War and Conflict Poetry

KS3

RESEARCH TASK

Choose one of the following WW1 poets to research. Using your research create an informative poster about their life, times and famous works. Make it attractive and easy to read but make sure it is full of information!

Wilfred Owen Rupert Brooke Siegfried Sassoon

Include:

o Date of birth/deatho Reason for deatho Their involvement/experience in the waro Their attitudes towards the waro Famous war poems and what they were about

In Flanders Fields – John McCrae

Read the poem and annotate any interesting vocabulary, poetic techniques used and the feelings expressed.

In Flanders fields the poppies blowBetween the crosses, row on row,

That mark our place; and in the skyThe larks, still bravely singing, fly

Scarce heard amid the guns below.

We are the Dead. Short days agoWe lived, felt dawn, saw sunset glow,

Loved and were loved, and now we lieIn Flanders fields.

Take up our quarrel with the foe:To you from failing hands we throw

The torch; be yours to hold it high.If ye break faith with us who die

We shall not sleep, though poppies growIn Flanders fields.

Answer the following questions:

1. Who do you think is speaking?..........................................................................................................

2. How do you think the poet is trying to make the reader feel?…………………………………………………………………………………………………………………………………………………………

3. Why do you think the word ‘bravely’ is used in the first stanza?…………………………………………………………………………………………………………………………………………………………

4. Why do you think the word ‘loved’ is used and repeated in the second stanza?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. Research the significance of the ‘poppy’ for Remembrance Day – note down your findings below:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

6. Choose three or four quotations/images from the poem that have had an impact on you or you think the poet is trying to get you to see. Draw these images and explain why you think he included them in his poem:

7. Think about Remembrance Sunday – use poetic techniques to describe what this gathering looks like and why people attend. You could use a simile, metaphor, personification or alliteration:

i. ………………………………………………………………………………………………………………………………………………………………………………………………………………………

ii. ………………………………………………………………………………………………………………………………………………………………………………………………………………………

Anthem for Doomed Youth – Wilfred Owen

What passing-bells for these who die as cattle? - Only the monstruous anger of the guns.

Only the stuttering rifles' rapid rattleCan patter out their hasty orisons.

No mockeries now for them; no prayers nor bells; Nor any voice of mourning save the choirs, -

The shrill, demented choirs of wailing shells; And bugles calling for them from sad shires.

What candles may be held to speed them all? Not in the hands of boys, but in their eyes

Shall shine the holy glimmers of good-byes. The pallor of girls' brows shall be their pall;Their flowers the tenderness of patient minds,And each slow dusk a drawing-down of blinds.

1. How are the guns described in this poem? What effect does this have on the reader?

How are the guns described?

Quotation Effect?

2. Find an example of ‘funeral imagery’ and explain why Wilfred Owen has used this – what does it suggest about his attitude to war?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. What is the significance of the title? Why has Wilfred Owen called it an ‘Anthem’?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. Choose two lines from the poem and change them into a more positive reaction to the death of a soldier – consider Brooke’s ideas, the patriotism and the hope at the beginning of the way. You might use a different technique or just change the choice of vocabulary.

i. Original line: ...................................………………………………………….

New line: …………………………………………………………………………………

ii. Original line: …………………………………………………………………………….

New line: ………………………………………………………………………………….

Dulce et Decorum Est – Wilfred Owen

Recap what the poem is about by answering the following quiz:

1) ‘Dulce et Decorum Est’ is a poem about:a. the second world warb. the first world warc. the Vietnam war

2) ‘Dulce et Decorum Est pro Patria Mori’ means:a. It is cruel and terrible to die for your countryb. It is sweet and fitting to die for your countryc. It is glorious and honourable to die for your country

3) The poet, Wilfred Owen, thinks this is a lie because:a. fighting can be a terrible experienceb. fighting can be a fun experiencec. fighting can be a boring experience

4) The soldiers in the poem have been in a battle. They feel:a. excited and happyb. strong and bravec. old and tired

5) The poet has a dream in which he remembers:a. a man dying in a gas attackb. a man dying in a bomb attackc. a man drowning in a sea

6) The poet wants the people in Britain to know:a. how hard life was for him in the warb. how hard life was for all soldiers in the warc. how hard life was for old soldiers in the war

7) The poet wants people in Britain to:a. tell children that it is good to fightb. tell children that they must fightc. tell children that it is not always glorious to fight

TASK:

Read the poem again and write a diary entry of Owen after the gas attack. Use descriptions in the poem to help you add detail but also make sure you consider how he would have been feeling – remember to show empathy for what the soldiers were experiencing at the time.

