1) Explore Through the door thinking:

Power and Conflict (AO3)

2) Analyse What does the title Exposure
(AO2)
imply? What different things are
3) Identify
(AO2) the soldiers being exposed to?
Who else is experiencing some
sort of exposure?

1) Have you written down

at least three contextual 1) Explore how Owen’s life
factors? Exposure and attitudes affect the
2) Have you noted down Remains poem (AO3)
at least one element of Wilfred Owen 2) Analyse specific feelings
form and structure? and attitudes, as well as
3) Have you identified and form and structure
analysed at least two (AO2)
language devices per 3) Identify language
stanza? devices and their effects
(AO2)
 1) Explore
Power and Conflict (AO3)
Learning Review
2) Analyse Where do you think you are
(AO2) for the following skills
3) Identify (RAG):
(AO2)
 Explore
 Analyse
 Identify
1) Have you written down
at least three contextual 1) Explore how Owen’s life
factors? Exposure and attitudes affect the
2) Have you noted down Remains poem (AO3)
at least one element of Wilfred Owen 2) Analyse specific feelings
form and structure? and attitudes, as well as
3) Have you identified and form and structure
analysed at least two (AO2)
language devices per 3) Identify language
stanza? devices and their effects
(AO2)
 AO3 – Context: Who was Wilfred
Owen?
Lived 1893-1918 – died exactly a He joined the army in the year the war broke out –
week before the war ended. 1914 – but had to return due to shellshock (PTSD)
Explore
• Number each fact in terms of Became good friends with Siegfried
importance to understanding Sassoon – both wanted to contradict the
the poem and copy down scenes of glory being portrayed in the
your three most important British media
• Link together as many facts
as you can – only copy down Due to the stalemate in WW1, many
the ones you can link soldiers were forced to live in freezing
together conditions – 1917 was the coldest winter
• Copy down the four most in memory
important facts and explain
“We were marooned in a frozen desert. There was not a
how one or two might have
sign of life no the horizon and a thousand signs of death…
affected the poem
The marvel is we did not all die from the cold.’
Learning Objective: Explore (AO3)
 1) Explore
Power and Conflict (AO3)
2) Analyse
(AO2)
3) Identify
(AO2)

1) Have you written down

at least three contextual Checking 1) Explore how Agard’s
factors? life and attitudes affect
2) Have you noted down Remains
Out Me the poem (AO3)
an element of form and 2) Analyse specific feelings
structure? History and attitudes, as well as
3) Have you identified and form and structure
analysed at least two (AO2)
language devices per 3) Identify language
section? devices and their effects
(AO2)
 There once was a country… I left it as a child
but my memory of it is sunlight-clear
Feelings and for it seems I never saw it in that November
which, I am told, comes to the mildest city.
Attitudes The worst news I receive of it cannot break
my original view, the bright, filled paperweight.
As we read though the poem, consider
the following ideas: It may be at war, it may be sick with tyrants,
but I am branded by an impression of sunlight.
• What are the speaker’s feelings
about her homeland? The white streets of that city, the graceful slopes
glow even clearer as time rolls its tanks
• Threat is a constant theme in this
poem – what does the speaker feel
and the frontiers rise between us, close like waves.
threatened by? That child’s vocabulary I carried here
like a hollow doll, opens and spills a grammar.
• The speaker faces a very difficult Soon I shall have every coloured molecule of it.
(or impossible) situation – can you
explain what it is?
It may by now be a lie, banned by the state
but I can’t get it off my tongue. It tastes of sunlight.
I have no passport, there’s no way back at all
but my city comes to me in its own white plane.
It lies down in front of me, docile as paper;
I comb its hair and love its shining eyes.
My city takes me dancing through the city
of walls. They accuse me of absence, they circle me.
They accuse me of being dark in their free city.
Learning Objective: My city hides behind me. They mutter death,
Analyse (AO2) and my shadow falls as evidence of sunlight.
 There once was a country… I left it as a child
but my memory of it is sunlight-clear
Feelings and for it seems I never saw it in that November
which, I am told, comes to the mildest city.
Attitudes The worst news I receive of it cannot break
my original view, the bright, filled paperweight.
As we read though the poem, consider
the following ideas: It may be at war, it may be sick with tyrants,
but I am branded by an impression of sunlight.
• Nostalgia – She has unwaveringly
positive memories of her The white streets of that city, the graceful slopes
homeland glow even clearer as time rolls its tanks
• Threat is a constant theme in this
and the frontiers rise between us, close like waves.
poem – what does the speaker feel That child’s vocabulary I carried here
threatened by? like a hollow doll, opens and spills a grammar.
Soon I shall have every coloured molecule of it.
• The speaker faces a very difficult
(or impossible) situation – can you
It may by now be a lie, banned by the state
explain what it is? but I can’t get it off my tongue. It tastes of sunlight.
I have no passport, there’s no way back at all
but my city comes to me in its own white plane.
It lies down in front of me, docile as paper;
I comb its hair and love its shining eyes.
My city takes me dancing through the city
of walls. They accuse me of absence, they circle me.
They accuse me of being dark in their free city.
Learning Objective: My city hides behind me. They mutter death,
Analyse (AO2) and my shadow falls as evidence of sunlight.
 I met a traveller from an antique land, 
Feelings and Who said—“Two vast and trunkless legs of stone 
Attitudes Stand in the desert. . . . Near them, on the sand, 
As we read though the poem, consider
the following ideas: Half sunk a shattered visage lies, whose frown, 
• Pride – The ruler is very – maybe
too – proud of what he has
And wrinkled lip, and sneer of cold command, 
accomplished and wants
adminration Tell that its sculptor well those passions read 
• Arrogance – The ruler believed he Which yet survive, stamped on these lifeless things, 
was the best and would always be
the best
The hand that mocked them, and the heart that fed; 
• Power – Human achievement and
power is only temporary and is And on the pedestal, these words appear: 
nothing vs the power of nature
• Art is Temporary – Although art is a
My name is Ozymandias, King of Kings; 
way of achieving immortality, it can
backfire and eventually even mock Look on my Works, ye Mighty, and despair! 
the subject
Nothing beside remains. Round the decay 
Of that colossal Wreck, boundless and bare 
Learning Objective: The lone and level sands stretch far away.”
Analyse (AO2)

