Starvation Camp Near Jaslo

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Lesson objectives

You will get your poem per group - you will work on your poetry presentation on 30th September

You will give some feedback on circle of feedback

We will look more closely at the poem "Starving Camp Near Jaslo" 

For the poetry presentation, you will have two lessons on Monday 30th September to prepare. The remaining preparation will occur outside of class. 

Plan your time wisely.

10th Oct lesson 6 & 7 guided textual analysis. 

Unseen poem - written response with an introduction, 3 body paragraphs and a conclusion.  

Poetry presentations 2nd & 3rd Oct Lit

Meadow 

"Jaslo wasn’t itself the site of a starvation camp. The camp was set up in Szebnie, near Jaslo, three times during the German occupation of Poland during WWII. Different sources have estimated the death toll at anywhere from 4,000 to over 10,000."

Joanna Trzeciak, translator

For the poetry presentation, you will have two lessons on Wednesday 25th September to prepare. The remaining preparation will occur outside of class. 

Plan your time wisely. 

17th October lesson 8 & 9 guided textual analysis - print advertising. 

Poetry presentations 2nd & 3rd Oct Lang Lit HL

First consider the title. What are the connotations of the words used? 

What might this poem be about?

Read the poem on your own.

Approaching the poem 

1. From the perspective of the guide giving information about the former concentration camp. 

2. From the perspective of the poetic persona writing down the information and asking questions.

3. From the perspective of those who died at the camp from starvation. 

Circle of Viewpoints 

Circle of Viewpoints 

I am thinking of "Starvation Camp Near Jaslo"  from the viewpoint of ... 

I think ... describe the topic from your viewpoint. Be an actor—take on the character of your viewpoint

A question I have from this viewpoint is ... ask a question from this viewpoint

Annotate your poem using the concept, topic, insightful idea (on the left margin) and the stylistic techniques used on the right margin. 
Be ready to discuss your choices.

Approaching the poem

Lesson objectives

You will get your poem per group - you will work on your poetry presentation on 30th September

We will look more closely at the poem "Starving Camp Near Jaslo" 

We will consider  constructing a central theme

We will consider support for that theme

Word of the day

Mal = From the Latin word malus that means 'bad, badly or evil' 

Our key word to remember this root is Malfunction meaning to function badly or stop functioning. 

Shortly before the crash the pilot had reported a malfunction of the aircraft's navigation system.

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. 

Malign

Word of the day

Malign (v) - to speak evil of; to slander; to say harmful things that are untrue. 

Look at that silent 'g' in malign. It is a visual clue that malign is related to another word where the 'g' is sounded. What is that word? 

She took every opportunity to malign his character and spread untruths about him.

Malignant

In “Starvation Camp Near Jaslo,” Polish poet Wislawa Szymborska writes: “History counts its skeletons in round numbers. A thousand and one remains a thousand, as though the one had never existed…” 

1. How do you interpret these lines? What is the poet cautioning us to remember as we consider the Holocaust?

2. Why is it important to give faces to the victims of genocide and not just think of them in terms of numbers?

Approaching the poem

Your name

Your mother tongue 

(strongest language that

you speak, write and read) 

Fill out the paper 

Do not use contractions in formal essay = don't, isn't etc 

Quote much more 

Embed your quotes 

Link using formal linking words and phrases 

Construct a introduction on paper 1 lines 

General notes on the essays 

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. 

Malefactor 

Word of the day

Malefactor (n) - a criminal; a person who violates the law. 

Can you write down three synonyms for malefactor 

He was a well-known criminal lawyer who had saved many a malefactor from going to jail. 

criminal, scoundrel, knave, cad, reprobate, desperado, scalawag

Word of the day

If you divide the word malefactor into three parts, it can help you to remember this word: 

mal - ("evil"), fac - ("make or do"), + or (suffix showing agency) combining these gives malefactor = someone who does evil 

Malignant

Look back through the poem and, in your exercise book, write your answers to these questions: 

1. Check you know the definition for this vocabulary:  sickle, icon, chalice
   
2. Look up the allusion “The Word became flesh and dwelt among us”. How has Szymborska used this allusion? 

1. What is this poem about? How do you know?
   
2. Who is the speaker? Who are they speaking to?
   
3. Thinking about the context of this poem, what is the importance of “the writer” here?
   
4. Which words are part of the semantic field of 'nature'? 
5. Why do the "nourishing wings" flick across the lips of the dead?

Approaching the poem

...

• historical fact versus individual experience
  
• now versus then 
  
• Possibilities 
  
• Posterity 
  
• Nature 
  
• false witness 
  

...

• Day & Night
• Survival
  
• impossibility of conveying the horror 
  
• Silence 
  
• Witness 
  

Some topics and ideas 

Posterity = the people who will exist in the future (Cambridge dictionary) 

Claim

The poem explores the inability of the writer to express the true nature of the horror experienced at the starvation camp near Jaslo.

Find evidence in the form of quotes to support this claim.

