A Remembrance Tale Listening Unit Learning Intentions As
A Remembrance Tale Listening Unit
Learning Intentions As I listen or watch, I can: • Identify and give an accurate account of the purpose and main concerns of the text, and can make inferences from key statements • Identify and discuss similarities and differences between different types of text • Use this information for different purposes. • As I listen or watch, I can make notes and organise these to develop thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. • To help me develop an informed view, I am exploring the techniques used to influence my opinion. I can recognise persuasion and assess the reliability of information and credibility and value of my sources.
Success Criteria • Notes from watching the documentary • Answers to the questions • Descriptive writing
Note-making • Write the following headings in your jotter • Facts about Owen • Facts about the WW 1 • Extra information the narrator gives
• https: //www. youtube. com/watch? v=zs. Pd. Eg. C 0 wdk
0. 00 – 10. 00 1. How many men died between 1914 and 1918? 2. What is Owen’s most famous poem, “Dulce et Decorum est” about? 3. Who was he closest to? How does this help us learn about his life? 4. What did Owen dream of becoming?
10. 00 – 21. 00 5. Where did Owen go when he left England? 6. What triggered the start of WW 1? 7. Why did Owen decide to join the army? 8. Name at least 2 things the soldiers given as standard kit when they joined the army.
21. 00 – 40. 00 9. How did the soldiers stop trench foot? 10. What is the land between the trenches called? 11. How did Owen feel when a sentry was blinded? 12. What did Owen experience that caused him to get shell shock? 13. What caused shell shock?
40. 00 - end 14. What is the purpose of this documentary? Why do you think this? 15. Who do you think is the intended audience? Why do you think this? 16. Write down one fact you heard in this documentary. 17. Write down one opinion you heard in this documentary.
Answers 1. 9 million 2. How war is a bad thing and it is not right to die for your country. 3. His mother. He wrote lots of letters to her. 4. A poet 5. To teach at a language school in Bordeaux 6. The assassination of the Archduke Franz Ferdinand 7. His idols were pro-war, also to save the language of Keats and Shakespeare. 8. Pay book, will, bully beef, phrase book, uniform, boots
Answers 9. They washed their feet every day, put whale oil on their feet, feet inspected by the officers, tried to keep feet dry 10. No man’s land 11. Guilty, sad, couldn’t forget what he saw 12. Blown up and landed in the remains of his friend 13. The stress of battle, the intense feelings generated by being in the front line, the thought that you could die 14. inform/persuade and any sensible explanation 15. People interested in history or poetry and any sensible explanation 16. 9 million men killed, Owen weighed 9 stone etc 17. Shaking the hand sticking out of the wall was good luck, shell shock meant you were a coward.
• https: //www. youtube. com/watch? v=q. HX 9 u. Wltx. Y
Questions 1. What is the purpose of this video? What are they trying to do/make you think? 2. Do you think this video is reliable (can you trust the information in them)? Why/why not? 3. a) In what ways is this video different to the documentary? b) In what ways are they similar? 4. Which did you find more informative? Give at least one reason for you answer.
Answers 1. Entertain/Inform/Amuse and sensible explanation 2. Your opinion and explanation 3 a. Easier to understand, funny, shorter, simpler language etc 3 b. Give information about the war, show you what life was like in the trenches etc 4. Your opinion and explanation
Creative Challenge: You are now going to use the notes you have taken to write an informative paragraph. However, you can choose from two options about what kind of purpose your paragraph should have, based on your personal views: Option One • Create a paragraph to highlight the good points of WW 1 and to set out why you think people should have joined the army. Option Two • Created a paragraph explaining why WW 1 was a terrible thing that happened and people should not have been made to fight.
Dulce et Decorum est Wilfred Owen
Learning Intentions • Examine Owen’s personal view with regards to conflict and war in two of his poems. • Identify the techniques and language the poet uses to express his view. • Personally respond to Owen’s stance and voice our own.
Success criteria • Annotations on your copy of the poem • Answers to questions • Essay plan
What have you learnt about WW 1? • • When did it start? When did it end? What was the public opinion of it? Pro-war or anti-war? What was this war like? Was it how everyone expected? Was it over by Christmas?
Propaganda
Context ‘the great war’ ‘the war to end all war’. • Many celebrated the announcement of the hostilities – almost all underestimated the devastation it would cause. • When war was declared in August 1914, the naivety of the majority of ordinary people was exposed; • Many believed the war would be over in a matter of months and all the soldiers would be home in time for Christmas. They were – Christmas 1918.
Why wasn’t it ‘over by Christmas…’? • Developments in technology and modern warfare • One million grenades coming out of munitions factories every week • British soldiers were outnumbered, badly equipped and unprepared • Trench warfare created deadlock where very little ground was made. • Awful conditions
Conditions in the trenches!