Feelings and
Attitudes
Form – This poem is a sonnet, meaning
it should have a very specific form
A sonnet of this kind normally has a
rhyme scheme of ABBACDDCEFFEGG –
does this poem has that rhyme
scheme?
A sonnet also has a ‘volta’ at line 9,
where the tone or focus of the poem
shifts – what happens in the volta of
this poem?
Structure
The poet changes focus three times in
the poem – what does he start off
focusing on, what does he then change
to and what does he end on?
Learning Objective:
Analyse (AO2)
I met a traveller from an antique land, 
Who said—“Two vast and trunkless legs of stone 
Stand in the desert. . . . Near them, on the sand, 
Half sunk a shattered visage lies, whose frown, 
And wrinkled lip, and sneer of cold command, 
Tell that its sculptor well those passions read 
Which yet survive, stamped on these lifeless things, 
The hand that mocked them, and the heart that fed; 
And on the pedestal, these words appear: 
My name is Ozymandias, King of Kings; 
Look on my Works, ye Mighty, and despair! 
Nothing beside remains. Round the decay 
Of that colossal Wreck, boundless and bare 
The lone and level sands stretch far away.”
 I met a traveller from an antique land, 
Feelings and Who said—“Two vast and trunkless legs of stone 
Attitudes Stand in the desert. . . . Near them, on the sand, 
Form – This poem is a sonnet, meaning
it should have a very specific form Half sunk a shattered visage lies, whose frown, 
The poem has an irregular rhyme
scheme (along with the metre aso being
And wrinkled lip, and sneer of cold command, 
irregular) – these show how power and
structure can be eroded away at and Tell that its sculptor well those passions read 
destroyed
Which yet survive, stamped on these lifeless things, 
The volta describes the attitude of
Ozymandias and juxtaposes the ruins
that have been previously described
The hand that mocked them, and the heart that fed; 
Structure And on the pedestal, these words appear: 
achievement
of human
Insignificance

1st: Small – legs My name is Ozymandias, King of Kings; 

2nd: Develop – Inscription
Look on my Works, ye Mighty, and despair! 
3 : Massiveness – Dessert
rd

Nothing beside remains. Round the decay 

Of that colossal Wreck, boundless and bare 
Learning Objective: The lone and level sands stretch far away.”
Analyse (AO2)
 1) Explore
Power and Conflict (AO3)
2) Analyse
(AO2)
3) Identify
(AO2)

1) Have you written down

at least three contextual 1) Explore how Agard’s
factors? life and attitudes affect
2) Have you noted down Remains
Ozymandias the poem (AO3)
an element of form and 2) Analyse specific feelings
structure? and attitudes, as well as
3) Have you identified and form and structure
analysed at least two (AO2)
language devices per 3) Identify language
section? devices and their effects
(AO2)
 WHAT DOES OWEN’S
PERSONIFICATION OF THE
WEATHER IMPLY?HOW MIGHT
Glossary THIS SURPRISE A READER OF
Salient – Most important or noticeable WW1 POETRY?

