1. Anthem for Doomed Youth
Starter (5 minutes)
Write down your own definition for the word ‘anthem’.
IN SILENCE PLEASE

2. Definitions Written in 1917
Noun: A rousing or uplifting song identified with a particular group, body, or cause.
Written in 1917
As you’re listening, jot down in the box what you think it is about. What’s the tone..? Happy, sad..?

3. How does Owen’s poem differ from your understanding of ‘anthem’?
What point is Owen making?

4. Quiet Reading

5. Conflict Poetry
Learning Objective: To understand the literary importance of WW1 Learning Objective: To move from grisly tales to conflict poetry.

6. Descriptive free writing
Free writing means writing continuously for a set period of time without regard to spelling and grammar.
For a descriptive piece of writing, you need to work through the five senses

7. Write from the perspective of a WW1 soldier in the trenches.

8. Wilfred Owen
Write down 5 bullet points about Wilfred Owen/his life from the article To extend, find 2 more.

9. Propaganda

10. What point is Owen making?
Jingoism: propaganda advertising the glory of war.
Which lines suggest this poem is anti-jingoistic?

11. Three main things to talk about in this essay…
The exhaustion and state of the soldiers/army
The gas attack and dying man
The anti-jingoistic sentiment.

12. Write down the following words and their definitions (you can use your phones for finding definitions)
Simile
Alliteration
Metaphor
Caesura
Present participle
Exclamatory tone
Oxymoron
Find an example of each of these in the poem.
Ext: Can you also find horror imagery?
Ext: Can you also find anti-jingoistic/anti-propaganda lines?
Owen makes lots of new words through a process known as compounding, (joining words with a hyphen) why?

13. How does Owen present the horrors of war in ‘Dulce et Decorum est?’
An introduction should DESCRIBE what is happening in the poem and Link Back to the words of the Question
Topic sentence should be like a mini introduction, describing your point.
Author x uses technique y for purpose z

14. 15 minutes to work in pairs annotating the poem, looking out for the technical terms listed as well as any more you can spot.
Remember: any linguistic device spotted must be attributed to an effect.
What effect does this device prompt? How does the language make the reader feel something?

15. Recap quiz – in exercise books
Recap quiz – in exercise books
Why was World War One so significant for poetry (and everything!)
Where did Wilfred Owen write his poetry?
What is an orison?
What is propaganda?
How would you define ‘jingoism’?
Why was Wilfred Own against propaganda?
What is alliteration?
What is a simile?
Ext: Why is humanising guns and dehumanising people effective in war poetry?

16. How does Owen show the pity of war?
Intro – what the poem is about, who Owen is.
Para 1 – Point, Evidence, Analysis.
‘Author X uses technique Y [quote] to produce effect Z’
Eg: Wilfred Owen uses present participles in ‘guttering, choking, drowning’ to give the impression that the image of the dying man struggling for life lives with him in the present.

17. Free-write about the process of contracting hypothermia
Opening sentence: “I felt the cold creeping over my body…”

18. Conflict Poetry
Learning Objective: To understand the literary importance of WW1 Learning Objective: To move from grisly tales to conflict poetry.

19. 10 mins

20. Quiet Reading

21. Read the article about women in the WW1 effort and write down 5 important bullet points.

22. Over to you!
You have seen a great many war poems now! I will give you 7 minutes to underline the key terms of the question and annotate the poem with any linguistic devices.

23. Quiet Reading

24. Three main things to talk about in this essay…
The exhaustion and state of the soldiers/army
The gas attack and dying man
The anti-jingoistic sentiment.