. How are the members of the Light Brigade survived at the end of the poem? being honoured


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


List 3 facts about the poet Alfred Lord Tennyson
He was born in Somersby
In 1816 he was sent to Louth Grammar School
First publication was attacked by Professor John Wilson.

My Score on Xtramaths


I got them wrong questions.It was a bit hard.

Wednesday 17 April 2013

WTWB Reflection


       When The Wind Blows

I thought this story was really sad because James and Ducks died.

The labour herald said “This book deserves a very wide audience and should be compulsory reading.”  I think everyone should read this book because it tells you about nuclear war.

The guardian said “it is meant to break your heart to some purpose’’  I think it was really sad because James and Ducks died.

My Score on Xtramaths


Wind 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
America is a emocracy
Nuclear fallout can kill you after the bomb has gone off
After 14 days you can leave the nuclear fall out shelter
England was afraid of a Russian/
American nuclear war
People who wore patterned clothing got the pattern burnt into their skin



A nuclear bomb causes a big flash of heat and light
The cold war has caused other conflicts
People believed in Mutually Assured Destruction
People built nuclear fallout shelters in case there was a war
Russia is a democracy
The Russians let off a nuclear bomb


After WW2 Russian bombed England
A nuclear refuge (like the one in the book) would protect you












Monday 15 April 2013

My Term One Maths Review


Term One Maths Review

This term I did place value and I learnt about the place value houses.

I have practised my basic facts on Xtramath and I have been getting better, and faster.

I haven’t done timelines before but now I have done two timelines.  My best timeline is on the NZ land wars.  I have learnt that the events are in the order of the years.

Thursday 11 April 2013

Left Behind on the beach


LEFT BEHIND ON THE BEACH

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

Left behind on the beach:
two scoops of holes
for the sea to fill,
two mini holes
for the crabs to climb.

Left behind on the beach:
giggling waves, fists of shells,
treasures of seaweed necklaces,
diamonds of sun
and the crust of a sandwich:
seagull supper.

Left behind on the beach:
a summer holiday, carrying
beach towels, sunscreen and hats,
a beach chair for mum
and binoculars for dad.

Left behind on the beach:
the in/out breathing of waves,
the screech of seagulls,
the mizzle of mist
and somewhere out on the reef
the anchor of a long ago ship.

Look at the poem and highlight the verbs blue
Highlight the adjectives yellow
Highlight the adverbs pink

Now write your own version of the poem below

LEFT BEHIND IN THE BUS   

Left behind in the bus:
Two toy cars lost by a little boy.
a ticket dropped by a tall man
as he stands up to slowly hop off.

Left behind in the bus:
Little ants looking for crumbs
from the food the passengers left.
A nice driver smiling
as the children get on the bus for Tech.

Left behind in the bus:
Old people talking to others loudly,
seven laughing children going on a trip,
the driver taking the bus to the beach.


Left behind in the bus:
People throwing crumbs on the floor,
ten kids dropping rubbish on the seat,
seventeen year old’s eating on the bus.