1. Lost Generation Poetry

2. If We Must Die - by Claude McKay (1919)
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursed lot.
If we must die, O let us nobly die
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen! We must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!

3. If We Must Die - by Claude McKay (1919)G
Observations:
We’re going to die, so we’re going to die nobly.
Animal/neg imagery vs. noble/honorable death
WE are all in this together US v. THEM mentality
@ beginning of the poem WE are the animals, but at the end they’re the “cowardly pack” –
Juxataposition of personification, first We’re the animals hunted and penned, then they become dogs, monsters, pack
Repetition of “m” = murderous men
! – excitement/ vigor/ war cry/rally the troops
But even with excitement clear structure rhyme = poise of the dying? Dying with control
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursed lot.
If we must die, O let us nobly die
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen! We must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!
Who’s dying?
Speaker seems to be instructing people to die fighting!
Lots of ! at the end = excitement?
Imagery/Motifs:
Animals
death/ dying
nobility/honor/resistance
negatively connotative words
repetition
unity (we/us)
___ alliteration (lots of “m”/murderous men)
Volta – We must meet our enemy and fight!

4.
I’m currently passing out your “Lost Generation” poetry, keep that out we’ll go over it.
You might want to grab some highlighters/markers from the back of the room, as we color mark and annotate the poems because some of the work that got turned in was a bit sparse and might need some bolstering.

5. “Iron” by Carl Sandburg
Guns, Long, steel guns, Pointed from war ships In the name of the war god. Straight, shining, polished guns, Clambered over with jackies in white blouses, Glory of tan faces, tousled hair, white teeth, Laughing lithe jackies in white blouses, Sitting on the guns singing war songs, war chanties Shovels, Broad, iron shovels, Scooping out oblong vaults, Loosening turf and leveling sod.  I ask you To witness-- The shovel is brother to the gun.

6. “Iron” by Carl Sandburg
Guns, Long, steel guns, Pointed from war ships In the name of the war god. Straight, shining, polished guns, Clambered over with jackies in white blouses, Glory of tan faces, tousled hair, white teeth, Laughing lithe jackies in white blouses, Sitting on the guns singing war songs, war chanties Shovels, Broad, iron shovels, Scooping out oblong vaults, Loosening turf and leveling sod.  I ask you To witness-- The shovel is brother to the gun.
Weaponry
Shovels / digging
Visual imagery
Sound – alliteration of “S”
Sound – repetition of “G”
Alliteration “L”

7. “Iron” by Carl Sandburg
What is the theme of the poem?
War is synonymous with death. Iron of the guns are used to kill and the iron shovels are used to bury the dead.
What kind of strategies does the author use to point out the theme?
Lots of visual imagery and mentions of “white” to show purity of the “brothers” who are being laid to rest.
What is the mood of the poem? What kind of strategies does the author use to make the mood clear?
Somber mood created by repetition of “s” and “g” sounds of the silencing of the guns.
How does the figurative language / imagery / and language impact the poem as a whole?
Helps readers visualize the deaths.
How does the structure impact the poem as a whole?
No rhyme scheme because war is not composed. Lots of commas and periods at the end for the finality of it all.
“Iron” by Carl Sandburg
Guns, Long, steel guns, Pointed from war ships In the name of the war god. Straight, shining, polished guns, Clambered over with jackies in white blouses, Glory of tan faces, tousled hair, white teeth, Laughing lithe jackies in white blouses, Sitting on the guns singing war songs, war chanties Shovels, Broad, iron shovels, Scooping out oblong vaults, Loosening turf and leveling sod.  I ask you To witness-- The shovel is brother to the gun.

8. “Champs d’Honneur” by Ernest Hemingway
Soldiers never do die well; 
         Crosses mark the places— 
Wooden crosses where they fell, 
         Stuck above their faces. 
Soldiers pitch and cough and twitch— 
         All the world roars red and black; 
Soldiers smother in a ditch, 
         Choking through the whole attack.

