WW1 poetry introduction

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Welcome to Mrs Everstijn's (online) classroom

World War I poetry

• Rupert Brooke
  
• Wilfred Owen
• Siegfried Sassoon
  

Learning objectives:

• Students can use prior knowledge on reading strategies.
  
• Students can use reading strategies.
• Students can follow a poem.
• 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.
  
• Students can link background information to literary texts
  

Cornell summary:

Reading strategies:

• Before reading; retrieve prior knowledge & key aspects of the WWI and authors
  
• 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.
  

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?

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

individual

THINK - PAIR - SHARE

How did WWI change Europe? Jot down notes on at least 3 topics/ideas

none

3 minutes

Discuss with classmate each others ideas/notes

Class discussion "How did WWI change Europe?"

Literature:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

individual

Read chapters 1 & 2

in silence & write notes in your reading journal

online dictionary / teacher

15 minutes

Check by teacher 

Do the reading journal assignments

(Notes, vocab, reader-response & summary)

Literature:

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