The Charge of the Light

Brigade
The Charge of the Light Brigade
BY:
BLOOM’S TAXONOMY LEARNING OBJECTIVES:
REMEMBERING: Give/explain the meaning of words in
context.
Identify/explain how meaning is enhanced
through choice of words and phrases.
UNDERSTANDING: • Retrieve and record information.
• Identify key details from the text.
Summarise main ideas from the text.
APPLYING: Identify how language, structure and
presentation contribute to meaning.
ANALYSING: Make comparisons within the text.
Predict what might happen from details
stated and implied.
EVALUATING: Evaluate how authors use language,
including figurative language, considering
the impact on the reader.
CREATING: • Make inferences from the text.
• Explain and justify inferences with
evidence from the text.
SUCCESS CRITERIA:
I can figure out the meaning of new words
and phrases.
I can understand words have more than
one meaning which affects how I use them.
I can gather information from a text to
defend my understanding of a situation.
I can summarise the main idea and
supporting details in my own words.
I can explain how a particular line connects
to the whole text.
I can find the similarities and differences
between two texts.
I can use many different comprehension
strategies to understand a text.
I can use my knowledge of language when
reading, evaluating and writing.
I can use evidence from the text and my
own experiences to support my thinking.
Text of the poem

Year 9 ROLL NUMBERS

1 The Charge of the Light Brigade Alfred Lord Tennyson 01-09
2 Kamekazi Beatrice Garland 10-18
3 Fear No More William Shakespeare 19-27
9B
1 10558 Abdul Rafay Ashfaq
2 10106 Abdullah Mohammed Rehan
3 9415 ASIYA MUHAMMAD ADIL
4 8711 ATHIYA OKSANA
5 8513 FALAHATH FAIROAS
6 7121 HANNAH SIKANDAR BUTT
7 6739 ISRA SAHANA
8 6930 JUAN DSOUZA
9 9861 Loku Doremure Gamage
10 7781 MAHAD  NAEEM
11 9731 MAHDHI RIYAZ IKRAM
12 6849 MALAIKA ABDUL QADIR
13 9937 MANAV MADHURAN
14 9391 MARYUM HASSAN
15 9201 MEHELIKA GHOSH
16 6863 METHMI SANOLI
17 9943 MOHAMMAD MOHSIN
18 9281 MOHAMMED AYAAN SHAREEL
19 10426 MUHAMMAD HASHIM FAHAD DAR
20 8461 NATHAN CHACKO JOHN
21 10151 Sahibjot Singh Sondh
22 6884 SAMEEHA MINHAJ SIDDIQUE
23 10126 Subhan Ali Arif Chawla
24 9903 TANISHKA SHAILESH SAWANT
25 6788 TASLEEM MOHAMMED KHATEEB
26 6789 TRISHA DEANNE LOBO
27 8450 UNAISA BILAL ABDULLAH
SESSION 1
REMEMBERING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
• Give/ STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89 Activity 1 Questions and Sample
explain the EXPECTED I can figure out
meaning of NPR (1-25) Answers (Teacher Support) •
words in STANINE 4 Printed Text and the meaning of
new words and
Bloom’s context. EMERGING SAS Bands 89-96 Activity 2 Printed Questions phrases.
Taxonomy of NPR (26-39) (Work in Pairs)
Learning • Identify/ STANINE 5-6 Printed Text and
explain EXPECTED SAS Bands 97-111 Activity 3 Printed Questions • I can
NPR (40-75) understand
Recognize and how (Work Independently) words have
recall concepts meaning is STANINE 7-8
Printed Text more than one
and facts. enhanced EXCEEDING SAS Bands 112-126 Activity 4 meaning which
through NPR (76-92)  (Work Independently)
affects how I
choice of GIFTED AND STANINE 9 use them.
words and SAS Bands >126 Activity 4 (Work Independently)
phrases. TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
SESSION 2
UNDERSTANDING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89 Activity 1 Questions and Sample
EXPECTED • I can gather
• Retrieve NPR (1-25) Answers (Teacher Support) information
and record STANINE 4 Printed Text and from a text to
information EMERGING SAS Bands 89-96 Activity 2 Printed Questions defend my
Bloom’s Taxonomy NPR (26-39) (Work in Pairs) understanding
of Learning • Identify key STANINE 5-6 Printed Text and of a situation.
details from
the text. EXPECTED SAS Bands 97-111 Activity 3 Printed Questions
Describe and NPR (40-75) (Work Independently) • I can
explain concepts. Summarise STANINE 7-8 summarise the
• Printed Text
main ideas EXCEEDING SAS Bands 112-126 Activity 4 main idea and
NPR (76-92)  (Work Independently) supporting
from the
text. GIFTED AND STANINE 9 details in my
SAS Bands >126 Activity 5 (Work Independently) own words.
TALENTED
NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
REMEMBERING: ACTIVITY 1