Our brains ache, in the merciless iced east winds that knive
us...
Wearied we keep awake because the night is silent...
Low, drooping flares confuse our memory of the salient...
W H AT I S T H E N A M E O F T H E D E V I C E S WHAT IS THE NAME OF THIS
WHERE VOWEL SOUNDS ARE
R E P E AT E D ? W H AT A B O U T PUNCTUATION? WHAT DOES
C O N S O N A N T S ? W H AT E F F E C T D O IT SUGGEST THE SPEAKER IS
T H E Y H AV E O N T H E L E N G T H O F T H E
SENTENCE? WHY? THINKING/FEELING?

Learning Objective: Identify (AO2)

 P ERSONIF ICAT ION
THIS REV EA LS THAT THE WEATHER IS THE
MA IN EN EMY (IT IS EVEN D ESC RIB ED
Glossary USING A M ILITA RY M ETA PHOR) – OWEN
Salient – Most important or noticeable IS REV EA LING THAT THE CON DIT IONS A RE
THE ENEM Y, NOT THE G ERMA N S
Our brains ache, in the merciless iced east winds that knive
us...
Wearied we keep awake because the night is silent...
Low, drooping flares confuse our memory of the salient...
CONSONANCE & ASSONANCE ELLIPSES

THESE LENGTHEN THE E A C H C R EAT E S A S E N S E O F U N F U L F I L L M E N T,

L I K E T H E S P E A K E R I S WA I T I N G F O R
SENTENCE AND REPLICATE S O M E T H I N G TO H A P P E N O F S O M EO N E TO
THE SPEAKER’S WEARINESS ANSWER HIM

Learning Objective: Identify (AO2)

 LEARNING REVIEW:
THINK, PAIR, SHARE THINK
2310 7893654210
HOW MANY FEATURES CAN YOU
COMMENT ON IN THE LAST TWO
LINES OF THE FIRST STANZA?

Worried by silence, sentries whisper, curious, nervous,

But nothing happens.
 LEARNING REVIEW:
THINK, PAIR, SHARE PAIR
2310 7893654210
HOW MANY FEATURES CAN YOU
COMMENT ON IN THE LAST TWO
LINES OF THE FIRST STANZA?

Worried by silence, sentries whisper, curious, nervous,

But nothing happens.
 LEARNING REVIEW:
T HINK, PAIR, SHARE SHARE
2310 7893654210
HOW MANY FEATURES CAN YOU
COMMENT ON IN THE LAST TWO
LINES OF THE FIRST STANZA?

SIBILANCE
Worried by silence, sentries whisper, curious, nervous,
But nothing happens.
TRIAD
SHORT SENTENCE
 HOW IS NATURE LINKED TO WAR IN
THIS SIMILE?

Watching, we hear the mad gusts tugging on the wire,

Like twitching agonies of men among its brambles.
Northward, incessantly, the flickering gunnery rumbles,
Far off, like a dull rumour of some other war.
What are we doing here?
THIS IS AN INTERROGATIVE WHAT IS ODD ABOUT THE
STATEMENT – WHO IS IT IMAGERY IN THE OPENING LINE?
DIRECTED AT? IS IT WHAT MIGHT IT SUGGEST?
RHETORICAL?

Learning Objective: Identify (AO2)

 I M A G E RY
D ES P I T E T H E M WATC H I N G ( S I G H T ) A L L T H AT I S D E S C R I B E D I S
W H AT T H E Y H E A R ( S O U N D ) – T H I S C O U L D S U G G E S T T H E Y ’ R E
TO O A F R A I D TO A C T UA L LY LO O K OV E R T H E E D G E O F T H E
TRENCH

Watching, we hear the mad gusts tugging on the wire,

Like twitching agonies of men among its brambles.
Northward, incessantly, the flickering gunnery rumbles,
Far off, like a dull rumour of some other war.
What are we doing here? SIMILE
T H E BA R B E D WI R E I S D ES C R I B E D A S
I N T E R R O G AT I V E S TAT E M E N T S O M ET H I N G N AT U R A L – ‘ B R A M B LES’
H E M AY B E A S K I N G H I M S E L F, H I S F E L LO W – AG A I N L I N KI NG I T TO WA R
SOLDIERS, THE OFFICERS IN CHARGE OR THE
P U B L I C – I T ’ S A R H E TO R I C A L Q U E S T I O N B U T
O N LY B E C A U S E N O O N E K N O W S T H E A N S W E R

Learning Objective: Identify (AO2)

 WHAT IS ODD WHAT KIND OF LIST IS THIS? WHAT IS THE
ABOUT THIS MAIN FOCUS? WHAT DOES THAT REVEAL
PHRASE? ABOUT A SOLDIER’S P ERSPECTIVE?

