WW1 poetry Suicide in the Trenches - Siegfried Sassoon

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Welcome to Mrs Everstijn's (online) classroom

Materials :

• Laptop / mobile phone
• pen
  

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

Groups

exercise song (next slide)

Think on the 5 questions and jot down key words

each other / teacher

10 minutes (appr. 2 min per question)

Class discussion

discuss found info with your group

Literature:

QUESTIONS:

1. Who is Peter(Pete) Doherty? (research if need be)
   
2. What is the main topic of the song?
3. Why do you think this song was written?
4. How does this song make you feel?
5. Do you know any other songs, movies that you can link to the song (similar meaning, feeling or setting)
   

Learning objectives:

• Students can use reading strategies.
• Students can use prior knowledge.
  
• Students can follow a longer text.
• Students can identify the main idea, a speaker's attitude or opinion or for  specific information. 
• Students can use literary terms; plot, characters, conflict and setting
• Students can link background information to literary texts
  

Students: open page 6 and read along.

Reader response:

Listening to the poem for a second time, what strikes you the most? Underpin your argument by linking, referencing or explaining.

Teacher refers to page 3 handout.

Reading strategies:

• Before reading; retrieve prior knowledge & key aspects of poetry, WWI & Siegfried Sassoon.
• While reading; gues meaning of words/phrases from the context.
• While reading; look up words/phrases you do not know if you do not understand the sentence.
• While reading; take notes of important parts or parts that stand out to you.
  

- setting; place & time 
- characters

- narrator / speaker
- form

- rhyme, meter

- poetic devices
- reader response

Literature oral exam objectives:

Students can give information on:               

- author & period
- genre
- plot
- structure
- title / subtitle 
- motives  
- theme

Students need to take notes while listening to the context information on Siegfried Sassoon and WWI.

After the video some multiple choice queations will be asked

What is the "Gallipoli campaign"?

1. Took place in (modern day) Turkey from February 1915 to January 1916. The Central powers wanted to weaken the Entente Powers.
2. Took place in (modern day) Turkey from February 1915 to January 1916. The Entente powers wanted to weaken the Central Powers.
3. Took place in (modern day) Libya from 1915 to 1917. The Central powers wanted to weaken the Entente Powers.
4. Took place in (modern day) Libya from 1915 to 1917. The Entente powers wanted to weaken the Central Powers.

What is a "Vermin"?

1. A group of small animals or insects that can be harmful and are difficult to control when they appear in large numbers
2. A formal agreement between two countries or groups at war to stop fighting for a particular time, especially to talk about possible peace.
3. A liquid that is painted onto wood or paintings to protect the surface, or the hard shiny surface it produces when it dries.
4. An evil being, often represented in human form but with a tail and horns.

What is a "shirker"?

1. An evil being, often represented in human form but with a tail and horns.
2. Something that is very difficult or annoying.
3. Someone who avoids something, especially work.
4. Someone who is willing to take risks and does not worry about safety.

What is "conspicuous"?

1. Something very noticable.
2. Something secretly planned with other people and bad or illegal.
3. Something is brave when something is difficult or dangerous.
4. Something is kind and helpful.

What is "armistice"?

1. A particular country's fighting force.
2. A situation in which people are happy and celebrating.
3. T he system of laws in a country that judges and punishes people.
4. A formal agreement between 2 countries/groups at war to stop fighting for a particular time.

Do you think Siegfried Sassoon had Shell Shock? Explain why or why not.

Download handout WWI poetry = Google drive

https://docs.google.com/document/d/1meWE0bTfCEl2oH7xcTrDMg4uMk213cBP/edit?usp=share_link&ouid=104066322326186120157&rtpof=true&sd=true

Literature:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

groups of 4 (or 3)

Understanding the poem

Read it again (page 6), discuss the meaning of the poem, line by line with your group members

each other

15 min.

better understanding of the poem & summary
Jot down your (group) understanding of the poem = class check.

