World War One Poetry.L/O: Learning to understand the importance of context to poetry
Copy the statements and add a score out of five dependingon your confidence with the subject (5 = really confident)1.   I ...
Revision of poetic terms: Draw in           back of book.Poetic term       DefinitionSimileMetaphorPersonificationEnjambme...
The context of WW1• What do you know about WW1?• In pairs make a list of any information that  you know.(5min)
Some information• 1914-1918• Fought between Germany and England/France/  Belgium and other Allied countries.• Mainly fough...
Some video context of WW1• Over the top• The sniper• The end
Some of the dead.
The men were convinced to fight through effective propaganda.               How are these               effective?
Now read the poem    ‘Who’s for the game’ (Jessie Pope)•    Who’s for the game, the biggest that’s played,     The red cra...
Who’s for the game?• In pairs decide how this poem persuades  people to join up:• Do you think that it successfully achiev...
Choose one of the following:• Either write your own enlisting  poem/verse.• Or• Design your own Recruiting poster based  a...
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World war one_poetry1

  1. 1. World War One Poetry.L/O: Learning to understand the importance of context to poetry
  2. 2. Copy the statements and add a score out of five dependingon your confidence with the subject (5 = really confident)1. I can identify similes and metaphors.2. I can identify enjambment and alliteration in poems.3. I know the effect of similes and metaphors.4. I can write about poems using pee.5. I can explain why the context of a poem is important to the understanding of the poem.6. I can compare two poems confidently.7. I can explain the different purposes of a poem using evidence to support my ideas.8. I can evaluate a poem and justify my views using evidence.
  3. 3. Revision of poetic terms: Draw in back of book.Poetic term DefinitionSimileMetaphorPersonificationEnjambmentAlliterationStanzaOnomatopoeia
  4. 4. The context of WW1• What do you know about WW1?• In pairs make a list of any information that you know.(5min)
  5. 5. Some information• 1914-1918• Fought between Germany and England/France/ Belgium and other Allied countries.• Mainly fought in Trenches.• British war dead:• About 880,000 men from the United Kingdom, plus a further 200,000 from other countries in the British Empire and Commonwealth. German dead: approximately 1,808,000
  6. 6. Some video context of WW1• Over the top• The sniper• The end
  7. 7. Some of the dead.
  8. 8. The men were convinced to fight through effective propaganda. How are these effective?
  9. 9. Now read the poem ‘Who’s for the game’ (Jessie Pope)• Who’s for the game, the biggest that’s played, The red crashing game of a fight? Who’ll grip and tackle the job unafraid? And who thinks he’d rather sit tight? Who’ll toe the line for the signal to ‘Go!’? Who’ll give his country a hand? Who wants a turn to himself in the show? And who wants a seat in the stand? Who knows it won’t be a picnic – not much- Yet eagerly shoulders a gun? Who would much rather come back with a crutch Than lie low and be out of the fun? Come along, lads – But you’ll come on all right – For there’s only one course to pursue, Your country is up to her neck in a fight, And she’s looking and calling for you.
  10. 10. Who’s for the game?• In pairs decide how this poem persuades people to join up:• Do you think that it successfully achieves its purpose? How?• Who is this poem targeting?• What does it compare war to and how?• Which techniques can you find?
  11. 11. Choose one of the following:• Either write your own enlisting poem/verse.• Or• Design your own Recruiting poster based around the ideas in the poem.

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