V4B 17-2-2025 45 min

• Engels
• Middelbare school
• vwo
• Leerjaar 4

Please sit with your group!

You need: reader, pen, notebook

Welcome! 

Lesson goals

- You will have worked on the poetry project

- You will have analysed a WWI poem

- You will have learned more about the poppy tradition

Today's Lesson

Learn about:

Lieutenant Colonel John McCrae

The origin of the Remembrance Day Poppies

Analyse: In Flanders Fields

If time: learn more about WWI

Lieutenant Colonel John McCrae & 

Remembrance Day poppies

Page 14-15

We will check the answers to the questions later

We will listen to the poem "In Flanders Fields" 

Page 16

What images are used to create a vivid atmosphere (underline)?

"In Flanders Fields" 

What images are used to create a vivid atmosphere?

In Flanders Fields

Page 16: Read the poem again

- In pairs

- Answer the questions about In Flanders Fields

We will check the answers together afterwards

+ the answers to the questions on pp.14-15

Homework for next lesson: reader pp.12-13

"Suicide in the Trenches"

1. Read the poem. Look up any words you don't know and write them next to the poem.
2.  Do task 4: questions 1-5 (not 6)
3. Write the answers in your reader

Homework for next lesson: reader pp.12-13

"Suicide in the Trenches"

You may use Litcharts.com to help you analyze
(https://www.litcharts.com/poetry/siegfried-sassoon/suicide-in-the-trenches)

Please note: answers should be in your own words & you should understand anything you write down

Remember the letters?

- A couple of weeks ago, we listened to 3 letters

- Think of a style characteristic of each letter

- Letters written by 1. Quirine, 2. Mohamed, 3. Tim

Style characteristics:
1. Quirine, 2. Mohamed, 3. Tim

1. Allusion to the senses (sound, sight)     Q

2. Description of actions    M

3. Conversational, dialogue     T

These are ways to make your writing more vivid!

Reviewing your writing

Take notes!

I will give you the letters / poems in a minute

Letter writing: tips (1)

- Start with location + date!

- Then: Dear [name], (comma!)

- Last sentence of your letter: a personal remark to the other person 

- Then: Love, / Regards, / All the best, [your name]

Letter writing: tips (2)

Punctuation & capitals

Try not to repeat the same word too often

Beautiful / useful etc.: only one L 

Lesson goals

- You have worked on the poetry project

- You have analysed a WWI poem

- You have learned more about the poppy tradition

Watching a video about life in a trench (3:14 mins)

What typical features of WWI do you see & hear?

www.history.com

Typical features of WWI (combine with what you remember from previous lessons):

Trench warfare

Barbed wire

No man's land

Horses (transitional period): Not only used in combat, but also for moving guns and supplies,  and pulling ambulances. It is estimated that 484,000 British horses were killed during the Great War. 

During the First World War horses were invaluable; they were used by cavalry regiments in battle, moved guns and supplies to the front and even pulled ambulances.

They also faced a high death rate. Over the course of the war, Britain lost over 484,000 horses; one horse for every two men.

New, advanced & mass-produced weaponry that could cause mass destruction:

Machine guns

High explosive shells

Poison gas / gas mask 

First use of tanks / armoured vehicles (Battle of the Somme, 1916)

Use of airplanes, zeppelins, submarines

Shell shock (combat stress disorder - panic, fear, sleeplessness, etc), 

fear, boredom, fatigue

trench foot

Mustard gas: eyes, nose, skin, breathing, intestines (nausea, vomiting)

New high explosive shells, that could be fired farther and at a higher rate of fire

It was discovered that a key preventive measure was regular foot inspections. 

Soldiers were paired and made responsible for the feet of the other. As a team, they were more likely to actually remove their boots and socks, check for any damage, and to begin treatment at an earlier stage.

Imagine...

.....You are a soldier, living in the trenches

- Think of the experiences / situations /

   activities you have just researched

- What kind of feelings could you experience during a day?

- Make a list

What to expect in period 3:

Poetry, creative writing, speaking

- 3 March: creative writing test (3x)

- During this period: writing assignment in class (mandatory)

- Week 13 (testweek): group conversation (15-20 mins, 3x)

- End of period: hand in (completed) poetry reader (mandatory)

What do you need to do?

• Go through the reader and do the tasks (I will tell you  what to do and when). You need to hand everything in.
• Read the poems and analyse them using the glossary
• Decide which poem is your favourite and why
• Take the writing test
• Write a poem using your new acquired knowledge
• Oral exam in groups of 3/4 about all of the above

Parts of speech: find examples

1. Adjectives
2. Adverbs
3. Verbs: 

        - Simple present
        - Simple past
        - Present perfect
        - Future present (schedules - plans - belief/promise)

Adjectives

Adverbs

Present Simple (verb): we...

Past Simple (verb): we...

Present perfect (verb): we...

Future present: we...
(schedules - plans - belief/promise)