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Foreign Language

Daily Lesson Plan Template

Erejdi Iulia


Modernism and war poetry

This lesson addresses (check those that apply):

Vocabulary Development

Interpretive Mode – Listening or


Interpersonal Mode - Speaking

Culture Concept

Presentational Mode – Speaking or

• Students will understand the historical, social, and cultural context of
Modernism at large.
• Students will identify the Modernist features of Dulce et Decorum Est

• Students will understand the context and meaning of Dulce et
Decorum Est
• Students will correctly identify, analyse and use poetic devices
• Students will write an essay that reflects their own feelings, thoughts, and beliefs
regarding the poetic condition in trenches.
• Students will make the connections between historical poetry, contemporary
poetry and their personal experiences
• to indentify the main features of the modernist trend
• to indentify the theme and the motives of the poem

pictures and video and support their interpretation with evidence • to analyse and synthetise the given information as well as the information from different sources • to make connections between their own values. if not all at one time? Be specific. their personal experience and the critical thinking regarding the modernist poetic condition in relation to the poem Dulce et Decorum Est Procedures Mode What will you do as the teacher? What will students do? Tim e Materials/ Resources/ Technology How much time will you spen d throu ghout the class. their cultural and historical background.Aims • to familiarize with the modernism lexis • to identify and use the poetic devices in the poem in the oral and written communication • to interpret the poem. the poetical devices. beliefs and cultures and those reflected in literature • to provide a written work in which they will use the new lexis. What publisher produced materials will you use? What materials will you develop? What materials will you bring in from other sources? .

Anticipatory Set - 1. Showing pictures from the Victorian era and the beginning of the 20th century. 2. Questions about the differences between the pictures:     T: will ask the Ss if they can tell the differences between the pictures Which picture looks more traditional to you? When do you think that the pictures were taken? Which artistic trend do you think that they belong to? Brainstormi ng 2. Ss will write them down -3’ Pictures form the ending of the 19th century and the beginning of the 20th century . The Ss will identify the -Speaking & differences writing between the pictures. the artistic trend 3.

Providing Input - 1. Identify and list the features of Modernism  T: Meanwhile the T. shock. confusion. elitist trend. daily realities The pictures above mentioned will be exposed in front of the class -Ss’s notebooks -The blackboard . will write down on the blackboard Ss’s findings/beliefs about the pictures  Possible answers: Progress. universality. break with tradition.

loss.  Ss: will circle WWI   (1914-1918) Ss: answer about Modernism in literature Ss: will write down the concept of modern literature and its division: POETRY – WAR -Ss’s notebooks and blackboard notes .Guided Participation – 1. Modernism literature   in T: Do you think that Modernism also influenced literature and when? T: will provide Ss with a brief oral presentation about literature in Great Britain before WWI and will introduce Def. the relativity of things and truth. championship of the individual. Drawing an chronological axis of Modernism   T: will ask the Ss to draw a chronological axis on which they will fix approximately the beginning of Modernism and the main historical events of the 20th century T: Marking WWI (1914-1918) 3. belief that the world is what we say it is. political). An artistic elitist trend characterized by the break with tradition (religious. the experience of alienation. and despair. Defining Modernism  T: will provide a definition Modernism results from opinion of as Ss’s 1.Ss’s notebooks and blackboard notes -2’ Ss’s notebooks and blackboard notes . The Ss will write down the axis and will mark Listening the date of the beginning of Modernism: WWI. social. -Individual work -2’ Writing & Speaking -1’ 2. Ss will write down the definition  2.

Dulce decorum et est -1’ 1. the daily conditions of the soldiers in the trenches and the war poets T: will ask the Ss to identify the involved parties of WWI B. War poetry context in A. Italy). The Allies (Great Britain. Owen . Wilfred Owen: life and works  T: will introduce the figure of Wilfred Owen as the most important war poet. Russia) 4.youtub e. tch? v=0N3Hu uttx8E -1’ -3’ Ss’s notebook s T will present a picture of W. AustroHungary. Ss: will write down the most important works of W. France. Will also provide the Ss with a brief list of his most important works and biographical details relevant to his work.4. Owen -Listening -Speaking -Writing -6’ - - -Listening & writing -1’ - -Listening & writing Internet & Ss’s notebook s http://ww w. Historical background  T: will present to  the Ss a short movie about the historical background of WWI. Ss will watch the video 3. Ss will answer: Central Powers (Germany.

LANGUAGE  T: will ask Ss to identify the words (nouns. Application –  T: listening to the poem Understanding the poem T: will ask the Ss to read the poem A. VOCABULARY  T: will provide a list of military concepts  T: will ask the Ss to identify by underlining the unknown words and provide synonyms  T: will provide Ss a list with questions to clarify the poem B. speaking -individual work -4’ -Speaking. Ss: will provide an oral answer 5. reading. thesaurus) -Ss’s notebooks -Ss’s textbook -Reading. irony and 1. writing -group work -Ss’s textbook . Ss will read the -Reading poem -individual work 2. writing. Ss will clarify with the teacher the military terminology 3. one for irony and one for patriotism -2’ -Ss’s textbook -2’ -Worksheet -Writing & speaking -Pair work -3’ -Speaking -5’ -Online resources (dictionaries. Ss will highlight the words using three colours: one for the feeling of despair. adjectives and verbs) that create a sense of despair. Ss will write down the unknown words and will provide an English synonym 4.

-1’ . Ss will identify the themes: dying for one’s country is not noble. patriotism is deceiving. Ss will provide -Debating and answer on basis of they have found out 8. LITERARY DEVICES T: will provide the Ss with a list of literary devices which the Ss will have to fill in with the literary devices found in the poem T: What do you think about the rhyme of the poem? Is it regular? Why? D. THE THEMES OF THE POEM  T: will ask Ss to identify the themes of the poem on basis of the previous exercises  T: What do you think that are the themes of the poem?  Ss will fill in the -Reading columns with at -Writing least one example of each and will present the answer -Speaking 7.  -Speaking In which of the three categories do you think that the title fits? What do you think is the meaning of the title? C. there is no truth or honour in dying for one’s country.Ss’s textbook -Ss -5’ -Ss’s worksheet -3’ -Ss .

-Vocabulary reenforcemen t -Stimulating creativity -More research (example of letters from WWI) -6’ -Ss’s notebook Ss’s textbook -Ss -1’ -Ss’s notebook . Ss will revise -Reading the initial -Speaking general -Writing features of Modernism and will express in an oral communication their answer. on the battlefield and your feelings about the war. MODERN FEATURES OF THE POEM  T: will use a the initial list with the general features of Modernism and will ask the Ss to answer the questions and observe how the general features of Modernism apply to the poem  T: will ask questions about each aspect T: Creativity corner. Please use in your writing at least 5 of the lexical constructions from exercise B and another 5 literary devices from exercise C. You can also include military terminology in order to make more realistic. Write a letter to a younger friend home in which you are describing the situation on the front. 1.Extension Activities – Homework E.