WW1 poetry conclusion

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Welcome to Mrs Everstijn's (online) classroom

World War I - your ideas

This First World War lesson series is aimed at getting students to think beyond causes, major battles and ramifications of the conflict. It should lay out a political, diplomatic, and military overview before and/or while teachers implement pieces of the literature curriculum. Since the First World War marks such a dividing line in modern European history, it is important that students examine the process and effects of the war on different segments of the population, beyond the political, diplomatic and military framework of the war. Furthermore, they should be able to link it to current issues and explain how they would react.

Learning objectives:

• Students can use prior knowledge on reading strategies.
  
• Students can identify the main idea, a speaker's attitude or opinion or for  specific information. 
• Students can use literary terms; rhythm, rhyme, text type, literary devices; e.g. alliteration, personification, imagery etc. to underpin statements
  
• Students can link background information to literary texts
• Students can link their own experience, perspective to characters and situations.
• Students can explain character's perspectives and situations
  

We gaan samen tekenen....

Discussion statement:

Soldiers in World War I were ‘adventurers or warriors’ rather then ‘civilians uprooted’, who ‘await the signal for death or murder’.

(Source: British Library; Barbusse, 1917)

uprooted; to remove a person from their home or usual environment

Discussion statement:

There are more similarities between WWI with the current Ukrainian War then there were with WWII.

(Source: British Library; Barbusse, 1917)

uprooted; to remove a person from their home or usual environment

Discussion statement:

"In January 1916 the Military Service Act was passed. This imposed conscription on all single men aged between 18 and 41, but exempted the medically unfit, clergymen, teachers and certain classes of industrial worker."

Do you agree with the exempted?

Often 17 year olds enlisted, how was this possible? Would you?

Is there a difference between those 17 year olds and you?

(Source: UK Parliament)

conscription; the act of forcing people by law to join military service.

Discussion statement:

Your Country Needs You!

Would you enlist? Why or why not?

Is there a difference between those 17 year olds and you?

(Source: UK Parliament)

uprooted; to remove a person from their home or usual environment

Discussion statement:

Your Country Needs You!

Countries should not use conscription to maintain or build an army even in times of war.

(Source: UK Parliament)

Discussion questions:

If you were this 'simple soldier boy':

1. Do you think you would have severe mental problems as well?
2. Do you agree that suicide should not be talked about?
   
3. Would you condemn the 'smug-faced crowds'?

Discussion questions:

If this poem was linked to the Ukrainian war:

1. What would be different?
2. Re-write the poem.
   

Handout copy of the poem / Students look the poem up on their phones.

Literature - introduction:

1. What do you notice about the different book covers?

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

2. Based on the covers, what kind of book do you think "The Strange Case of Dr Jekyll and Mr Hyde" will be? What do you think it will be about?

Literature - introduction:

1. What do you notice about the different book covers?

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

2. Based on the covers, what kind of book do you think "The Strange Case of Dr Jekyll and Mr Hyde" will be? What do you think it will be about?

Literature - introduction:

Literature - introduction:

1. What do you notice about the different posters?

    look at each book cover on its own
    think about similarities and differences.

2. Based on the covers, what kind of book do you think "The Strange Case of Dr Jekyll and Mr Hyde" will be? What do you think it will be about?

What have you learned today?

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,
  

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:

https://www.examenglish.com/FCE/fce_listening3.htm

libguides.fau.edu

mrfitton.weebly.com