1. WWI Poetry
Objective: I can identify the time period of the war in a poem through word choice and thematic elements.

2. Literary Device Reminder!
BASIC list...
Connotation
Theme
Simile
Metaphor
Imagery (Visual, auditory, olfactory, gustatory, tactile... to name a few)
Literary Device Reminder!
Define and identify these succeed on the culminating assignment

3. By the end of unit you will be able to...
Name the themes for each phase of war (Test)
Identify literary devices connected to themes present in literary work (in-class practice, process)
Annotate and analyze literature for themes to identify phase of war (Test)
By the end of unit you will be able to...

4. The Phases of War + Themes
Pre-war - Patriotism, call to action, heroism, propaganda
Early war - honor, duty, death/sadness, patriotism
Middle War- Chaos, confusion, death/anger, destruction
End/Post - sadness, bitterness, PTSD “shell shock”, remorse (PAST TENSE)
The Phases
of War + Themes

5. Pre War
Patriotism (Nationalism)
Call to action
Heroism
Propaganda

6. Pre War
Patriotism (Nationalism)
Call to action
Heroism
Propaganda
Read “Men Who March Away” – Connect to themes

7. patriotism (mixed with the other themes)
Early War
Themes:
Honor/duty
death/sadness
patriotism (mixed with the other themes)

8. Look at the photo:
What questions come up?
What do you notice?

9. Middle War
Themes:
Chaos
Confusion
death/anger
destruction

10. Troop Ship

11. Symbol: Graves (at home) (PAST TENSE)
End/Post
Themes:
Sadness
Bitterness
PTSD “shell shock”
remorse
Symbol: Graves (at home)
(PAST TENSE)

12. TPCASTT T - Title P - Paraphrase C - Connotation A - Attitude
S - Shift
T - Title Again
T - Theme

13. TPCASTT
T - Title - What do you think the poem is about before reading? (Annotation: Next to title)
P - Paraphrase - Put the poem in your words (Annotation: line by line).
C - Connotation - Examine the poem beyond the literal. Pull out literary devices , techniques, connections to literature/history. How do they help your understanding? (Annotation: circle/underline/highlight the areas and make notes next to those places).
A - Attitude - What is the tone/attitude of the poem? (Annotation: Write in the margins or on the side. Can add-on to already annotated areas)
S - Shift - Where does the tone/ideas/meaning shift (change)? Shift from ___ to __ (Annotation: at the place of change)
T - Title Again - How has the meaning of the poem changed now that you’ve read it? Can you be more precise in your original description? (Annotation: Next to the title. Can add-on to original title annotation)
T - Theme - Analyze the poem for connection/development of themes. What is the main message of the poem? Bring in historical context and specific connections to the text. (Annotation: at the bottom of the poem, on the back of page, wherever there is space!)

14. TPCA
T - Title - What do you think the poem is about before reading? (Annotation: Next to title)
P - Paraphrase - Put the poem in your words (Annotation: line by line).
C - Connotation - Pull out literary devices , techniques, connections to literature/history. How do they help your understanding? (Annotation: circle/underline/highlight the areas and make notes next to those places).
A - Attitude - What is the tone/attitude of the poem? (Annotation: Write in the margins or on the side. Can add-on to already annotated areas)

15. STT
S - Shift - Where does the tone/ideas/meaning shift (change)? Shift from ___ to __ (Annotation: at the place of change)
T - Title Again - How has the meaning of the poem changed now that you’ve read it? Can you be more precise in your original description? (Annotation: Next to the title. Can add-on to original title annotation)
T - Theme - Analyze the poem for connection/development of themes. What is the main message of the poem? Bring in historical context and specific connections to the text. (Annotation: at the bottom of the poem, on the back of page, wherever there is space!)

16. Connotation
C - Connotation - Examine the poem beyond the literal. Pull out literary devices , techniques, connections to literature/history. How do they help your understanding? (Annotation: circle/underline/highlight the areas and make notes next to those places).
Common literary devices: How does it enhance your understanding? (annotations) -Simile/Metaphor - Comparison, why? -Alliteration - Sounds it evokes (ex. D, D, D - marching? Ch, Ch, Ch - guns?) -Imagery senses -Allusion Connection to history/Literature -Repetition Circle areas, emphasizing what? -Hyperbole - How is it exaggerated, emphasizing what? - Word choice - Connect to connotation, history, theme
Ex. Flanders Fields: Mark: “Larks, still bravely singing” Write: heroic connotation given to the birds. Create a symbol system for yourself. (Ex. ? = confusing, ! = Exciting/interesting 0 = important)

17. Attitude
A - Attitude - What is the tone/attitude of the poem? (Annotation: Write in the margins or on the side. Can add-on to already annotated areas)
Now that you’ve looked at the devices and techniques, add on to the annotations to specify tone of the poem or attitude of the speaker (different than the author).
Ex. Flanders Fields:
Circle: “ The Torch; be yours to hold it high”. Write: Optimism
Circle: “We lived, felt dawn”. Write: Reverent

18. Shift
S - Shift - Where does the tone/ideas/meaning shift (change)? Shift from ___ to __ (Annotation: at the place of change)
Your intuition is usually correct! Where do you “feel” like the poem has changed it’s ideas? Sometimes there are specific changes that support your “feelings” such as...
Punctuation (new punctuation is used such as - : ! ? )
Structure (the syntax, stanzas, or rhyme scheme changes)
Words (new connotative words)

19. Theme
T - Theme - Analyze the poem for connection/development of themes. What is the main message of the poem? Bring in historical context and specific connections to the text. (Annotation: at the bottom of the poem, on the back of page, wherever there is space!)
Consider the ultimate question: How is this poem a reflection of the time period themes? That is what you are answering in this analysis.
Use the identified themes from your teacher or textbook.
Think: Two Sentence Analysis as a model. Eventually, move toward a full paragraph answer.