Brit Lit Session 3

British Literature Session 3
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Slide 1: Slide
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This lesson contains 25 slides, with interactive quizzes and text slides.

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British Literature Session 3

Slide 1 - Slide

In today's session:
You will:​

learn about poetic devices and their effects​

discuss several poems 

Slide 2 - Slide

What is a poem?

Slide 3 - Open question

What did you find out about the role of women during WWI?

Slide 4 - Open question

Shot at Dawn: Cowards, Traitors or Victims? What did you find out?

Slide 5 - Open question

Poetic Devices​
Only discuss those devices that add to the main idea of the poem (that contribute to the effectiveness).​

never enough to just name the device, make clear how it functions and contributes to the poem, what the effect is​

Discussion = Poetic Device & Effect  

Slide 6 - Slide

Which 5 aspects would you consider when analyzing a poem?

Slide 7 - Open question

  • Form
  • Sound 
  • Rhyme 
  • Rhythm 
  • Language

Slide 8 - Slide

  • Lines: end stopped vs run-on lines (enjambement) ​
  • Free verse = irregular lines, without metre or rhyme ​
  • stanza: couplet, triplet, quatrain 

Slide 9 - Slide

alliteration: repetition of same initial consonant ​

“as I pull the parapet’s poppy” (Break of Day in the Trenches) ​

assonance: repetition of same vowel sound ​

“on a proud round cloud in white high night”  E. E. Cummings

Slide 10 - Slide

end rhyme (e.g. abba, abab etc) ​

internal rhyme (I could spend hours walking amid the flowers.)​

eye rhyme (symbol, not the sound) love & prove

Slide 11 - Slide

metre = pattern of stressed and​
unstressed syllables ​

Iambic Pentameter 

Slide 12 - Slide

image (any way in which the words refer to the senses, multiplicity of meaning) ​

“In that rich earth a richer earth concealed” (The Soldier) ​

“the darkness crumbles away” (Break of Day in the Trenches)​

metaphor + to compare something with something else ​

war = a game (Who’s for the Game?) ​

“Shall I compare thee to a summer's day?” Shakespeare ​

The world is a stage 

Slide 13 - Slide

simile = metaphor + like “My love is like a rose”​

conceit = farfetched metaphor – describing your love like a pair of compasses ​

allegory = extended metaphor (Animal Farm) ​

oxymoron = incomparable connections (honest thief)

Slide 14 - Slide

personification = treating an object as a person ​

"Only the monstrous anger of the guns." Owen​

Allusion = the reference to a well-known historical or literary figure or event. ​

symbol= object that stands for something else ​

The Poppy as a symbol of WW1​

Slide 15 - Slide

Anthem For Doomed Youth by Wilfred Owen​ (pg 35)

Slide 16 - Slide

Discuss the form of the poem and the effect it has

Slide 17 - Open question

Discuss the effect of the alliteration in line 3

Slide 18 - Open question

Discuss the effect of the simile soldiers and cattle

Slide 19 - Open question

Discuss the effect of the oxymoron in shrill choirs

Slide 20 - Open question

Discuss the effect of personification (guns, bugles, shells)

Slide 21 - Open question

This is one of the most taught poems of them all. Why would that be? What is its power, its force?

Slide 22 - Open question

Group work 
Discuss one of the three poems and present your findings.

Group 1: The deserter 
Group 2: Munition Wages
Group 3: The hero

Slide 23 - Slide

For next week
Session 4: Sebastian Barry. A Long Long Way. (I)​

Brief fact sharing on the Easter Rising and Irish independence.​

Plenary discussion of poem 1916 by WB Yeats ​

Group reading of A Long Long Way ​

Theory 4: Aspects of fiction​

Slide 24 - Slide

This session concludes the topic of WWI poetry.
What do you think your efforts have brought you? Any meaningful skills, knowledge, facts, viewpoints or teaching ideas?

Slide 25 - Open question