Give/explain the meaning of words in context.

Words Denotative Meaning Connotative Meaning

1
League (Line 1)
2
Light Brigade (Line 5)
3
Dismayed (Line 10)
4
Shell
5
Blundered
6
Volleyed
7
Sabres
8
Plunged
9
Battery smoke
10
Sundered
REMEMBERING: ACTIVITY 1 ANSWERS
Give/explain the meaning of words in context.
Words
1 League (Line 1)
2 Light Brigade (Line 5)
Denotative Meaning Connotative Meaning
An association of persons or groups united A distance of about half a mile
by common interests or goals.
modern soldiers who fight A cavalry unit in the British army
in armored vehicles. during the Crimean war

3 Dismayed (Line 10) experiencing or showing feelings of Discouraged or dishearten

alarmed concern or dismay
4 Shell (Line 1) a framework or exterior structure. An artillery round, a cannon ball
5 Blundered (Line 12) to make stupid or clumsy mistakes Made a mistake in other words, the
light brigade has received in correct
or foolish orders.
6 Volleyed (Line 42) to hit or kick a moving ball before it Fired, the cannons are firing
touches the ground. together against the light brigade.
7 Sabres (Line 7) heavy sword with a wide, usually curved A light sword, carried by the
blade, used in the past by soldiers on cavalry.
horses
8 Plunged (Line 32) to thrust or cast oneself into or as if into Rode into
water.
9 Battery smoke (Line 32) fumes. The smoke from the cannons

10 Sundered (Line 36) to split apart especially in a violent way. cut into pieces.
UNDERSTANDING: ACTIVITY 1
Identify key details from the text.
Number the following events 1 – 10 to show the order in which they happen in the poem.
A The six hundred cavalry men rode for a mile and a half and their commander shouted to charge for the
artillery
B As they rode Boldy into the valley of death, there were loud blasts from the cannons on their right, left
and front
C The commander continued yelling orders, while the soldiers weren't afraid as they knew their job was to
act and die
D The cavalry men were showered with gunshots and artillery shells.
E They raised their swords as they flashed in the light, charging towards an army of Russian troops
F The world watched in amazement as the 600 cavalry men cut the Russian troops into pieces
G The cavalry men rode back, but not all 600 of them
H The world will always remember and respect them.
I The soldiers knew it wasn't up to them to make the decision of the charge.
J The soldiers dove into the smoke from the guns as they broke through the enemy line.

A B C D E F G H I J K L M
ANSWERS
UNDERSTANDING: ACTIVITY 1
Identify key details from the text.
Number the following events 1 – 10 to show the order in which they happen in the poem.
A The six hundred cavalry men rode for a mile and a half and their commander shouted to charge for the 1
artillery
B As they rode boldly into the valley of death, there were loud blasts from the cannons on their right, left 4
and front
C The commander continued yelling orders, while the soldiers weren't afraid as they knew their job was to 2
act and die
D The cavalry men were showered with gunshots and artillery shells. 5
E They raised their swords as they flashed in the light, charging towards an army of Russian troops 6
F The world watched in amazement as the 600 cavalry men cut the Russian troops into pieces 7
G The cavalry men rode back, but not all 600 of them 9
H The world will always remember and respect them. 10
I The soldiers knew it wasn't up to them to make the decision of the charge. 3
J The soldiers dove into the smoke from the guns as they broke through the enemy line. 8

