1. Homework
Next 3 h/w slots. Blood Brothers: Complete 14 essay plans for the 14 exam topics Check Ruffles Revision – Whole SOW is uploaded.

2. What is left? Ozymandias My Last Duchess Tissue The Emigree
Checkin’ out me History
War Photographer
Remains
Charge of the Light Brigade
Bayonet Charge
Exposure
Storm on the Island
The Prelude
London
Poppies
Kamikaze

3. Modern Texts and Poetry
This is exam is 2hr 15mins long. There are THREE sections – two of which are on poetry.
Section A is a choice of question on your modern text. You will have an hour to answer this.

4. Modern Texts and Poetry
Section B will have 30 minutes to answer on comparative question on your selected anthology poems
This is Section B of the exam which is based only on your anthology (15 poems)

5. Modern Texts and Poetry
Section C is the Unseen Poetry section
A 12 mark question where you discuss the one poem
A 12 mark question where you discuss the one poem
An 8 mark question where you discuss both poems

6. To use MITSL to develop a response to the poem
Remains
Objectives:
To explore the poem Remains focusing on how Armitage has used poetic devices to portray the theme of power and conflict
To use MITSL to develop a response to the poem

7. “Everyone was ready to go to war, we was fully prepared
“Everyone was ready to go to war, we was fully prepared. It was the coming home no one was ready for.” Soldier speaking on ‘The Not Dead’
Leave as an opening. Ask students to be ready to discuss what emotions soldiers may have after war.

8. Remains Human Doesn’t leave Left over/behind Memory Stain
Ask the class to discuss the title. What words come to mind?

9. Do you know who this man is? Youtube
Chris Kyle, a US Navy SEAL, nicknamed ‘American Sniper’ as he was the most lethal shot in the Army with over 160 confirmed kills.
After his career in the military he worked with soldiers suffering from Post Traumatic Stress Disorder (PTSD).
He was killed on February 2nd 2013 by Eddie Ray Routh, a Marine Corps Veteran suffering from PTSD and schizophrenia.
Click picture to play American Sniper trailer – how might title of poem link to this? Think about what is taken home with soldiers, what remains with them after war

10. On another occasion, we get sent out to tackle looters raiding a bank
On another occasion, we get sent out to tackle looters raiding a bank. And one of them legs it up the road, probably armed, possibly not. Well myself and somebody else and somebody else are all of the same mind, so all three of us open fire. Three of a kind all letting fly, and I swear I see every round as it rips through his life – I see broad daylight on the other side. so we’ve hit this looter a dozen times and he’s there on the ground, sort of inside out. Pain itself, the images of agony. One of my mates goes by and tosses his guts back into his body. Then he’s carted off in the back of a lorry.
Anecdote
Read the poem once through with the students. Begin to question what the poem is about, first impressions etc.

11. End of story, except not really.
His blood-shadow stays on the street, and out on patrol
I walk right over it week after week.
Then I'm home on leave. But I blink
and he bursts again through the doors of the bank.
Sleep, and he's probably armed, possibly not.
Dream, and he's torn apart by a dozen rounds.
And the drink and the drugs wont flush him out –
He's here in my head when I close my eyes,
dug in between enemy lines,
not left for dead in some distant, sun-stunned, sand-smothered land
or six-feet under in desert sand,
but near to the knuckle, here and now,
his bloody life in my bloody hands.

12. Order of importance Fear guilt Horror resentment Depression Remorse
Look at the following words:
Which of these words is most appropriate to describe a soldier’s feelings?
Arrange the words in a diamond shape placing the most important word at the top.
Fear
guilt
Horror
resentment
Depression
Remorse
Disgust
Shock
helplessness

13. On another occasion, we get sent out to tackle looters raiding a bank.
And one of them legs it up the road,
probably armed, possibly not.
Talk through first verse together. What do they notice? Key words? What can they pick out?

14. Stanza 1 – as a class
Describe what you think is happening/being referred to in your stanza.
Highlight/underline examples of simplistic or informal language. Add notes to say what effects these choices have: why do you think Armitage might have used them?
Identify and label any poetic devices (figurative language, enjambment, rhyme, etc.). Add comments to try and explain what effects these have.
Look carefully at the structure of the poem: which words are emphasised by the use of enjambment and full stops? Identify these and add comments to try and explain what effects these have. (Tip: think about how the structure might link to the subject matter).
Try and sum up the speaker’s feelings or emotions in your stanza using words and/or images.
Teacher should model the analysis of the poem here with the first stanza.

