- Year 9
Using sentence structure to create rhythm in writing about World War One
I can explore how Ian Beck and Wilfred Owen use sentence structure to give their writing rhythm and, inspired by them, craft a creative paragraph with engaging rhythm.
- Year 9
Using sentence structure to create rhythm in writing about World War One
I can explore how Ian Beck and Wilfred Owen use sentence structure to give their writing rhythm and, inspired by them, craft a creative paragraph with engaging rhythm.
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Lesson details
Key learning points
- Writers spend time crafting the rhythm of their writing, as well as the words.
- In writing, rhythm is created through sentence construction and punctuation.
- Rhythm creates energy, pace and tension.
- Rhythm can engage the reader, and draw their attention to certain things.
Keywords
Rhythm - the beat, flow, or pattern of a piece of music or writing
Punctuation - the marks we use to separate sentences, or parts of sentences; good punctuation creates clarity and rhythm
Full stop - a punctuation mark that comes at the end of a sentence; a very powerful piece of punctuation
Comma - a punctuation mark that is used to create a pause in a sentence, often in a list
Comma splice - when you use a comma to divide two independent ideas, but should have used a full stop instead of comma
Common misconception
Commas and full stops are interchangeable.
Full stops divide independent clauses and create a longer pause than a comma. Full stops divide ideas and create clear writing. Commas divide subordinate clauses and lists. They create a shorter pause.
To help you plan your year 9 English lesson on: Using sentence structure to create rhythm in writing about World War One, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your year 9 English lesson on: Using sentence structure to create rhythm in writing about World War One, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
We use learning cycles to break down learning into key concepts or ideas linked to the learning outcome. Each learning cycle features explanations with checks for understanding and practice tasks with feedback. All of this is found in our slide decks, ready for you to download and edit. The practice tasks are also available as printable worksheets and some lessons have additional materials with extra material you might need for teaching the lesson.
The assessment exit quiz will test your pupils' understanding of the key learning points.
Our video is a tool for planning, showing how other teachers might teach the lesson, offering helpful tips, modelled explanations and inspiration for your own delivery in the classroom. Plus, you can set it as homework or revision for pupils and keep their learning on track by sharing an online pupil version of this lesson.
Explore more key stage 3 English lessons from the Literary perspectives from the First World War unit, dive into the full secondary English curriculum, or learn more about lesson planning.
Equipment
You will need a copy of the 2014 edition of Stories of World War One, edited by Tony Bradman to read 'Propping Up the Line' by Ian Beck.
Content guidance
- Depiction or discussion of violence or suffering
- Depiction or discussion of mental health issues
Supervision
Adult supervision required
Licence
Lesson video
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Prior knowledge starter quiz
6 Questions
Q1.Starting with the first plot point, order the opening sequence from 'Propping Up The Line' in chronological order.
Q2.What punctuation is missing from this sentence?
"The mud stank John trudged on, unaware of anything but the burning in his chest."
Q3.What punctuation is missing from this sentence?
"The trenches were a black hole: no warmth food or hope. "
Q4.What punctuation is missing from this sentence?
"'Catch' yelled Peter, throwing the ball at John in the anticipation he might be up for a game."
Q5.What punctuation is missing from this sentence?
"How could Frank hope to face his family again How could he hope to play with them or tickle them".
Q6.One of Wilfred Owen's most famous poems is about a gas attack. The speaker sees a man dying in front of him and says that he now sees this death "In all my before my helpless sight".
Assessment exit quiz
6 Questions
Q1.Match each word to its definition.
the beat, flow, or pattern of a piece of music or writing
the marks we use to separate sentences, or parts of sentences
comes at the end of a sentence to signal the end of an idea
used to create a pause in a sentence, often in a list
when you use a comma instead of using a full stop