Here are a range of resources for you and your class to use as you feel is best. However I have included ideas of how to use each resource. I hope you find this helpful!
Evacuee’s letters home to their parents.
I have included a range of evacuee's letters home to parents. These letters can be used as a hot seating aid. Appoint a child in your class to read the letter aloud. This will enable the rest of the class to come up with questions for the child on the hot seat, relating to their thoughts or feelings. It may be an idea to begin the sessioon by creating a concept map of how children who have been evacuated may have felt, or ask the children to close their eyes and imagine how they may feel. I have also included an audio version of the letters being read aloud to aid auditory learners, EAL and SEN children if required.
PODCAST
I have included a range of evacuee's letters home to parents. These letters can be used as a hot seating aid. Appoint a child in your class to read the letter aloud. This will enable the rest of the class to come up with questions for the child on the hot seat, relating to their thoughts or feelings. It may be an idea to begin the sessioon by creating a concept map of how children who have been evacuated may have felt, or ask the children to close their eyes and imagine how they may feel. I have also included an audio version of the letters being read aloud to aid auditory learners, EAL and SEN children if required.
PODCAST
| ws116007.wma |
Here is a slideshow of images of evacuees. As a class read the captions and discuss the questions asked.
Differentiating these activities:
Slide show:
When supporting children during the discussions of each photo, it may prove useful to allow children to talk privately with their talk partners. This will prompt ideas in less able children and will mean that when the teacher brings the discussion back to the class as a whole, the children will have an idea to share and will understand the topic more. For the more able in the class, you may ask them to follow up on their answers, such as why would you take that possession in your bag? How would that possession be useful to you on your journey or at you new home. The images will help the visual learners to see and understand what it might have been like to be an evacuee during WW2. It may be a good idea to read the captions aloud as a class to support auditory learners and EAL children. This will mean that pronunciation of words will be explained and practiced.
Letters home to parent's:
I have included an audio of the letters being read aloud. It may be helpful to have the children close their eyes and listen to the letters and imagine how the child felt as they were writing the letters. By doing this, your allowing the children to focus only on the content of the letter first, and the reading and spelling mistakes in the letters can be discussed in more detail later when evaluating the written letters. This can support all abilities in the class. It is important to allow the children the opportinity to empathise with the evacuee's in order for them to really understand this this event.
When supporting children during the discussions of each photo, it may prove useful to allow children to talk privately with their talk partners. This will prompt ideas in less able children and will mean that when the teacher brings the discussion back to the class as a whole, the children will have an idea to share and will understand the topic more. For the more able in the class, you may ask them to follow up on their answers, such as why would you take that possession in your bag? How would that possession be useful to you on your journey or at you new home. The images will help the visual learners to see and understand what it might have been like to be an evacuee during WW2. It may be a good idea to read the captions aloud as a class to support auditory learners and EAL children. This will mean that pronunciation of words will be explained and practiced.
Letters home to parent's:
I have included an audio of the letters being read aloud. It may be helpful to have the children close their eyes and listen to the letters and imagine how the child felt as they were writing the letters. By doing this, your allowing the children to focus only on the content of the letter first, and the reading and spelling mistakes in the letters can be discussed in more detail later when evaluating the written letters. This can support all abilities in the class. It is important to allow the children the opportinity to empathise with the evacuee's in order for them to really understand this this event.
