Insensibility – Wilfred Owen
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This document provides teaching materials for analyzing the poem "Insensibility" by Wilfred Owen. It includes the following: 1. Learning objectives about gaining understanding of the poem's context, structure, language and meanings through exploring its possible interpretations. 2. A task where students look up the title's meaning and predict themes, then analyze individual stanzas by identifying important words and how they contribute to the overall message. 3. A discussion prompt comparing "Insensibility" to Owen's "Strange Meeting" in terms of similarities, differences, and poetic techniques. 4. Background on the multiple meanings of the title word "insensibility" and how it may signify the poem's purposes
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Wilfred Owen's poem "Futility" reflects on the death of a soldier, either killed or gravely injured, during World War I. The speaker addresses the lifeless soldier directly, wondering if moving him into the sunlight might revive him, as nature once awakened seeds and stars. However, the snow suggests all hope is lost. The poem questions whether creating life has purpose if it can be destroyed so easily in war, implying the soldier's death was futile and the suffering of soldiers pointless.
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1. The document discusses several British poets who wrote about their experiences in World War 1, known as the "Trench Poets". It profiles Isaac Rosenberg, Wilfred Owen, and Siegfried Sassoon, detailing their lives and analyzing some of their famous poems including "Break of Day in the Trenches" by Rosenberg and "Strange Meeting" by Owen.
2. It also discusses the lasting impact and legacy of World War 1, how it changed perspectives and led writers to develop new forms of expression to convey the unprecedented horror and disillusionment of the war.
3. The Trench Poets broke conventions with passionate, disturbing verse that sought to accurately portray the realities of trench
Strange Meeting
The speaker encounters a fellow soldier who was killed in battle. Recognizing each other, they realize they are in hell. The soldier reflects on the futility of war, discussing how he had hopes and dreams before fighting that are now lost due to the senselessness of death in war. He acknowledges that revealing the truth about war's horrors is necessary.
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A "translation" of the Syllabus rubric for Module B: A close study of text. Wilfred Owen's War Poetry.
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Wilfred Owen's poem "Dulce et Decorum est" describes a gas attack on British soldiers during World War I. The poem depicts soldiers stumbling through mud, exhausted from marching. They hastily put on gas masks when gas is detected, but one soldier is too slow and suffers terribly as he drowns on land from the effects of the gas. The speaker has recurring nightmares of this event and challenges the idea that it is noble to die for one's country. The poem uses graphic imagery and addresses those who propagate pro-war propaganda to shock readers and undermine patriotic views of war.
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This document provides an analysis of Wilfred Owen's poem "Dulce et Decorum Est". It summarizes that the poem describes Owen's first-hand experience of a mustard gas attack during World War I in graphic detail. Through imagery of dying soldiers, it challenges the idea that dying for one's country is noble or heroic. The analysis examines the poem's use of symbols, imagery, punctuation, structure and allusions to convey the brutal reality and horrors of war that contrast propaganda portraying war as glorious.
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The document discusses the use of religious themes in fiction, providing example poems that contain religious themes and asking students to analyze the themes. It explores why religious themes may be popular or unpopular in fiction and asks students to consider if they enjoy fiction with religious themes. The tasks are aimed at having students identify, discuss, and evaluate the use and impact of religious themes in different works of fiction.
Dulce et decorum est autoplay
The text of Wilfred Owen's poem 'Dulce et decorum est' in a slideshow with some images taken from the World War One Poetry Archive.
You can download the original Apple Keynote file here: http://db.tt/MmPRKOGM
There are more images in the original, and I've used animations to help tell the story.
If you use it, I'd love a comment! Thanks. ;o)
Dulce et decorum est olympians
The poem describes the horrors of a gas attack during World War I as witnessed by the speaker. Through vivid sensory details, the speaker recalls soldiers stumbling through mud, blinded and choking from gas as one man drowns in front of them. The traumatic experience has stayed with the speaker through dreams. In the final lines, the speaker aims to dissuade others from glorifying war, calling it a "lie" to claim that it is sweet and honorable to die for one's country.
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This document provides guidance on annotating and analyzing poetry related to World War 1. It explains that annotating requires critical thinking about the text through writing notes on interpretation. When annotating poetry, one should look for imagery, rhyme schemes, sound devices, figurative language, and symbols. When analyzing, it is important to break down the topic with facts and commentaries supported by annotations, rather than providing a summary or random statements. It then provides background on World War 1 and literature from the war, and discusses the poet Wilfred Owen who wrote realistically about the horrors of trench and gas warfare.