9. “Champs d’Honneur” by Ernest Hemingway
Colors
Death/ dying
Struggle
Repetition of soldiers
Soldiers never do die well; 
         Crosses mark the places— 
Wooden crosses where they fell, 
         Stuck above their faces. 
Soldiers pitch and cough and twitch— 
         All the world roars red and black; 
Soldiers smother in a ditch, 
         Choking through the whole attack. A B C D
Now that the soldiers are dead they no longer ”pitch and cough and twitch” they’re now smothers in a ditch “chocking” through the whole attack.
Seems as if there is no rest/peace for these soldiers as the ”world roars”

10. “Not to Keep” by Robert Frost
They sent him back to her. The letter came Saying... and she could have him. And before She could be sure there was no hidden ill Under the formal writing, he was in her sight— Living.— They gave him back to her alive— How else? They are not known to send the dead— And not disfigured visibly. His face?— His hands? She had to look—to ask, “What was it, dear?” And she had given all And still she had all—they had—they the lucky! Wasn’t she glad now? Everything seemed won, And all the rest for them permissible ease. She had to ask, “What was it, dear?”                                                                “Enough, Yet not enough. A bullet through and through, High in the breast. Nothing but what good care And medicine and rest—and you a week, Can cure me of to go again.” The same Grim giving to do over for them both. She dared no more than ask him with her eyes How was it with him for a second trial. And with his eyes he asked her not to ask. They had given him back to her, but not to keep.

11. “Not to Keep” by Robert Frost
Repetition of phrases
She
Him
Body parts (his)
Alliteration
“Not to Keep” by Robert Frost
They sent him back to her. The letter came Saying... and she could have him. And before She could be sure there was no hidden ill Under the formal writing, he was in her sight— Living.— They gave him back to her alive— How else? They are not known to send the dead— And not disfigured visibly. His face?— His hands? She had to look—to ask, “What was it, dear?” And she had given all And still she had all—they had—they the lucky! Wasn’t she glad now? Everything seemed won, And all the rest for them permissible ease. She had to ask, “What was it, dear?”                                                                “Enough, Yet not enough. A bullet through and through, High in the breast. Nothing but what good care And medicine and rest—and you a week, Can cure me of to go again.” The same Grim giving to do over for them both. She dared no more than ask him with her eyes How was it with him for a second trial. And with his eyes he asked her not to ask. They had given him back to her, but not to keep.
Doesn’t look or read like a poem?
Lots of dashes and dialogue, not common for a poem.
War is not poetry there is no beauty or poetry in what happens to these men. Notice that the woman must now care for her soldier that’s “not to keep”.
Word choice of keep.
Shame in the man’s eyes at the very end?

12. CW: 2 Paragraph Response – Lost Generation Poetry
After reading the poems you answered theses questions:
Today after going over the poems you need to answer:
What is the theme of the poem?
What kind of strategies does the author use to point out the theme?
What is the mood of the poem? What kind of strategies does the author use to make the mood clear?
How does the figurative language / imagery / and language impact the poem as a whole?
How does the structure impact the poem as a whole?
Select 2 of the three poems.
In a one paragraph written response compare the poems’ literary elements using specific quotes to support your claim.
In a second paragraph contrast the poems’ literary elements using specific quotes to support your claim.
Quotes should have (Author lastname and LINE number)
(Frost 12-13)
When you’re finished, turn work into me for grading, and pick up Exercise 2.1B to practice punctuating COMPOUND sentences.

13. 4.17.2019 - Classwork #1. 2 Compare/Contrast Paragraphs Prompt:
What you need to get accomplished today:
#1. 2 Compare/Contrast Paragraphs Prompt:
2 paragraphs comparing and contrasting the literary elements in your “lost generation” poetry.
When you’re finished with that turn it in and pick up Exercises 2.1B – complete and submit.
When you’ve completed that pick up your HOMEWORK. You’re to read and answer questions about a short story called “Hills Like White Elephants” (this one has nothing to do with war/death/soldiers – I promise).
Select 2 of the three “lost generation” poems.
In a one paragraph written response compare the poems’ literary elements using specific quotes to support your claim.
In a second paragraph contrast the poems’ literary elements using specific quotes to support your claim.
Quotes should have (Author lastname and LINE number)
(Frost 12-13)