The poignant misery of dawn begins to grow...

We only know war lasts, rain soaks, and clouds sag stormy.
Dawn massing in the east her melancholy army
Attacks once more in ranks on shivering ranks of grey,
But nothing happens.
WHAT KIND OF METAPHOR IS USED HERE? HOW
DOES IT LINK INTO THE OVERALL IDEA OF THE
POEM?

Learning Objective: Identify (AO2)

 OX Y M O R O N TRADIC LIST
D AW N – U S U A L LY A S S O C I AT E D A LT H O U G H I T O P E N S O N C O N F L I C T, I T ’ S T H E
WITH HOPE – INSTEAD JUST W E AT H E R T H AT I S T H E R E A L E N E M Y A N D A
BRINGS SADNESS SOLDIER’S MAIN CONCERN

The poignant misery of dawn begins to grow...

We only know war lasts, rain soaks, and clouds sag stormy.
Dawn massing in the east her melancholy army
Attacks once more in ranks on shivering ranks of grey,
But nothing happens.
EXTENDED METAPHOR
AGAIN, OWEN RETURNS TO THE IDEA THAT THE
WEATHER IS THE ENEMY AND THIS TIME IS FULLY
AT TACKING THE TROOPS

Learning Objective: Identify (AO2)

 WHAT TYPE OF NOUN IS THIS? WHAT
DOES IT REMIND US?

Sudden successive flights of bullets streak the silence.

Less deathly than the air that shudders black with snow,
With sidelong flowing flakes that flock, pause, and renew;
We watch them wandering up and down the wind's
nonchalance,
But nothing happens.
WHAT KIND OF SOUNDS
ARE BEING CREATED? HOW DOES THIS PHRASE
WHAT ARE THEY INTENDED CONTINUE TO MAKE THE
TO REPRESENT? WEATHER SEEM MORE
POWERFUL?

Learning Objective: Identify (AO2)

 PRO NOU N
T H I S I S A P E RSO NAL E XP E RIE NC E AN D OW EN I S EXP ER I EN C I N G I T AS HE W R I T ES

Sudden successive flights of bullets streak the silence.

Less deathly than the air that shudders black with snow,
With sidelong flowing flakes that flock, pause, and renew;
We watch them wandering up and down the wind's
nonchalance,
But nothing happens.
S I B I L A N C E A N D A L L I T E R AT I O N
W H E R E A S T H E W I N D H A S S O FA R B E E N
T H E S I B I L A N T S A N D F R I C AT I V E S
P O R T R AY E D A S O N E O F T H E B I G G E S T
A R E H I S S I N G S O U N D S T H AT M I M I C
ENEMIES, IT ’S NOW BEEN SUPERSEDED
T H E S T E A LT H A N D S P E E D O F
BY T H E S N O W, S H O W I N G T H AT T H I S I S
N AT U R E
EVEN MORE POWERFUL

Learning Objective: Identify (AO2)

 WHAT EMOTION COULD
THIS ALLITERATION BE WHAT DOES THIS IMPLY
IMPLYING? HOW DOES IT ABOUT THE WEATHER?
MIMIC BEING COLD? HOW DOES IT LINK TO
ELSEWHERE IN THE POEM?
Pale flakes with fingering stealth come feeling for our faces-
We cringe in holes, back on forgotten dreams, and stare, snow-dazed,
Deep into grassier ditches. So we drowse, sun-dozed,
Littered with blossoms trickling where the blackbird fusses,
-Is it that we are dying?
HOW DO THESE TWO PHRASES
RELATE? ARE EITHER ESPECIALLY
POSITIVE? WHAT KIND OF
ADJECTIVES

Learning Objective: Identify (AO2)

