Poems of Protest, Resistance, and Empowerment. The reality was very different as when men died it was painful and witnessed by others giving them nightmares and making them understand the propaganda in the poem wasn’t a good idea as it presented a false picture of war.The poem was read in a church at the outbreak of WW1. Handsome, charming, and talented, Brooke was a national hero even before his death in 1915 at the age of 27. Cud - normally the regurgitated grass that cows

Again, England is personified as female “Her sights and sounds; dreams happy as her day;” with the listing of enjoyable memories from the country being used to encourage men to save the country from the ‘evil’ by signing up. (The prompt pictures are attached here as well as a copy of the essay from below: In order to get students looking at and closely relating to the imagery and words in the poems I will give them prompt questions to start exploring the poem with and to use in annotating the poem.I have two different sets of prompt questions that I have used in the past or have mixed together.With these questions they are on resources that have been shared in our department so I need to acknowledge that some of these may not be my original questions, however I am sure that members of our department @ChurchillEng knows that the sharing is invaluable and much appreciated. Outstripped - outpaced, the soldiers have 7. Perhaps, with the majority of WW1 being fought in the trenches in France the idea that a young person will retain their patriotism, even in the event of death may have been appealing. Related; collection. Dulce et decorum est pro patria mori - see note 1

Here a similar looking material was As students are answering these questions I will circulate the class, encourage them to annotate, discuss and support each other in finding the answers. Guttering - Owen probably meant flickering out Indeed, such is the soldier's bond with England that he feels his country to be both the origin of his existence … The problem in the octave appears to be the idea that men will die in the war and that this is inevitable, however the poet shrouds these deaths in imagery which suggests that death is painless and an experience which transcends the horror and suffering that the death itself will cause. (I’ll number them, so that it is easier for feedback. for your country.

Use these prompt questions to help you write your paragraphs:Once students have done this I will share examples with them: (see attached) and get them to think about how they could write about poem.Brooke’s poem is intensely sentimental in the way that it is written. like a candle or gurgling like water draining down a gutter, They mean "It is sweet and right." The poem "The Soldier" is one of English poet Rupert Brooke's (1887–1915) most evocative and poignant poems—and an example of the dangers of romanticizing World War I, comforting the survivors but downplaying the grim reality. Panes - the glass in the eyepieces of the gas I will also explain that Brooke’s wrote the poem without having been to war himself and that it was published before the outbreak of war and get them to think about how this might influence the way the poem is written.We will read the poem and reflect on the fact it is a sonnet and why this is important. His early death adds poignancy to the poem, which may account for its enduring popularity.There is a regular rhyme scheme typical of the sonnet form, ABAB, CDCD, FGHFGH.The effect is to create a feeling of formality, solemnity and idealism, suitable for the subject of dying for one’s country.At the break in the sonnet — in Italian after the first eight lines, in English after twelve lines — there is a ‘turn’ or