Support 

The poem explores the inability of the writer to express the true nature of the horror experienced at the starvation camp near Jaslo

"Write down: I don't know" 

"The one seems never to have existed: a fictitious foetus" 

"Write how quiet it is. Yes" 

"But the meadow's silent, like a witness who's been bought" 

"Write. With ordinary ink on ordinary paper:"

Stylistic choices 

The poem explores the inability of the writer to express the true nature of the horror experienced at the starvation camp near Jaslo

How has Szymborska tried to explore ways to express the horror of the starvation camp near Jaslo?

Highlight the techniques that you annotated that you feel are used to help convey this idea. 

How are stylistic devices used in this poem to convey the central theme explored in this work? 

Highlight the important words in this guiding question. 

Guiding question 

How are stylistic devices used in this poem to convey the central theme explored in this work? 

Consider your insightful ideas, which are the 

annotations to the left of the stanzas. Circle the insightful ideas and topics that you feel are linked to these highlighted key words.  

Guiding question 

How is imagery used in this poem to explore the concept of the struggle to convey horrific experiences through writing? 

Guiding question 

How is imagery used in this poem to explore the concept of the struggle to convey horrific experiences through writing? 

Consider your insightful ideas, which are the 

annotations to the left of the stanzas. Circle the insightful ideas and topics that you feel are linked to these highlighted key words.  

Guiding question 

Your thesis statement

General statement 

Specific statement(s)

Thesis statement

Thesis statement 

Specific statement(s)

General statement

INTRODUCTION

CONCLUSION

INTRODUCTION unseen 

The name of the extract/poem is stated

The author or originating source is given

The text type is clearly identified without elaboration

where the text appeared is stated (if known)

When it was produced is stated (if known) 

The content is discussed: what does the text actually say (briefly)

The intended audience/reader is stated (if definable) 

The purpose(s) is stated

The social, cultural and temporal context is addressed (if available)

The thesis: what you find most important about the text (without elaboration) (main idea/main theme)& plan of development is stated (what parts of this main idea/main theme will you focus on?) 

Homework for Wednesday 27th September Literature 

Embedding quotations:

Read from page 48 (from Use of Evidence) to page 58. Read the examples of how to embed quotes. Do not complete the practice models (you may if you feel you need practise) 

Conclusion 

A literary essay should analyze and evaluate a work of literature or an aspect of a work of literature. A strong conclusion will restate the thesis statement and broaden the scope of the essay in four to six sentences. You should also have an effective last sentence in the essay so you can wrap it up on a high note.

Rephrase your thesis statement

Rephrase your thesis statement. Avoid repeating your thesis statement as it appears in your introduction. Change the language and word choice in the original thesis statement so that it reflects the analysis that you have shown in your literary essay.

Another option is to revise your thesis statement to be more clear, making  edits to it. Go back to your introduction and read your thesis statement again. Then, keep your thesis statement in mind as you read over your body paragraphs. Consider whether your thesis statement still feels relevant to your essay, or if it could be revised. 

Rephrase but do not repeat

Start with your revised/ rephrased thesis statement. The middle section of your conclusion should be three to five sentences long. It should broaden the scope of your essay. 

• Important themes or ideas 
• summarize your most important findings 
• No new information in your conclusion 

Answer the question 'so what?'

Think about why someone would care about what you are addressing in your essay and why the focus of your essay is important. Answering the question “so what?” can help you generate interesting things to finish your essay within the conclusion. Possible final sentences: 

• Finish with a powerful image or detail from the text
• End with a simple sentence straightforward sentence
• Set your findings in a larger context

Write one body paragraph 

• Write at the top of your paper your thesis statement
  
• 
  
• Write one body paragraph that links to this thesis statement and the first sentence is a topic sentence (the main claim of this paragraph).
  
• Embed quotes to support all of your ideas. 
  
• Link at the end to your thesis statement and how it supports your main claim. 
  

A global issue is a statement of a larger world connection we find in a text and incorporates the following three properties:

 

It has significance on a wide/large scale.

It is transnational.

Its impact is felt in everyday local contexts.

Read Handout: “Selecting a Global Issue”

Defining a Global Issue

Cultural Identity and Community

Beliefs, Values and Education

Politics, Power, and Justice

Art, Creativity, and the Imagination

Science, Technology, and the Environment

Looking at these categories, which one do you think this poem may fit under?

Find a more narrow statement under this heading.

Global Issues: larger Categories the Fields of Inquiry

• Considering this poem and the Global Issue you chose, write a paragraph explaining how this Global Issue is demonstrated in this poem.
  
• Write an additional paragraph, discuss another text you have read (a song that you have listened to, or a TV show or film you have watched) that has this Global Issue as well. Briefly explain what aspect of the text you see relating to this Issue.
• write your paragraphs in your exercise book and submit a photo of your work on ManageBac.

Writing (two paragraphs) 

With the global issue you decided on, prepare a one minute presentation (one slide) of how this poem is an example of this issue.  

Make sure you discuss literary aspects or techniques and how they helped you recognize this issue in your response.

Submit your response to the Drop Box on ManageBac.

Presentation slide