 ALLITERATION
P E R S O N I F I C AT I O N
THE F RICATIVE SOUND
A G A I N , N AT U R E I S B E I N G
COULD INDICATE ANGER OR D ES C R I B E D A S DA N G E R O U S A N D
BEING FROZEN T H E E N E M Y, B U T A L S O S U BT L E A N D
S EC R E T

Pale flakes with fingering stealth come feeling for our faces-
We cringe in holes, back on forgotten dreams, and stare, snow-dazed,
Deep into grassier ditches. So we drowse, sun-dozed,
Littered with blossoms trickling where the blackbird fusses,
-Is it that we are dying? J U X TA P O S I T I O N
B OT H C O M P O U N D A D J EC T I V E S M I M I C E A C H
OT H E R I N T E R M S O F S O U N D A N D
S T R U C T U R E B U T A L S O I M P LY T H AT
W EAT H E R C A N I N H I B I T A S O L D I E R

Learning Objective: Identify (AO2)

 WHAT IS THE SEMANTIC
FIELD IN THIS STANZA?
Slowly our ghosts drag home: glimpsing the sunk fires, glozed
With crusted dark-red jewels; crickets jingle there;
For hours the innocent mice rejoice: the house is theirs;
Shutters and doors, all closed: on us the doors are closed,-
We turn back to our dying.
WHAT DOES THIS SUGGEST WHAT DEVICE IS THIS? WHAT DOES IT
ABOUT NATURE AND IMPLY ABOUT THEIR ATTITUDE TOWARDS
MANKIND? HOME?

Learning Objective: Identify (AO2)

 SEMANTIC FIELD
T H I S S TA N Z A C O N TA I N S R E F E R E N C E S
T H E S O L D I E R ’ S ( I M M I N E N T ) D E AT H

Slowly our ghosts drag home: glimpsing the sunk fires, glozed
With crusted dark-red jewels; crickets jingle there;
For hours the innocent mice rejoice: the house is theirs;
Shutters and doors, all closed: on us the doors are closed,-
We turn back to our dying.
PE RSONIFICATION METAPHOR
NATURE IS CELEB RATING ITS THER E IS NOWHER E FO R TH ESE SOLDIERS TO
VIC TORY – TH IS CONFLIC T IS GO – EV EN AT HO ME, NO ONE IS INTERESTED
EVERYW HERE, EVEN AT HOME FO R THEM O R AB OUT THEM

Learning Objective: Identify (AO2)

 WHO DOES THIS METAPHOR
LINK THE DEAD SOLDIERS TO?
Since we believe not otherwise can kind fires burn;
Nor ever suns smile true on child, or field, or fruit.
For God's invincible spring our love is made afraid;
Therefore, not loath, we lie out here; therefore were born,
For love of God seems dying.
W H AT CO U L D T H ES E R E F E R E N C E S WHAT POSITIVE AND NEGATIVE
TO G O D I M P LY A B O U T T H E INTERPRETATION COULD THERE
SOLDIER’S BELIEF IN HIM?
BE FOR THIS LINE?

Learning Objective: Identify (AO2)

 M E T PA H O R
L I K E J ES U S , T H E S O L D I ERS WE R E B O R N TO
D I E A ND PA R A DOXI C A L LY A R E O N LY B O R N
O N C E T H E Y DI E

Since we believe not otherwise can kind fires burn;

Nor ever suns smile true on child, or field, or fruit.
For God's invincible spring our love is made afraid;
Therefore, not loath, we lie out here; therefore were born,
For love of God seems dying.
THIS EMPHASIS ON GOD AND D O E S T H I S M E A N T H AT T H E F I R E I S G O O D
B E LI E F CO U L D H I N T T H AT T H E Y A N D WA R M S T H E M L I K E T H E S U N ?
A R E LO S I NG T H E I R FA I T H I N H I M . O R D O E S I T M E A N T H AT T H E Y N O LO N G E R
TRUST THE FIRE OR THE SUN?

Learning Objective: Identify (AO2)

 P R E S E N T CO N T I N U O U S V E R B S
T H ES E I M P LY T H AT T H E W EAT H E R I S A C T I V E LY M A K I N G
T H E S O L D I E RS O L D E R A N D W EA K E R

Tonight, this frost will fasten on this mud and us,

Shrivelling many hands, puckering foreheads crisp.
The burying-party, picks and shovels in their shaking grasp,
Pause over half-known faces. All their eyes are ice,
But nothing happens. M E TA P H O R
IRONY THEIR ROLE HAS FORCED
E V E N T H O U G H T H E R E H A S B E E N N O B AT T L E , T H I S T H E M TO B E C O M E
MEANS THE RE H AS BEE N NO CHANCE TO DO E M OT I O N L E S S A N D C O L D
A N Y T H I N G – T H E Y ’ V E B E E N L E F T AT T H E M E R C Y O F
T H E W E AT H E R . T H E Y ’ R E D O O M E D N O M AT T E R W H AT.