15. On another occasion, we get sent out to tackle looters raiding a bank.
And one of them legs it up the road,
probably armed, possibly not.
Each group to be given a different stanza. They have 5 minutes to annotate their verse and be ready to feed back.
Describe what you think is happening/being referred to in your stanza.
Highlight/underline examples of simplistic or informal language. Add notes to say what effects these choices have: why do you think Armitage might have used them?
Identify and label any poetic devices (figurative language, enjambment, rhyme, etc.). Add comments to try and explain what effects these have.
Look carefully at the structure of the poem: which words are emphasised by the use of enjambment and full stops? Identify these and add comments to try and explain what effects these have. (Tip: think about how the structure might link to the subject matter).
Try and sum up the speaker’s feelings or emotions in your stanza using words and/or images.

16. Well myself and somebody else and somebody else
are all of the same mind,
so all three of us open fire.
Three of a kind all letting fly, and I swear
Describe what you think is happening/being referred to in your stanza.
Highlight/underline examples of simplistic or informal language. Add notes to say what effects these choices have: why do you think Armitage might have used them?
Identify and label any poetic devices (figurative language, enjambment, rhyme, etc.). Add comments to try and explain what effects these have.
Look carefully at the structure of the poem: which words are emphasised by the use of enjambment and full stops? Identify these and add comments to try and explain what effects these have. (Tip: think about how the structure might link to the subject matter).
Try and sum up the speaker’s feelings or emotions in your stanza using words and/or images.

17. I see every round as it rips through his life –
I see broad daylight on the other side.
so we’ve hit this looter a dozen times
and he’s there on the ground, sort of inside out.
Describe what you think is happening/being referred to in your stanza.
Highlight/underline examples of simplistic or informal language. Add notes to say what effects these choices have: why do you think Armitage might have used them?
Identify and label any poetic devices (figurative language, enjambment, rhyme, etc.). Add comments to try and explain what effects these have.
Look carefully at the structure of the poem: which words are emphasised by the use of enjambment and full stops? Identify these and add comments to try and explain what effects these have. (Tip: think about how the structure might link to the subject matter).
Try and sum up the speaker’s feelings or emotions in your stanza using words and/or images.

18. Pain itself, the images of agony. One of my mates goes by
and tosses his guts back into his body.
Then he’s carted off in the back of a lorry.
Describe what you think is happening/being referred to in your stanza.
Highlight/underline examples of simplistic or informal language. Add notes to say what effects these choices have: why do you think Armitage might have used them?
Identify and label any poetic devices (figurative language, enjambment, rhyme, etc.). Add comments to try and explain what effects these have.
Look carefully at the structure of the poem: which words are emphasised by the use of enjambment and full stops? Identify these and add comments to try and explain what effects these have. (Tip: think about how the structure might link to the subject matter).
Try and sum up the speaker’s feelings or emotions in your stanza using words and/or images.

19. End of story, except not really.
His blood-shadow stays on the street, and out on patrol
I walk right over it week after week.
Then I'm home on leave. But I blink
Describe what you think is happening/being referred to in your stanza.
Highlight/underline examples of simplistic or informal language. Add notes to say what effects these choices have: why do you think Armitage might have used them?
Identify and label any poetic devices (figurative language, enjambment, rhyme, etc.). Add comments to try and explain what effects these have.
Look carefully at the structure of the poem: which words are emphasised by the use of enjambment and full stops? Identify these and add comments to try and explain what effects these have. (Tip: think about how the structure might link to the subject matter).
Try and sum up the speaker’s feelings or emotions in your stanza using words and/or images.

20. and he bursts again through the doors of the bank.
Sleep, and he's probably armed, possibly not.
Dream, and he's torn apart by a dozen rounds.
And the drink and the drugs wont flush him out –
Describe what you think is happening/being referred to in your stanza.
Highlight/underline examples of simplistic or informal language. Add notes to say what effects these choices have: why do you think Armitage might have used them?
Identify and label any poetic devices (figurative language, enjambment, rhyme, etc.). Add comments to try and explain what effects these have.
Look carefully at the structure of the poem: which words are emphasised by the use of enjambment and full stops? Identify these and add comments to try and explain what effects these have. (Tip: think about how the structure might link to the subject matter).
Try and sum up the speaker’s feelings or emotions in your stanza using words and/or images.