Literature:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

groups of 4 (or 3)

Interpret the poem

Analyse it using the literary devices (see handout p7 - 9)

each other & handout p3 - 5

15 minutes

Classroom check

Add personal notes to your WWI portfolio (Students' handout to support your exam preparations)

Literature:

Literature - introduction:

1. What do you notice about the different posters?

• look at each poster on its own
• think about similarities and differences.

2. Based on the posters, what kind of war propaganda do you think is portrayed?

3. Do you think the propaganda is accurate? Portraying a realistic image of WWI?

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

groups of 4 (or 3)

Design your own propaganda poster for WWI

Collaboration & use digital device

each other

15 minutes

Classroom presentation

Upload poster to Google Drive or email to [e-mail] & prepare lightning pitch on the proces and details.

Literature:

What have you learned today?

Extra assignment:

Watch a music video of a famous singer/band who  perform as a street artist. Comment on the performance, include reasons.

Extra assignment:

Watch the movie 1917 by Sam Mendes on:

Pathé thuis / YouTube / Amazon Prime

What would you have done? Go and try to save your brother? Write a 250 - 350 words essay style answer. Include at least 3 arguments why you would or would not.

Setting:

Setting is the time and place (or when and where) of the story.

The setting can change throughout the plot.  The setting may also include the environment of the story, as physical location, climate, weather, or social and cultural surroundings.

Time:  character’s time of life, the time of day, time of year, time period such as the past, present, or future, etc.

Place:  certain building, room in a building, country, city, beach, in a mode of transport, indoors or out, etc. 

Literature:

a. Major characters
These are the most important characters in the story.

• Protagonist – This is the main character, around which the whole story revolves. The decisions made by this character will be affected by a conflict from within, or externally through another character, nature, technology, society, or the fates/God.
• Antagonist – This character, or group of characters, causes the conflict for the protagonist.
  

Literature:

b. Minor characters
They are not as important as the major characters, but still play a large part in the story. Their actions help drive the story forward. They may impact the decisions the protagonist or antagonist make, either helping or interfering with the conflict. Minor characters may be more static.

• Foil – A foil is a character that has opposite character traits from another, meant to help highlight or bring out another’s positive or negative side. Many times, the antagonist is the foil for the protagonist.
• Static – Characters who are static do not change throughout the story.
  

Literature:

Characters

• Dynamic – Dynamic characters change throughout the story. They may learn a lesson, become bad, or change in complex ways.
• Flat – A flat character has one or two main traits, usually only all positive or negative. They are the opposite of a round character. The flaw or strength has its use in the story.
• Round – These are the opposite of the flat character. These characters have many different traits, good and bad, making them more interesting.
• Stock – These are the stereotypical characters, such as the boy genius, ambitious career person, faithful sidekick, mad scientist, etc.

Literature:

Plot

In a narrative a plot is the sequence of events that make up a story. The plot is  how the story develops, unfolds, and moves in time. Five main elements:

1. Exposition: beginning of the story, characters, setting, and the main conflict are introduced.
2. Rising Action: The main character is in crisis and events leading up to facing the conflict begin to unfold. The story becomes complicated.
3. Climax: Peak of the story, a major event occurs in which the main character faces a major enemy, fear, challenge, or other source of conflict. The most action, drama, change, and excitement occurs here.
   

Literature:

Plot

4. Falling Action: The story begins to slow down and work towards its end, tying up loose ends.

5. Resolution/Denoument: A concluding paragraph that resolves any remaining issues and ends the story.

Literature:

Themes

• Change

• Courage
• Death and dying
• Resistance
• Loyalty
• Perseverance
• Importance of family
• Benefits of hard work

   

Literature:

Themes

• Power of love
• Friendship
• Revenge
• Redemption
• Freedom

Genre

A genre is a category of literature identified by form, content, and style.

• comedy,
  
• elegy,
• epic,
  
• fable,
• fairy tale / folk story,
  
• frame narrative,
  

Literature:

• mystery,
• romance,
• satire,
  
• tragedy,