Dulce Et Decorum Est ….and other war poems

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Wilfred Owen         

Dulce Et Decorum Est

Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of disappointed shells that dropped behind.

GAS! Gas! Quick, boys!– An ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and stumbling
And floundering like a man in fire or lime.–
Dim, through the misty panes and thick green light
As under a green sea, I saw him drowning.

In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.

If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil’s sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,–
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.

Task 1: Analysing the Poem

-Watch the following presentation to work on Wilfred Owen´s poem

First Stanza:

  1. What is the main emotion expressed in the first stanza (verse)?
  2. Write an example of a simile used in the first stanza:
  3. Why were the shells ‘disappointed’?

Second Stanza:

  1. How does the emotion change at the beginning of the second stanza?
  2. What were the soldiers ‘fumbling’ for and why?
  3. Owen uses a metaphor to describe what the gas looked like. Write it here:

Third Stanza:

  1. Why do you think the third stanza is only two lines long? Think about the dramatic effect and the emotion:

Fourth Stanza:

  1. What is the main emotion expressed in the fourth stanza?
  2. Name three parts of the body that are affected by this sort of gas:
  3. Explain the final lines.

Extension Question:

Write your opinion of this poem. Think about what the emotion expressed, use of powerful words, use of similes and metaphors, layout, and what the poet is trying to say. Try to use full sentences and give reasons to support your ideas.

Share these answers in your blog)

E-portfolio

Task 2

-Work on the following poems (they can be found in Songs of Ourselves or you can listen to them)

Soldier, Rest!

The Death Bed

Task 3

  1. Check out the following page: https://www.poetryfoundation.org/articles/70139/the-poetry-of-world-war-i
  2. Choose 2 poems and prepare an analysis.
  3. Illustrate them with pictures and explain which different parts of the poem they illustrate.
  4. Write an essay. Compare and contrast 2 of the poems you have worked on. Comment closely on the themes, tones and how the writers convey their message.
  5. Post the analysis in your blog.

I strongly suggest these authors: Wilfred Owen, Siegfried Sassoon and T. Hardy (but you can choose whoever you want)

DEADLINE: June 26

 

Posted in 2018, Senior 4 2018 | Tagged , | Leave a comment

For Heidi with Blue Hair

Let´s discuss this poem together!! There are lots of things to talk about!

Adcock has said that this poem was written in response to a real incident experienced by her god-daughter, Heidi, who had moved with her father (after the death of her mother) to live in Australia.

Heidi has dyed her hair and the poem deals with the reactions of her school, father and friends.

Let´s get deeper into the poem

Posted in 2018, Senior 1 2018 | Tagged , | Leave a comment

The Danger of a Single Story

Take notes of her main ideas, for example:

3 Lessons From Chimamanda Ngozi Adichie’s “The Danger of a Single Story”

Let´s work on the worksheet to put ideas and thoughts into motion!!!

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Descriptions: Appearance, personality, mood and tone

Pair work: choose 2 pictures and write a description connecting them.

-Describe the places in detail

-Describe the situation (use your imagination) and the feelings of the people.

-Think about the mood

Post your text in the blog.

Photo 1

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Photo 2

Photo 3

Photo 4

Photo 5

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Photo 6

Imagen relacionada

Posted in 2018, Senior 5 2018 | Tagged | Leave a comment

All Across Argentina…by Vicky and Juan

After reading an extract from AUTUMN by Ali Smith, students got inspired and by using the anaphora “All across Argentina”, they prepared this wonderful presentation.

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“All across…” (an extract from AUTUMN by Ali Smith)

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After reading the following extract:

“All across the country, there was misery and rejoicing. All across the country, what had happened whipped about by itself as if a live electric wire had snapped off a pylon in a storm and was whipping about in the air above the trees, the roofs, the traffic.

All across the country, people felt it was the wrong thing. All across the country, people felt it was the right thing. All across the country, people felt they’d really lost. All across the country, people felt they’d really won. All across the country, people felt they’d done the right thing and other people had done the wrong thing. All across the country, people looked up Google: what is EU? All across the country, people looked up Google: move to Scotland. All across the country, people looked up Google: Irish passport applications.

