Mark Brown-Wright

University of Richmond Lesson Plan Form

Name: Mark Brown-Wright Grade Level/Subject: 9th Grade English Date: Tuesday 5th November 2013 Number of Students: 28

Introduction Lesson topic: War Poetry (Dulce Et Decorum Est) Length of Lesson: 90 Minutes VA Standards of Learning 9.4m) Use reading strategies to monitor comprehension throughout the reading process. - 9.4d) Use literary terms in describing and analyzing selections. - 9.4c) Identify the characteristics that distinguish literary forms. Context This is the third lesson on war poetry. The previous lessons focused on WWI itself and a recap on poetic form, and studying two short war poems. Students will have studied poetry previously also. This is the first lesson on Wilfred Owen, and of a close reading. For homework prior to this lesson students had to research and create a basic profile for the poet Owen. Global Themes This lesson will develop students close reading skills of a poem, and will develop their understanding on the possible purposes of poetry (namely war poetry). Content Objectives Students will: 1. Students will classify and record corresponding lines from a poem to ideas from the same poem. 2. Students will categorise examples of Owens use of imagery into a graphic organiser, and will discuss and support their ideas on its effects on the tone of the poem.

Assessment Aligned to Objectives Formative 1. Students will classify and record corresponding lines from a poem to ideas from the same poem. - Using a graphic organiser students will find certain lines from the poem that match to an idea that is on the organiser. They will record their answers. 2. Students will categorise examples of Owens use of imagery into a graphic organiser, and will discuss and support their ideas on its effects on the tone of the poem. - Using part two of the poem, the students will find examples of four different types of imagery and record the quotes on a graphic organiser.

Materials/Technology and Advanced Preparation Prezi presentation. Printouts of the poem. Copies of both worksheets. White board with graph with two headings; WWI and Poetic Conventions Teaching and Learning Sequence TIME TEACHER ACTIONS Introduction/Anticipatory Set Four I will ask students to watch a short STUDENT ACTIONS Students will silently watch the

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Minutes

clip from Young Indiana Jones (Gas Scene). I will only play the first two minutes of the 4 minute clip. I will direct students to make notes on what happens in the scene. I will ask students what they can remember from the previous lesson (and what they have been reminded of from the clip) on WWI. I will write answers on the board. I will also ask for students to submit a few points on poetic form. (This I will also write on the board)

video clip and will make notes about what they can make out happened in the scene.

Six Minutes

Students will raise their hands when submitting their answers on what they know/remember about WWI and poetic devices.

Lesson Development I will ask students to look at their Ten completed homework sheets (profile minutes of a poet (Wilfred Owen)). We will review what they found out about Wilfred Owen. I will then ask students for some of their thoughts on Owen, and what they expect from his poetry. Eight I will hand out copies of the poem. I minutes will then ask students to think of the similarities between the poem and the Indiana Jones clip as I read Dulce Et Decorum Est. I will read the poem. Fifteen Using the prezi presentation I will minutes read/ask students to read the first (events) part of the poem (Poem split into event, and dreams and reflection). I will explain meaning behind the words, and will ask students questions. I will be focusing on descriptive language for part one. Ten I will hand out the worksheet and minutes will instruct students to complete part one. Once working I will walk around the room to assist. Seventeen minutes We will closely read part two (dreams and reflections) of the poem, again using prezi. In part two I will spend more time focussing on figurate language. I will again ask students to make notes on their poem. I will go slowly, and will ask questions throughout, I will ask students what is happening in certain lines, and will ask them to complete part two of their worksheet.

Students will look over their completed homework and will, when called upon, submit some of the information they found about Owen. When students give ideas about what they think of Owen/expect from his poetry other students are expected to raise their hands to contribute. Students are encouraged to make notes on the same page as their notes on the video clip or on their copy of the poem as they silently listen to my reading of the poem. Students are instructed to make notes on their copies of the poem as they listen. They may be called upon to read lines from the poem, or to answer questions about what is happening in the poem in their own words. Students are to work independently on part one of the worksheet. They are encouraged to ask questions if needed. Students, again, are instructed to make notes on their copies of the poem as they listen. They may be called on to read a line or to answer questions to explain what they think a line means. As we read part two, and as they answer questions students are expected to complete part two of their worksheet (Q. 7-9).

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Ten minutes

I will hand out a second worksheet Examples of Imagery and ask students to complete column two examples (quotes) by finding the different types of imagery in part two. When students are working I will move around the room to assist and help. Set up on prezi is a short video of Ben Whishaw reading the poem which I will play, and ask for students to quietly listen, not to take notes, and reflect on what we have covered. Question and Answer. I will relate to lines in the poem using prezi if needed for reference.

Students are to complete their worksheet. They are encouraged to ask for help if needed, and should use the imagery definition recap prezi slide that will be presented on the board.

Closure Three Minutes

Students will listen quietly to the reading by Ben Whishaw, and are asked to reflect on what they have learned in the lesson.

Seven minutes

Students will answer questions. They may raise their hand to add to other students answers.

Homework: Students are to complete their Examples of Imagery worksheet. o Column three - What they think the purpose or/and the effect on the reader each individual type of imagery has? o Answer the question: What effect does using all these different types of imagery have on the reader? References: http://www.bbc.co.uk/history/historic_figures/owen_wilfred.shtml http://www.potw.org/archive/potw3.html Appended Materials: o Lesson organiser. o Curriculum framework. o Worksheets Match the quote, and Types of Imagery. o Past homework sheet. o Printout of the Dulce et Decorum Est.

