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Intro War Poetry & Dulce et Decorum Est
Dulce et Decorum Est
Literature
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Slide 1:
Slide
Engels
Middelbare school
vwo
Leerjaar 4
This lesson contains
50 slides
, with
interactive quizzes
,
text slides
and
3 videos
.
Lesson duration is:
80 min
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Items in this lesson
Dulce et Decorum Est
Literature
Slide 1 - Slide
What do you know
about WWI?
Slide 2 - Mind map
WW1
More countries wanted power and land;
basically they all wanted to the biggest and strongest
Some countries made agreements to help each other if one was attacked in times of war, which lead to tensions.
Slide 3 - Slide
WW1
The bomb burst when Franz Ferdinand from Austria-Hungary was killed by a Serbian nationalist.
His assassination caused a chain reaction as many countries had promised their allies to help them.
Slide 4 - Slide
The chain reaction
Austria-Hungary declared war to Serbia
Russia started mobilising, as they thought they should protect other Slavic countries
Germany declared war to Russia
France (Russia's ally) was also attacked by Germany, because they were afraid for a war on two fronts
Great-Britain declared war to Germany when they invaded Belgium
The United States joined in 1917
Slide 5 - Slide
In the beginning
Countries used propaganda (posters, newspapers, speeches) to say the war was something
heroic
and necessary.
Also found in literature (especially poems).
We'll deal with this during the coming lessons, so keep this in mind.
Slide 6 - Slide
However, during the war
Soldiers realised the war was horrific, so we also see a change in the poems they wrote.
Started writing about realistic situations and the daily lives of soldiers, which involved fear, illnesses, injuries and food shortages.
The war also led to "shell shock"
(early type of Post Traumatic Stress Disorder)
Slide 7 - Slide
After the war
WW1 had huge impact on England: about 723.000 people died and more than 1.6 million people were injured.
The war is still remembered nowadays during Remembrance Day
Slide 8 - Slide
About the author
Wilfred Owen
1893 - 1918
Slide 9 - Slide
What does the year of his death (1918) tell us?
Slide 10 - Open question
About the author
Owen died
during
WWI.
He had enlisted voluntarily.
Killed
one week
before the
armistice (wapenstilstand)
was signed.
Slide 11 - Slide
About the author
One of many poets who
has written about WWI.
Others were
Brooke
and
Sassoon,
which we will
discuss later on in this term.
Slide 12 - Slide
What do the following words mean?
knock-kneed
lame
fumbling
stumbling
plunges
gargling
gorgelend
grijpen
met x-benen
struikelend
kreupel
geklungel
Slide 13 - Drag question
Slide 14 - Video
Let's continue
By answering the questions
Slide 15 - Slide
What are the two elements that you need to describe when a setting is asked?
Slide 16 - Mind map
What is the setting of this poem?
Slide 17 - Mind map
What is the setting of this poem?
Time: WWI
Place: on a battlefield (back towards their camp)
Slide 18 - Slide
What is a stanza?
Slide 19 - Mind map
2. Describe in your own words what happens in the first two stanzas.
Discuss in pairs or groups of three
timer
2:00
Slide 20 - Slide
Stanza 1
Tired soldiers are walking back to their camp from a battlefield. Suddenly they are attacked by their enemy who uses gas.
Slide 21 - Slide
Stanza 2
The soldiers put on their masks.
One, however, fails to do so and is choking in the gas.
(He isn’t dead yet, but he is dying!)
Slide 22 - Slide
Connect the figure of speech to the description.
A comparison
without
the words
as
or
like
.
A comparison
with
the words
as
or
like
.
A lifeless object is given a human trait.
personification
metaphor
simile
humanification
hyperbole
Slide 23 - Drag question
Question 3
Examine the two figures of speech in the first two lines.
Decide what they are and what is being compared.
Slide 24 - Slide
3a. What figure of speech is this? Metaphor or simile?
A
metaphor
B
simile
Slide 25 - Quiz
3b. What two things in each
case are being compared?
Slide 26 - Mind map
3c. What image is created by these figures of speech?
Discuss this in pairs or groups of three
Slide 27 - Slide
Correct answer:
The soldiers are a sorry sight, not the strong energetic men you normally associate with soldiers
Slide 28 - Slide
4. What words show how tired the soldiers are?
(Do not use the similes from question 3)
Slide 29 - Mind map
Possible answers:
bent double (dubbel gevouwen; shows how they walk)
knock-kneed (x-benen)
trudge (sjokken)
men marched asleep
limped (strompelen)
lame (kreupel)
drunk with fatigue (vermoeidheid)
deaf (to the hoots)
Slide 30 - Slide
5. What happens to the 'someone' in stanza two and why?
Discuss this in pairs or groups of three
Slide 31 - Slide
Slide 32 - Video
Correct answer
The someone is dying because he couldn’t put on his gas mask in time.
Slide 33 - Slide
6a. Stanza 3 is one long 'if-sentence'. If you..., you wouldn't ...
Discuss this in pairs or groups of three
timer
2:00
Slide 34 - Slide
Possible answer
If you also had nightmares about young men dying a horrible death,
(then) you wouldn’t tell new recruits it is honourable to die for your country.
Slide 35 - Slide
6b. Who is the 'you'?
Slide 36 - Open question
Answer
The people recruiting new soldiers.
You could therefore also say the Government.
Slide 37 - Slide
Slide 38 - Video
6c. Why is there a sentence in Latin? What is it used for in war?
Discuss in pairs or groups of three.
timer
2:00
Slide 39 - Slide
Correct answer
It comes from a Roman poet and during the war it was used as a means of propaganda.
Slide 40 - Slide
7. What is Owen's intention in writing in this poem?
Discuss in pairs or groups of three.
Slide 41 - Slide
Correct answer
He wants to show that the propaganda used by the Government is false.
He wants to show the
real
horrors of the war.
Slide 42 - Slide
Focus on the descriptive / graphic* language
*graphic = strong, possibly offensive
Slide 43 - Slide
8a. Give at least three examples
of this type of language
Slide 44 - Mind map
Examples:
blood-shod
like a man in fire or lime
guttering, choking, drowning
flung him in
writhing in his face
hanging face, like a devil's sick of sin
blood come gargling
froth-corrupted lungs
obscene as cancer
bitter as the cud
vile, incurable sores
Slide 45 - Slide
8b. Why did he use
this descriptive language?
Slide 46 - Mind map
Correct answer
He probably wanted to shock people.
Using less graphic language would probably not get the horrors of the situation across.
Slide 47 - Slide
9. What is ironic about
what the Government
tells new recruits?
Slide 48 - Mind map
Correct answer
They say it is honourable to die for you country, but obviously it isn’t.
Slide 49 - Slide
I think I understand this text well enough for the test.
Yes
No
Slide 50 - Poll
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