All across the country, people called each other cunts. All across the country, people felt unsafe. All across the country, people were laughing their heads off. All across the country, people felt legitimized. All across the country, people felt bereaved and shocked. All across the country, people felt righteous. All across the country, people felt sick. All across the country, people felt history at their shoulder. All across the country, people felt history meant nothing. All across the country, people felt like they counted for nothing. All across the country, people had pinned their hopes on it. All across the country, people waved flags in the rain. All across the country, people drew swastika graffiti. All across the country, people threatened otherpeople. All across the country, people told people to leave. All across the country, the media was insane. All across the country, politicians lied. All across the country, politicians fell apart. All across the country, politicians vanished. All across the country, promises vanished. All across the country, money vanished. All across the country, social media did the job. All across the country, things got nasty. All across the country, nobody spoke about it. All across the country, nobody spoke about anything else. All across the country, racist bile was general. All across the country, people said it wasn’t that they didn’t like immigrants. All across the country, people said it was about control. All across the country, everything changed overnight. All across the country, the haves and the have nots stayed the same. All across the country, the usual tiny per cent of the people made their money out of the usual huge per cent of the people. All across the country, money money money money. All across the country, no money no money no money no money.

All across the country, the country split in pieces. All across the country, the countries cut adrift.

All across the country, the country was divided, a fence here, a wall there, a line drawn here, a line crossed there, a line you don’t cross here,

a line you better not cross there,

a line of beauty here,

a line dance there,

a line you don’t even know exists here,

a line you can’t afford there,

a whole new line of fire,

line of battle,

end of the line,

here/ there.”

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Let´s write our ouwn text: ALL ACROSS ARGENTINA

 

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Language and Literature: descriptions and poems

Pilar and I have been reading your poems and they are really good!! Creative, imaginative and thoughtful!!

Now, let´s use these different web tools to give form to our project!! Choose one of the following ideas!

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-Create a video using any tool you want! (movie maker, animoto, imovie, etc)

-Use this tool: https://www.thinglink.com/

-With this tool, your video will be alive: https://www.easel.ly/

-Create a voicethread

-Create a podcast.

Create a poster

Posted in 2018, Senior 3 2018 | Leave a comment

Writing Poems (a project work)

In class with Pilar Pando you worked on descriptions of places and monuments.

In our class, we worked on “Lionheart”, a poem dedicated to all Singaporeans based on the “merlion” , the symbolic monument that represents the pride of Singapour.

Now, it is your turn to write poems.

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Take a look at the decription you wrote and write a poem.

Remember!!

Poems don´t need to rhyme or be grammatical!

Include literary devices: metaphor, simile, personification, hyperbole, etc.

Illustrate the poem with a picture of the monument or place described.

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The Lady in the Looking Glass: A Reflection

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Virginia Woolf

Answer the following questions in your blog. 

  1. Notice how the mirror in the first paragpraph is set up as the frame for a kind of a portrait.
  2. The unnamed narrator attempts to construct a portrait of the Isabella Tyson that consisits of her outer self and her inner self. The portrait is reflected in the objects inside and outside the house as they reflect in the mirror.
  3. Describe the images reflected in the mirror.
  4. What kind of contrast is there between the objects inside the house and outside the house, as they are reflected in the mirror?
  5. Describe how the narrator attempts to compose the portrait through the mood inside the room, through her own imagination, and through the presentation of Isabella in the mirror
  6. What are the known facts about Isabella’s outer self?
  7. What material objects inside and outside the house does the narrator use to imagine Isabella’s life?
  8. What are Isabella’s letters supposed to conceal, according to the narrator? What would one know if one could only read them?
  9. At the end of the story, according to the narrator, is it possible to know objectovely one’s inner reality?
  10. In this story Woolf questions whether the inner self of an individaul is finally knowable. What do you think is her conclusion? Provide support for your statement.
  11. What do you think is the role of the mirror in the story? How has the mirror been used as a metaphor in literature?
  12. Describe the charactersitics of this story that resemble stream-of-consciousness narrative technique.

Find a picture of a room inside and a garden to illustrate the house in the story

Read the following text. How is this related to the story?

Post your answer in your blog. Due Date: May 22

Posted in 2018, Senior 4 2018 | Tagged , | Leave a comment

Ali Smith on Brexit

Definition of ‘Brexit’: It is an abbreviation for the term “British exit”, similar to “Grexit” that was used for many years to refer to the possibility of Greece leaving the Eurozone. Brexit refers to the possibility of Britain withdrawing from the European Union (EU). 

The UK has voted to leave the European Union. It is scheduled to depart at 11pm UK time on Friday 29 March, 2019. The UK and EU have provisionally agreed on the three “divorce” issues of how much the UK owes the EU, what happens to the Northern Ireland border and what happens to UK citizens living elsewhere in the EU and EU citizens living in the UK. Talks have now moved on to future relations – after agreement was reached on a 21-month “transition” period to smooth the way to post-Brexit relations.