Dulce et Decorum Est

Bent double, like old beggars under sacks,Knock-kneed, coughing like hags, we cursed through sludge,Till on the hunting flares we turned our backs,And towards our distant rest began to trudge.Men marched asleep. Many had lost their boots,But limped on, blood-shod. All went lame, all blind;Drunk with fatigue; deaf even to the hootsOf gas-shells dropping softly behind.

Gas! GAS! Quick, boys!-An ecstasy of fumblingFitting the clumsy helmets just in time,But someone still was yelling out and stumblingAnd Flound’ ring like a man in fire or lime.-Dim through the misty panes and thick green light,As under a green sea, I saw him drowning.

In all my dreams before my helpless sightHe plunges at me, guttering, choking, drowning.If in some smothering dreams, you too could paceBehind the wagon that we flung him in,And watch the white eyes writhing in is face,His hanging face, like a devil’s sick of sin,If you could hear, at every jolt, the bloodCome gargling from the froth-corrupted lungsBitten as the cudOf vile, incurable sores on innocent tongues,-My friend, you would not tell with such high zestTo children ardent for some desperate glory,The old Lie: Dulce et decorum estPro patria mori.

October 1917

Dear Diary,

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Comparison of World War One Poetry

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Read ‘The Soldier’ by Rupert Brooke again and then complete the venn diagram comparing it to ‘Dulce et Decorum Est’ using the question below. Remember to consider:

What you know about Owen and Brooke Poetic techniques that have been used Attitudes towards the war shown Choice of vocabulary Structure – sonnet/stanzas/rhyme

The Soldier

If I should die, think only this of me:That there’s some corner of a foreign field

That is for ever England. There shall beIn that rich earth a richer dust concealed;

A dust whom England bore, shaped, made aware,Gave, once, her flowers to love, her ways to roam,

A body of England’s, breathing English air,Washed by the rivers, blest by suns of home.

And think, this heart, all evil shed away,A pulse in the eternal mind, no less

Gives somewhere back the thoughts by England given;Her sights and sounds; dreams happy as her day;And laughter, learnt of friends; and gentleness,

In hearts at peace, under an English heaven.

Rupert Brooke

How is the attitude to war different in Rupert Brooke’s poem “The Soldier” and Wilfred Owen’s poem “Dulce et Decorum est”? How do the poets use different poetic techniques to show their feelings?

The Soldier

TASK

Answer the question using PEE.

EITHER:

Complete the table on the following page.

OR:

Write your ideas in PEE paragraphs independently on the pages that follow.

Remember to use evidence from the text and consider the effect – you need to focus on the attitudes to war that both poets have. They are very different! Try to identify poetic techniques to help you explore how the poets present their ideas.

GOOD LUCK!

Comparing ‘ The Soldier’ and ‘Dulce et Decorum Est’ Use the following table to help identify points for your essay and develop your analysis.

The Soldier Dulce et Decorum Est

Point Evidence Explanation

Comparative

Connective(However,

similarly, in contrast to

etc.)

PointIn ‘The Soldier’ Brooke is very patriotic.

“

“

However In ‘Dulce et Decorum Est, Owen explains that the war is not an honourable place to die.

“in that rich dust, a richer dust concealed”

By using the word ‘dust’ it makes the reader think about…………………………………………………………………………………………………………………

Whereas

Brooke uses a metaphor to compare his life to England.

“

“

Similarly Owen also uses techniques such as similes to help create an image of the gas-attack.

“And laughter, learnt of friends; and gentleness,In hearts at peace, under an English heaven”

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………………………………………

REFLECTION:

What was your favourite WW1 poem? Consider any others that we had a look at in class too. What were the main themes of these poems? Do you think they represented WW1 accurately?

