| Verbal/Linguistic
Intelligence |
Re-tell
the story as if Harry were telling the story to his grandson |
| Logical/Mathematical
Intelligence |
Re-read
Harry's letters. Rate the feeling of optimism in the letters
and rate them on a scale from 1 - 5, with 1 being the least
optimistic and 5 the most optimistic |
| Visual/Spatial
Intelligence |
Draw
a story map showing the main points of the story |
| Bodily/Kinaesthetic
Intelligence |
Act
out a mime of Harry Senior saying his goodbyes to young Kate
before he went off to war |
| Musical/Rhythmical
Intelligence |
Find
a song or piece of music written about the time of World War
I which best reflects the feelings in this story |
| Interpersonal
Intelligence |
With
a partner, talk about the relationship Harry had with his
great-grandma. How might Harry learning about his great-great
grandad have changed this relationship? |
| Intrapersonal
Intelligence |
What
characteristics do you think best describe Harry senior as
a father? What evidence can you draw from his letters to support
your opinion? |
| Naturalist
Intelligence |
Find
photographs of the Western Front before and during World War
I. Why was this area so important during the war? |