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Lesson Organizer Prior Knowledge and NEW Instructional Content Prior knowledge. - Students have recently studied poetic form and we have closely studied poetic devices and language. (Particularly students should have a strong understanding of imagery). - This is the third lesson on War poetry. In the first lesson we recapped poetry conventions, discussed world war one, and researched the key figures in world war one literature (mostly poets). In the previous lesson we studied two short war poems, where we focused on the poets view of war and the power of poetic language. - For homework, students were asked to research and complete a poet profile on the poet Wilfred Owen (who we will study today) Opening Activities. o I will have already set up the prezi that contains the Gas Scene from young Indiana Jones. o I will ask students to focus on what happens in the video. I will remind them to make notes on what is happening. o After the clip. RECAP: I will ask students to submit thoughts/what they remember we talked about WWI, and what was different about the warfare in WWI than previous wars. (Looking for: gas, machine guns, trenches/trench warfare). Answers written on chart on board. o I will ask students to remind me of examples of poetic language/poetic techniques. (If students dont mention I will guide them to mention Imagery.) Answers written on board in chart next to WWI answers. Lesson Development: Look at the poet (Q&A) o We will review homework. Q&A. I will record answers on the board. (Poets name, place and date of birth/death? Wartime experiences? What were his major influences? (Ans: Meeting Siegfried Sassoon)) o Q&A: Do you think that it makes a difference that Own fought in the war he writes about? Why/why not? (primary source?). Do you think it will make a difference to how we read his poetry knowing he died in the war? Look at the poem. o I will hand out printed copies of the poem to each student. o I will read the poem. Ask students to keep in mind the notes the made on the Indiana Jones clip and see what connections they can make. Does anything happen that is the same in both? (Students are not expected to understand everything moment. Aim for them to be actively listening.) Poem lecture and close reading part one. o Using the prezi presentation I will re-read part one the poem line by line (Gas Attack: stopping at I saw him drowning before the dream section on the poem). I will call on students to read most of the lines, but will not ask one student to read more than one or two lines. I will read all of the definitions and use images to cement ideas. o Start with explanation of the title. Meaning: Does Owen mean this? (Ans: No, he is using is ironically). As reading I will explain vocabulary words shown in the presentation to further understanding. o Ask students what was the same as the Indiana Jones clip? (Ans: Weary Soldiers, Gas Attack, soldier fumbling for a mask, plunges at other soldiers mask, dies in the fog of smoke and witnessed by soldier though the eyelets of the mask.) Worksheet part one.

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I will hand out the worksheet. As the students complete part one of the worksheet (Q. 16) I will walk around the class to assist where needed and to check that students are on task. Poem lecture and close reading part two. Worksheet part two o Back on prezi we will read part two of the poem (dream/after the attack) line by line, again I will be explaining key vocabulary terms as they are presented on the prezi and as students read the lines. o I will ask students to explain in their own words what they think is happening in certain lines. (This will give them the answers for questions 7-9 on their worksheet that they are to be filling in during this time). o If students are not filling in their sheet as I cover the relevant lines, I will remind them to be completing and will ask if the worksheet can help to explain what is happening in the poem. o I will talk again about the title/last line of the poem. How this famous quote has been used to promote the opposite meaning. Juxtaposition between this line and the language used to describe the horrific gas scene. Imagery worksheet. o I will make sure the prezi is showing the slide that has the definitions for the different types of imagery. (Most students should be comfortable with these terms as we have covered them). o I will walk around and help students in most need. Celebrity reading. o I will encourage students to listen carefully. I will suggest even listening with their eyes closed (to help conjure the images we have seen when covering the poem) Q&A. o

Does our reading of this poem change that we know Wilfred Owen died during the war? (Follow up Do you think this is a valid first-hand account of the war?) o Who might the voice be of the poem? Is it Owen? Or an everyman soldier? o What are some similarities/differences to last times poems? o Do the images stick in your head as they do in the mind of the voice of the poem? (Part 2). o What image is most vivid/memorable to you? o What do you think Owens hope was by directing the second half of the poem to you? (greatest impact/inform the people at home of the horrors) Instructional Modifications to Instructional Modifications to Main Events of Instruction ASSIST Students CHALLENGE Students

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I have included visual aids throughout the close reading of the poem, also an audio clip, and a video clip relating to the poem to assist students. With close reading of the poem I will direct some students on what certain notes they can make on a particular line. When working independently I will make myself available to students who need more assistance. When asking questions, to assist struggling students I direct the questions that relate to how the poem made them feel, or what they think, for some as a follow up question I will ask what the poem did to make them think/feel what they did.

Watch Young Indiana Jones clip. Recap on WWI/Poetry. Review completed homework (Profile of Wilfred Owen) My reading of poem. Lecture and close reading of pt 1. Review of Pt 1. Lecture and close reading of pt 2. Review of pt 2. Types of Imagery in part 2 Watch celebrity reading. Q&A

I will ask higher level questions, such as who might the voice of the poem belong to, and the purpose of certain devices used. Also the question on if Owen not surviving the war changes the way one reads the poem.

June 2013