Learning Objective: Identify (AO2)

 Identifying Themes – But Which Ones?
THEME POEM
Effects of Conflict
Reality of Conflict
Power of Nature
Power of Humans
Memory Ozymandias
Fear
Anger
Guilt
Identity
Individual Experience

Learning Objective: Identify (AO2)

 Identifying Themes
THEME POEM
Effects of Conflict
Reality of Conflict
Power of Nature
Power of Humans
Memory
Fear
Ozymandias
Anger
Pride
Guilt
Identity
Individual Experience

Learning Objective: Identify (AO2)

 Key Connections – Which other poems
share the key themes?
THEME POEM THEME
Ozymandias Remains

Power of Humans London Poppies Power of Humans

The Prelude War Photographer
My Last Duchess Tissue
The Charge of the The Emigreé Power of Nature
Power of Nature Light Brigade
Checking Out Me
Exposure History
Storm on the Kamikaze
Island Pride
Pride Bayonet Charge

Learning Objective: Identify (AO2)

 Key Connections – Which other poems
share the key themes?
THEME POEM THEME
Ozymandias Remains

Power of Humans London Poppies Power of Humans

The Prelude War Photographer
My Last Duchess Tissue
The Charge of the The Emigreé Power of Nature
Power of Nature Light Brigade
Checking Out Me
Exposure History
Storm on the Kamikaze
Island Pride
Pride Bayonet Charge

Learning Objective: Identify (AO2)

 1) Explore
Power and Conflict (AO3)
Learning Review
2) Analyse
Where did you rate yourself
(AO2) last lesson for the following
3) Identify skills:
(AO2)
 Explore
 Analyse
 Identify?
1) Have you written down
at least three contextual 1) Explore how Agard’s
factors? life and attitudes affect
2) Have you noted down Remains
Oxymandias the poem (AO3)
an element of form and 2) Analyse specific feelings
structure? and attitudes, as well as
3) Have you identified and form and structure
analysed at least two (AO2)
language devices per 3) Identify language
section? devices and their effects
(AO2)
 Discuss how Conflict is Represented within the poem
Checking Out Me History and one other poem of your
choice
Find a poem within your anthology that you think discusses the same type of power and conflict.
Ensure that you can fully explain how that type of power/conflict appears in both.

Find three quotes within
Poppies that you think
demonstrate a specific type
of conflict e.g. inner conflict,
loss, effects of conflict
Then locate three quotes in
another poem that are also
to do with this type of
conflict
Produce an essay plan for
three comparative PETER
paragraphs, saying what
quotes you would use in
each and how you would
link the power/conflict
represented in each quote
Write a comparative PETER
paragraph, answering the
above question.
Make sure you give a specifc
interpretation of the type of
power/conflict within the
poem, and link your quote
to your interpretation

Learning Outcome: Justify (AO1)


Power and Conflict
1) Have you written down
at least three contextual
factors?
2) Have you noted down
an element of form and
structure?
3) Have you identified and
analysed at least two
language devices per
stanza?
4) Have you explained
how you think the poem
links to power and
conflict?
Learning Objective: Identify (AO2)
1) Explore 1) Justify
2) Analyse
3) Identify In your books, RAG
yourself for each of
these skills based off
of how challenging
you found utilising
each of them in
today’s lesson
1) Explore how Jane
Weir’s life and attitudes
affect the poem (AO3)
2) Analyse specific feelings
and attitudes, as well as
Poppies form and structure
(AO2)
3) Identify language
devices and their effects
(AO2)
4) Justify our
interpretation of power
and conflict within the
poem (AO1)
Key Connections – Which other poems
share the key themes?
THEME POEM THEME
Effects of Conflict Ozymandias Remains Effects of Conflict
Reality of Conflict London Poppies Reality of Conflict
Power of Nature The Prelude War Photographer Power of Nature
Power of Humans My Last Duchess Tissue Power of Humans
Memory The Charge of the The Emmigreé Memory
Fear
Light Brigade Fear
Checking Out Me
Anger Exposure History Anger
Guilt Storm on the Kamikaze Guilt
Island
Identity Identity
Bayonet Charge
Individual Experience Individual Experience