Pairing poems and TTTC

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Lesson objectives 

We will consider a poem that responds to the Vietnam War 

We will link our findings to characters in the novel 

We will consider an image from Philip Jones Griffith 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Portmanteau word 

Word of the day

Portmanteau word (n) - A new word that is blended together from parts of existing words.

Can you think of any words that are portmanteau words?

Infomercial = information + commercial

Netiquette = Internet + etiquette

Chortle = chuckle + snort

For example 

Motel = motor + hotel

Brunch = breakfast + lunch

Spork = spoon + fork

  Microsoft = microcomputer + software

Amtrak = American + track

Go to the next website and explore the Vietnam war memorial.

Where is it? 

How was it constructed? 

Explore the images of the memorial. 

www.defense.gov

Group read the poem. 

1. How does the speaker feel about the stone? What is his relationship to it? (lines 5 - 10) 

2. What does the speaker visualise as he looks at the war memorial? 

3. Do the white veteran and the speaker share similar feelings? What are those feelings? (line 25 - 29) 

Themes: Which fits for this poem? What is the concept or topic? 

Soldiers can struggle to distance themselves from memories of war

Soldiers can comfort each other by discussing their memories of war. 

Soldiers are often frustrated that outsiders cannot understand their wartime experiences. 

Soldiers distance themselves from their memories of war by focusing on the present and future. 

Can you find evidence in the poem to support any of these themes?

1. How does the imagery of some visitors being "inside" the memorial develop the poem's theme?

In your response, make sure to analyse diction by:

- naming specific diction that is unusual, interesting, or meaningful.

- explaining what the diction means, represents, or implies.

- using precise verbs.

Write your paragraph in your exercise book. 

In the poem, the speaker tries to suppress his emotions at the memorial. 

1. Why do you think he does this? 

2. For the character given to you from The Things they Carried  find evidence ( at least three quotes) to show that this character also struggles in some way with their emotional response to their Vietnam War experiences. 

Concepts HL Lang Lit 

The Things they Carried

Concepts we generated: 

friendship or relationships, trauma, storytelling, responsibility, guilt

Construct each concept as a theme. This is a sentence in which the author's message on the concept is articulated. 

What is the theme (message from the author) on the concept of friendship?

What is the theme (message from the author) on the concept of trauma?

What is the theme (message from the author) on the concept of storytelling?

What is the theme (message from the author) on the concept of responsibility?

Step in, step out, step back 

Pay attention to the character’s ethics.

Decide whether the character’s actions are wise or unwise.

 What is the character’s motivation?

Consider the effects of the character’s behaviour on other characters.

Look for repeatedly used words that describe the character.

Be aware of items associated with the character.

Read between the lines.

Is the character “flat” or “round”?

Consider the historical time period of the character.

Finally, what does the author think?