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Clashes and Collisions

Clashes and Collisions

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Clashes and Collisions

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  1. Clashes and Collisions Learning Objective: To understand the requirements of the Edexcel Unit 3 Reading task. To explore the theme and content of one of the poems. KW: theme, connections Quick revision task of poetical devices – crossword!

  2. Unit 3: Clashes and Collisions • What do students have to do? • Students will complete one reading task, from one of the four themed collections in the Edexcel Poetry Anthology. Students must complete this task on their own. • How much time do students have? • Following preparation, students will have up to two hours to complete the task. • How do students prepare for the task? • Choose one of the four themes from the Anthology (Clashes and Collisions) • Introduce task (see next slide) • Students should then plan for the task. • What must the response to the task show? • The reponse must show that students can: • read the poems with insight and engagement • interpret the writer’s ideas and perspectives

  3. Unit 3: Clashes and Collisions Task: Explore the ways poets present their ideas about conflict. You should refer to the poem below and two poems from the Clashes and Collisions collection. (24) Base Details If I were fierce, and bald, and short of breath I’d live with scarlet Majors at the Base, And speed glum heroes up the line to death. You’d see me with my puffy petulant face, Guzzling and gulping in the best hotel Reading the Roll of Honour. “Poor young chap,” I’d say – “I used to know his father well; Yes, we’ve lost heavily in this last scrap.” And when the war is done and youth stone dead, I’d toddle safely home and die – in bed Siegfried Sassoon

  4. Unit 3: Clashes and Collisions types CONFLICT examples views emotions

  5. Group Work: Exploring the poem • In each group: • Highlight examples for each topic • Annotate examples to show effects: suggests, implies, creates impression, connotes, shows, reveals, hints at, emphasises, supports, strengthens, alludes, • Choose the best two/three examples to share with the class – which would give you a range of things to write about? GROUP 1: Adjective and verbs GROUP 2: Tone and Feelings GROUP 3: Alliteration and imagery GROUP 4: Rhythm and Rhyme GROUP 5: Theme

  6. Unit 3: Clashes and Collisions Base Details If I were fierce, and bald, and short of breath I’d live with scarlet Majors at the Base, And speed glum heroes up the line to death. You’d see me with my puffy petulant face, Guzzling and gulping in the best hotel Reading the Roll of Honour. “Poor young chap,” I’d say – “I used to know his father well; Yes, we’ve lost heavily in this last scrap.” And when the war is done and youth stone dead, I’d toddle safely home and die – in bed Siegfried Sassoon

  7. Group Work: New groups http://en.wikipedia.org/wiki/Siegfried_Sassoon Feedback your chosen examples to the others on your table. Each person on the table must share ideas and write down the annotations

  8. Group Work: Plenary http://en.wikipedia.org/wiki/Siegfried_Sassoon • How does the poet present conflict in ‘Base Details’? • 1 PEEEEEE chain • Use your notes • Use the key verbs