21. He's here in my head when I close my eyes, dug in between enemy lines,
not left for dead in some distant, sun-stunned, sand-smothered land
or six-feet under in desert sand,
Describe what you think is happening/being referred to in your stanza.
Highlight/underline examples of simplistic or informal language. Add notes to say what effects these choices have: why do you think Armitage might have used them?
Identify and label any poetic devices (figurative language, enjambment, rhyme, etc.). Add comments to try and explain what effects these have.
Look carefully at the structure of the poem: which words are emphasised by the use of enjambment and full stops? Identify these and add comments to try and explain what effects these have. (Tip: think about how the structure might link to the subject matter).
Try and sum up the speaker’s feelings or emotions in your stanza using words and/or images.

22. but near to the knuckle, here and now,
his bloody life in my bloody hands.
Describe what you think is happening/being referred to in your stanza.
Highlight/underline examples of simplistic or informal language. Add notes to say what effects these choices have: why do you think Armitage might have used them?
Identify and label any poetic devices (figurative language, enjambment, rhyme, etc.). Add comments to try and explain what effects these have.
Look carefully at the structure of the poem: which words are emphasised by the use of enjambment and full stops? Identify these and add comments to try and explain what effects these have. (Tip: think about how the structure might link to the subject matter).
Try and sum up the speaker’s feelings or emotions in your stanza using words and/or images.

23. End of story, except not really.
His blood-shadow stays on the street, and out on patrol
I walk right over it week after week.
Then I'm home on leave. But I blink
and he bursts again through the doors of the bank.
Sleep, and he's probably armed, possibly not.
Dream, and he's torn apart by a dozen rounds.
And the drink and the drugs wont flush him out –
He's here in my head when I close my eyes,
dug in between enemy lines,
not left for dead in some distant, sun-stunned, sand-smothered land
or six-feet under in desert sand,
but near to the knuckle, here and now,
his bloody life in my bloody hands.
On another occasion, we get sent out to tackle looters raiding a bank. And one of them legs it up the road, probably armed, possibly not. Well myself and somebody else and somebody else are all of the same mind, so all three of us open fire. Three of a kind all letting fly, and I swear I see every round as it rips through his life – I see broad daylight on the other side. so we’ve hit this looter a dozen times and he’s there on the ground, sort of inside out. Pain itself, the images of agony. One of my mates goes by and tosses his guts back into his body. Then he’s carted off in the back of a lorry.
Add all ideas on to here.

24. Order of importance Fear guilt Horror resentment Depression Remorse
Go back to your words
You can rearrange them now if you wish.
Choose your top 3 and find a quote from the poem for each word that you think best supports it.
Fear
guilt
Horror
resentment
Depression
Remorse
Disgust
Shock
helplessness

25. Looking closely at language
The poem begins ‘in media res’ or ‘in the middle of’. A soldier is talking us through an event that has ‘remained’ with him. Task 1: Highlight all words and phrases that are conversational e.g ‘legs it up the road’ Task 2: share your words and phrases with a partner. Discuss why you think the poet chose to use this sort of language.

26. Using the words/phrases from the poem, turn this into a interview with the soldier. You can use this example to start if you need it. Interviewer: Tell me more about the looter. Soldier: We get sent out to tackle looters raiding a bank and one of them legs it up the road. Interviewer: Do you think he was armed? Soldier: Probably, possibly not.

28. Get students to work on MITSL on their own today.

29. Compare the ways poets present ideas about power and conflcit in ‘Remains’ and in one other poem from the collection
Remains
Meaning (title)
Imagery
Tone
Structure
Language

30. Compare the ways poets present ideas about conflict in ‘Remains’ and in one other poem from ‘Power and Conflict’

31. 30 min response
Using your information from your table or venn diagram write a response to the question: Compare the ways poets present ideas about power and conflict in ‘Remains’ and in one other poem from the collection

32. Success criteria Is there:
An introduction which includes both poems outlining their meaning and their titles?
A section on imagery which compares both poems in relation to power and conflict using quotes?
A section on tone which compares both poems in relation to power and conflict using quotes?
A section on structure which compares both poems in relation to power and conflict using quotes?
A section on language which compares both poems in relation to power and conflict using quotes?