For more information: http://www.bbc.com/news/uk-politics-32810887

Extracts from Ali Smith´s Autumn

“I’m tired of the news. I’m tired of the way it makes things spectacular that aren’t, and deals so simplistically with what’s truly appalling. I’m tired of the vitriol. I’m tired of the anger. I’m tired of the meanness. I’m tired of the selfishness. I’m tired of how we’re doing nothing to stop it. I’m tired of how we’re encouraging it. I’m tired of the violence there is and I’m tired of the violence that’s on its way, that’s coming, that hasn’t happened yet. I’m tired of liars. I’m tired of sanctified liars. I’m tired of how those liars have let this happen. I’m tired of having to wonder whether they did it out of stupidity or did it on purpose. I’m tired of lying governments. I’m tired of people not caring whether they’re being lied to any more. I’m tired of being made to feel this fearful. I’m tired of animosity. I’m tired of pusillanimosity.”

“All across the country, there was misery and rejoicing. All across the country, what had happened whipped about by itself as if a live electric wire had snapped off a pylon in a storm and was whipping about in the air above the trees, the roofs, the traffic.

All across the country, people felt it was the wrong thing. All across the country, people felt it was the right thing. All across the country, people felt they’d really lost. All across the country, people felt they’d really won. All across the country, people felt they’d done the right thing and other people had done the wrong thing. All across the country, people looked up Google: what is EU? All across the country, people looked up Google: move to Scotland. All across the country, people looked up Google: Irish passport applications.

All across the country, people called each other cunts. All across the country, people felt unsafe. All across the country, people were laughing their heads off. All across the country, people felt legitimized. All across the country, people felt bereaved and shocked. All across the country, people felt righteous. All across the country, people felt sick. All across the country, people felt history at their shoulder. All across the country, people felt history meant nothing. All across the country, people felt like they counted for nothing. All across the country, people had pinned their hopes on it. All across the country, people waved flags in the rain. All across the country, people drew swastika graffiti. All across the country, people threatened otherpeople. All across the country, people told people to leave. All across the country, the media was insane. All across the country, politicians lied. All across the country, politicians fell apart. All across the country, politicians vanished. All across the country, promises vanished. All across the country, money vanished. All across the country, social media did the job. All across the country, things got nasty. All across the country, nobody spoke about it. All across the country, nobody spoke about anything else. All across the country, racist bile was general. All across the country, people said it wasn’t that they didn’t like immigrants. All across the country, people said it was about control. All across the country, everything changed overnight. All across the country, the haves and the have nots stayed the same. All across the country, the usual tiny per cent of the people made their money out of the usual huge per cent of the people. All across the country, money money money money. All across the country, no money no money no money no money.

All across the country, the country split in pieces. All across the country, the countries cut adrift.

All across the country, the country was divided, a fence here, a wall there, a line drawn here, a line crossed there, a line you don’t cross here,

a line you better not cross there,

a line of beauty here,

a line dance there,

a line you don’t even know exists here,

a line you can’t afford there,

a whole new line of fire,

line of battle,

end of the line,

here/ there.”

Posted in Senior 5 2018 | Tagged | Leave a comment

For Heidi with Blue Hair

Let´s discuss this poem together!! There are lots of things to talk about!

For Heidi with Blue Hair

When you dyed your hair blue
(or, at least ultramarine
for the clipped sides, with a crest
of jet-black spikes on top)
you were sent home from school

because, as the headmistress put it,
although dyed hair was not
specifically forbidden, yours
was, apart from anything else,
not done in the school colours.

Tears in the kitchen, telephone-calls
to school from your freedom-loving father:
‘She’s not a punk in her behaviour;
it’s just a style.’ (You wiped your eyes,
also not in a school colour.)

‘She discussed it with me first –
we checked the rules.’ ‘And anyway, Dad,
it cost twenty-five dollars.
Tell them it won’t wash out –
not even if I wanted to try.

It would have been unfair to mention
your mother’s death, but that
shimmered behind the arguments.
The school had nothing else against you;
the teachers twittered and gave in.

Next day your black friend had hers done
in grey, white and flaxen yellow –
the school colours precisely:
an act of solidarity, a witty
tease. The battle was already won.

Fleur Adcock (1934-)

Adcock has said that this poem was written in response to a real incident experienced by her god-daughter, Heidi, who had moved with her father (after the death of her mother) to live in Australia.

Heidi has dyed her hair and the poem deals with the reactions of her school, father and friends.

Posted in 2018, Lang & Lit Tutorials | Tagged | Leave a comment

Mock exam : poetry and prose

Check out this mock test from 2017

Posted in 2018, Senior 3 2018, Tips for the IGCSE exam | Tagged | Leave a comment