Flag by John Agard

1. Why do we have flags? What kind of flags do you know? Why are they important?

2. Read the poem by John Agard. Identify any repetition you may find.

FLAG

What's that fluttering in the breeze?

It's just a piece of cloth

that brings a nation to its knees.

What's that unfurling from a pole?

It's just a piece of cloth

That makes the guts of men grow bold.

What's that rising over the tent?

It's just a piece of cloth

FLAGS

that dares the coward to relent.

What's that flying across a field?

It's just a piece of cloth

that will outlive the blood you bleed.

How can I possess such a cloth?

Just ask for a flag my friend.

Then blind your conscience to the end.

3. Why does John Agard decide to repeat some of his ideas?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. A flag is often used to represent a country. What might a flag for Stoke-on-Trent look like? Design your flag below.

The Yellow Palm by Robert Minhinnick

1. Read ‘The Yellow Palm’ and underline a line that stands out to you or you like and explain why.

As I made my way down Palestine StreetI watched a funeral pass -all the women waving lilac stemsaround a coffin made of glassand the face of the man who lay withinwho had breathed a poison gas.

As I made my way down Palestine StreetI heard the call to prayerand I stopped at the door of the golden mosqueto watch the faithful therebut there was blood on the walls and themuezzin’s eyeswere wild with his despair.

As I made my way down Palestine StreetI met two blind beggarsAnd into their hands I pressed my handswith a hundred black dinars;and their salutes were those of the Imperial Guardin the Mother of all Wars.

As I made my way down Palestine StreetI smelled the wide Tigris,the river smell that lifts the airin a city such as this;but down on my head fell the barbarian sunthat knows no armistice.

As I made my way down Palestine Street

I saw a Cruise missile,a slow and silver caravanon its slow and silver mile,and a beggar child turned up his faceand blessed it with a smile.

As I made my way down Palestine Streetunder the yellow palmsI saw their branches hung with yellow datesall sweeter than salaams,and when that same child reached up to touch,the fruit fell in his arms.

2. Find the definition of any of the words you are unsure of or that you haven’t heard before and note them below:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Why do you think the poet has written this in first person narrative? (‘I’) What effect does it have?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. Choose two quotations and complete the language explosions on the following page. Remember to consider:

Techniques used Key words Effect on the reader Intentions of the poet The image that is created

Belfast Confetti by Ciaran Carson

Suddenly as the riot squad moved in it was raining exclamation marks,Nuts, bolts, nails, car-keys. A fount of broken type. And the explosionItself – an asterisk on the map. This hyphenated line, a burst of rapid fire…I was trying to complete a sentence in my head, but it kept stuttering,All the alleyways and side streets blocked with stops and colons.

I know this labyrinth so well – Balaklava, Raglan, Inkerman, Odessa Street –Why can’t I escape? Every move is punctuated. Crimea Street. Dead end again.A Saracen, Kremlin-2 mesh. Makrolon face-shields. Walkie- talkies. What isMy name? Where am I coming from? Where am I going? A fusillade of question-marks.

1. What do you think this poem is about? Choose a quotation to support your ideas.…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. Why does the poet talk about punctuation? What is he actually referring to?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Draw a visual interpretation of the poem in the space below and use at least four quotations to label your drawing:

REFLECTION:

What were your thoughts about the modern war/conflict poems? Consider any others that we had a look at in class too. What were the main themes of these poems? Are any ideas similar to the WW1 poems studied?

TASK – Writing your own poem about war or conflict

You now need to write your own poem about conflict. This could be about WW1, WW2 or any other wars you may know OR it could be about issues to do with conflict that we may see in society today, what can cause conflict or what kind of conflict (besides war) do we have in this country today?

Use the success criteria below to help:

Your poem must be at least 20 lines – this could be one long stanza or you could break it up into smaller stanzas.

It must explore the theme of war or conflict. You must include at least FOUR poetic techniques (similes,

metaphors, sibilance, alliteration, onomatopoeia, personification etc.)

Thoughts and feelings need to be explored in some way – make the attitude towards war or conflict really clear throughout your poem.

Use interesting vocabulary. Use punctuation where necessary – you can use this for effect,

consider what we have discussed in lessons.