• ‘Rats. There are millions!! Some are huge fellows, nearly as big as cats. Several of our men were awakened to find a rat snuggling down under the blanket alongside them!’ • ‘The outstanding feature of the trenches was the extraordinary number of rats. The area was infested with them. It was impossible to keep them out of the dugouts. They grew fat on the food that they pilfered from us, and anything they could pick up in or around the trenches; they were bloated and loathsome to look at. Some were nearly as big as cats. We were filled with an instinctive hatred of them, because however one tried to put the thought of one's mind, one could not help feeling that they fed on the dead. ’
Trench Foot ‘If you have never had trench feet described to you. I will tell you. Your feet swell to two or three times their normal size and go completely dead. You could stick a bayonet into them and not feel a thing. If you are fortunate enough not to lose your feet and the swelling begins to go down. It is then that the intolerable, indescribable agony begins. I have heard men cry and even scream with the pain and many had to have their feet and legs amputated. ’
Gas: the new weapon • Propped up against a wall was a dozen men - all gassed - their colours were black, green and blue, tongues hanging out and eyes staring - one or two were dead and others beyond human aid, some were coughing up green froth from their lungs - as we advanced we passed many more men lying in the ditches and gutterways - shells were bursting all around.
Is this sweet? Is this right? Is this fitting? • With mustard gas the effects did not become apparent for up to twelve hours. But then it began to rot the body, within and without. • The skin blistered, the eyes became extremely painful and nausea and vomiting began. • Worse, the gas attacked the bronchial tubes, stripping off the mucus membrane. • The pain was almost beyond endurance and most victims had to be strapped to their beds. • Death took up to four or five weeks.
Answers
When thinking about poetry always ask: • • What is the TECHNIQUE shown? The PURPOSE of the technique? For Emphasis But why does the poet think that this in particular is important? • What does it make you visualise? NB. Poems should be as visual as photos and films.
Word Simile Definition This is an expression which compares one thing to another using the word ‘Like’ or ‘as’. Metaphor Makes a comparison between two things by saying that something is another thing. Alliteration When the writer chooses words that start with the same sound to make a phrase stand out. Personification This is when the writer treats an object as if it is alive and is a human. Repetition This is when a word or phrase is used more that once to make it stand out to the reader. Example Her hair was as black as night. She had a heart of stone. She sells sea shells on the sea shore. The clumsy buttons. Gas, gas, quick boys.
No longer clean and proud looking What EFFECT does it have? Unpleasant comparison Links to physical appearance These soldiers have aged with the trauma of war “Bent double, like old beggars under sacks” Bent double: emphasises their EXHAUSTION and the fact that the men feel like they can’t go on. Sent to war as heroes and reduced to embarrassing and undesirable images. Simile Appear ragged. Dirty, dishevelled and drab Sacks also represents the bags under their eyes and the exhaustion. Heavy bags and visual sign of tiredness.
What EFFECT does it have? Create a frantic, faster pace Stark contrast between the slow movement as the “men marched asleep” in stanza one Urgency panic Shocks them into action, even though they are exhausted and injured “An ecstasy of fumbling” Creates a sense of how the men are rushing to put their gas masks on and save themselves from the danger surrounding them. Clumsy, describes how quickly they must move to ensure safety. Links to the phrase “Fitting the clumsy helmets” No time to be delicate and precise. There is an air of panic.
Power of the sea= power of the gas What EFFECT does it have? Represents the gas. It engulfs him like a wave and pulls him under it’s power. Fighting and struggling Unable to escape Dominating force Any other similarities between the clouds of gas and the sea? “As under a green sea, I saw him drowning” The physical Green sea = metaphor The colour highlight that soldiers would be aware of the danger and threat to their lives, just like being trapped alone and isolated in the sea. The way isolating nature of both the sea and the gas. They are “helpless” watching him as if he is being washed away by the sea. reaction as the gas attacks his body. The effect of the lungs of the soldier filling with fluid, similar to if he were drowning.
NB The fact that Owen had to create his own word illustrates the fact that there had been nothing like the terrible conditions of WW 1 before and the horror could not be described using everyday words. What EFFECT does it have? Creation of a new word, which links to sound. Possibly the combination of spluttering and gargling. “Guttering” Onomatopoeia It is a word that sounds like the actual sound that it describes. Forces the reader to hear the sound of him dying as the fluid fills his lungs and he dies. It sounds painful, and disgusting. Nothing dignified or heroic Owen makes the death more realistic and horrific More visual, cause a deeper impact on the reader Feel more sympathy, as like Owen now they too are witnesses to the depressing last moments of this man and must just listen to his pain
What EFFECT does it have? What type of sound is repeated? Sound becomes softer through the phrase to mirror the life of the soldier ebbing away Mimics the pain experienced by the dying man Watch: double meaning. The other soldiers must just stand by and watch their friend die. Also links to the idea of his time ebbing away “And watch the white eyes writhing in his face” Horrific image of the eyes rolling back in his head – very little control over his body Alliteration The idea of writhing is so unpleasant that it makes the reader and poet want to look away but there is no ignoring this horror. White: links to the white light of death approaching the soldier. Highlighting further that there is no saving the man.
The Big Picture • This series of lessons is building up to you completing an ESSAY on this poem. • Therefore the analysis part is very important. • To complete an essay or exam you will need to analyse poems in a way similar to that shown in earlier slides. • You MUST look at every detail to provide you with enough knowledge to complete the question.
Analyse a poem which has made an impact on you because of the poet’s use of technique. Do you think you could answer this? How would you go about it? What would you need to include? Recognise techniques Examples Explain/Analyse these techniques Provide an evaluation/Personal Response
What else can you find about the many techniques used by Owen? • Would you add anything to these slides? • Have you got any other details? • Now finish going through the poem and look in depth at the PURPOSE of all techniques? • Check you have found everything you possibly can.
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