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The poem personifies Death as a fellow soldier that the men have interacted with on the battlefield - eating and drinking with him, smelling his breath, being spat at and coughed on with bullets and shrapnel. Though the interactions are disturbing and confronting, the men do not writhe in courage but rather see Death as a comrade, not an enemy, laughing and leagueing with him. Owen suggests that while the soldiers are told they fight for lives and country, in reality they unknowingly fight in a war for Death himself.
Owen
Wilfred Owen was a British poet who wrote some of the best British poetry on World War I. He was born in 1893 in Oswestry, Shropshire and died in 1918. Owen initially studied to become a pastor but became disillusioned with religion and turned to poetry. He experienced the horrors of World War I firsthand and used his poetry to depict the grim realities of war. His poems became some of the most famous condemnations of war and descriptions of its psychological and physical impacts on soldiers.
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A.e housman
The poem describes the speaker's experience at ages 21 and 22. When he was 21, a wise man advised him not to give his heart away lightly, but the speaker ignored the advice. At 22, after experiencing heartbreak, the speaker admits the advice was true, regretting not heeding the wise words when he was younger. The poem emphasizes how youth can be stubborn and only learn lessons about love through hard experience.
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Wilfred Owen's poem "Strange Meeting" describes a meeting between a soldier and the spirit of an enemy soldier he killed in World War I. The two soldiers recognize each other in hell and realize they were once enemies who killed one another. The dead soldier laments over the hopelessness and pity of war, which stole his courage, wisdom, and humanity. He tells the living soldier that they should now sleep, ending the poem on a note of peaceful hopelessness.
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When you write your essay, I want you to think about the chapter elements that apply to your poem and to your essay approach. Use the checklist to help you!
Can you spot stories under the water of the obvious island in the poem?
Do you have a poem where characters develop?
Is the beginning is a feature to notice?
Is the poem painting a picture?
Obviously, not all those points apply to every poem choice. Pick a poem you want to tackle, then dig for what of those four points you think you can address. Rearrange them in your essay so you have an introduction that invites readers to be interested. Make some points for readers to consider, then wrap up the essay with something we readers should remember about your poem choice--and maybe you can find a twist of thinking for readers: a bit of the author's own words on the poem? a bit of world history that applies? something happening today that could have easily been the same sort of subject?
One warning, poetry tempts writers into including moral lessons. Be careful not to tell us what we must learn from the poem you write about. Describe it fully, analyze what is there, and avoid what isn't. If you do that well, a reader can see the lesson to be learned without you needing to tell us what to think.
_______________________________________________________________________________________
√
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Insensibility – Wilfred Owen
- 1. OCTOBER 1917 – JANUARY 1918 REVISED APRIL 1918 Insensibility – Wilfred Owen
- 2. Today’s Aims and Outcomes To work together to explore the possible meanings in the poem by considering language and what it may signify; To gain an effective understanding of the poem, its context, structure, language and possible meanings; To begin to make connections between this poem and Strange Meeting; To begin to identify techniques in Owen’s poetic form and style.
- 3. Learning Task In pairs, look up the title word, ‘insensibility’ and list all the possible meanings and then discuss and note down what these may signify in terms of the context of the war and what we may consider to be Owen’s purposes. Also note down what you think the poem may be about if we just take the title into consideration. We will revisit your ideas later to see how accurate your predictions were...
- 4. Take one stanza each.. Read through the stanza you are given. Then note down what you think the most important words are and what they signify – why do you think Owen has used these language choices? Then justify why the stanza deserves to be in the poem – what does your stanza bring to the poem?
- 5. What is the overall message and how does this compare to Strange Meeting? Write a list of brief comparative points between Insensibility and Strange Meeting: What/where are the similarities? What /where are the differences? Remember to consider structure, use of pararhyme etc., not just meaning...
- 6. What could the title of the poem signify? INSENSIBILITY adj. Imperceptible; inappreciable: an insensible change in temperature. Very small or gradual: insensible movement. Having lost consciousness, especially temporarily; unconscious: lay insensible where he had fallen. Not invested with sensation; inanimate: insensible clay. Devoid of physical sensation or the power to react, as to pain or cold; numb. Unaware; unmindful: I am not insensible of your concern. Not emotionally responsive; indifferent: insensible to criticism. Lacking meaning; unintelligible. [Middle English, from Old French, from Latin īnsēnsibilis, imperceivable : in-, not; see in–1 + sēnsibilis, perceptible; see sensible.]
- 7. Independent Learning Task Use your notes to write a comparative essay: A comparative study ofA comparative study of Strange MeetingStrange Meeting andand Insensibility,Insensibility, commenting on Owen’s purposes andcommenting on Owen’s purposes and the language and poetic devices used to achievethe language and poetic devices used to achieve these.these. This will be your first graded/assessed piece. Due next Weds – approx 1-2 sides of A4.