This lesson contains 21 slides, with interactive quiz, text slides and 4 videos.
Lesson duration is: 45 min
Items in this lesson
Thomas Hardy
1840-1928
Slide 1 - Slide
Today
background info
introduction to two of his poems
introduction to Tess of D'Urbervilles
Next week's homework: make sure you've finished this lessonup .
Slide 2 - Slide
Let's meet Thomas Hardy.
Write down 5 key words while watching.
Slide 3 - Slide
Slide 4 - Video
Thomas Hardy
Slide 5 - Mind map
Thomas Hardy
1840-1928
Childhood in Dorset.
Experience:
- rural schools
- regional folklore and customs
- starvation, child mortality, cruelty, deportation to distant colonies
Slide 6 - Slide
Thomas Hardy
1840-1928
talented architect
read books on science and philosophy (Darwin!)
became atheist
Troubled relationship with his wife Emma.
Slide 7 - Slide
Thomas Hardy's novels
He wrote 4 novels with a common theme: similarly to the Greek tragedies, their main characters cannot escape their destiny; and those wo are born poor will remain so their lives.
Jude the Obscure received so much criticism, Hardy decided never to write a novel again.
Slide 8 - Slide
Dorset
Slide 9 - Slide
The Man He Killed
Slide 10 - Slide
www.litcharts.com
Slide 11 - Link
Assignments page 56
1a. Who is the person referred to as "I" in stanza 1?
A soldier, probably in the British army
1b What is the effect of doing so?
It enables you to better identify with who he is and what he says.
2. How could you explain lines 3+4?
In that case, we could have shared a good few drinks together.
3. But ranged as infantry / And staring face to face:
The lines of opposing infantry soldiers were so close that they could see one another (the lines had to be close, as the rifles were not as accurate as modern ones are).
Slide 12 - Slide
4. What is the horrifying consequence of stanza?
You could clearly see the person you had just shot dead. You knew beforehand what your target looked like, which is not a pleasant thought!
5a. Why is the word 'because' repeated in stanza 3?
Hesitation
5b. In which two ways does the soldier try to convince himself that he had good reason in stanza 3?
‘just so’ and ‘of course’
Slide 13 - Slide
6. final word stanza 3 'although' is an afterthought.
An ‘afterthought’ is, as the term suggests, something that only occurs to one later. It is clear that the soldier does not feel at his ease.
7. He thought he'd list, perhaps, / Off-hand like - just as I
He understands his opponent’s reason for joining up, as he had been in the same position himself.
8. Does stanza 4 defend the decision to go to war?
It was not a conscious choice, but a last resort! There was nothing else he could do
Slide 14 - Slide
9. the conclusion:
People are capable of killing others who might have become friends in different circumstances.
10a Rhyme scheme:
a. a-b-a-b, c-d-c-d, etc.
10b metre
iambic
10c length of the lines:
lines 1, 2 and 4 of each stanza have 6 syllables, while line 3 has eight.
10d effect of metre and rhyme?
Speed
Slide 15 - Slide
11. Explain the informal tone and the form of a conversation.
He uses colloquial techniques: interrupting himself, correcting himself, dashes.
The poem isnot stuffy and formal, but flows like a conversation
Lesson duration is: 45 min