A B C D E F G H I J
ANSWERS 1 4 2 5 6 7 9 10 3 8
 UNDERSTANDING: ACTIVITY 2
Summaries main ideas from the text.
Use ‘FIVE FINGER RETELL’ strategy to summarise the main ideas of the poem. PROMPT
1 SOMEBODY Who is the main character? ………………...….. (character)
2 WANTED What did the character want? wanted …………....…
3 BUT What was the problem? (want), but ………….…….
4 SO How did the character try to solve the problem? (problem), so ……………..…..
5 THEN What was the resolution of the story? (solution), then ……………
(resolution).
IDEAS
1 The British cavalrymen
2 Wanted to defeat the Russian troops and prevent them from getting artillery
3 The Russians fought back and the British soldiers lost many men
4 They still fought back, ignoring the fact that they were losing soldiers fast
5 The British troop came back to Britain without most of their men and their story became popular for their bravery

The British cavalrymen wanted to defeat the Russian troops and prevent them from getting the
artillery with the help of the 600 cavalrymen who rode into the valley of death, but they would have lost
SUMMARY

several men in the British troops due to the heavy attack. So, even if they lost several men, they still
rode into the valley of death with bravery, shocking the Russian troops with their sharp swords and
artillery shells. Then, the British troops rode back home without most of their men and horses, and the
world will never forget the bravery that these soldiers had.
SESSION 3
APPLYING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89
EXPECTED Activity 1 Questions and Sample
NPR (1-25) Answers (Teacher Support)
STANINE 4 Printed Text and
Bloom’s EMERGING SAS Bands 89-96 Activity 2 Printed Questions
Identify how NPR (26-39) (Work in Pairs)
Taxonomy of language, I can explain how
Learning STANINE 5-6 Printed Text and
structure and a particular line
presentation EXPECTED SAS Bands 97-111 Activity 3 Printed Questions connects to the
Use new NPR (40-75) (Work Independently)
knowledge in a contribute to STANINE 7-8 whole text.
meaning. Printed Text
situation. EXCEEDING SAS Bands 112-126 Activity 4
NPR (76-92)  (Work Independently)
STANINE 9
GIFTED AND SAS Bands >126 Activity 5 (Work Independently)
TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
APPLYING: ACTIVITY 1
Identify how language, structure and presentation contribute to meaning.
Identify the poetry elements of the given poem.
N CRITERIA DESCRIPTION QUESTION
1 Genre The poem type or category What is the form of the poem?
2 Theme The moral, lesson or the central idea What is the poet trying to do in writing the poem?
3 Tone and Mood The general character of the poem How does the poem make you and the poet feel?
4 Context What prompted the poem to be written What are the circumstances that form the setting?
5 Perspective Speaker of the poem Who is speaking in the poem?
6 Point of View The position narrator takes in relation to the poem What is the position of the speaker?
7 Structure The physic of the poem: lines and stanzas What is the style or shape of the poem?
8 Rhyme Scheme The last syllable or two in lines of verse having a similar sound What is the rhyme scheme of the poem?
9 Purpose The reason for which the poem is written Why is the poem written?

ANSWERS
1 Genre
2 Theme
3 Mood and Tone
4 Context
5 Perspective
6 Point of View
7 Structure
8 Rhyme Scheme
9 Purpose
ANSWERS
1 Genre The poem ' The Charge Of The Light Brigade ' is a Narrative Poem
2 Theme The poet try's to argue the willingness of the cavalry to sacrifice themselves without calling their orders into
question makes the 'Hero

3 Mood and Tone The poet in the poem feels a type of attachment to the soldiers. The reader feels proud due to the act of the soldiers, not
thinking any cause of the command given. The soldiers listened to the commander as if the commander was the ring
master and the soldiers his circus animals.

4 Context The piece was written in response to the actual event which took place as part of the Crimean war. The result of
a miscommunication, the charge led to many deaths.

5 Perspective
6 Point of View The poem is told through a third person narrator who tells the story of the charge in a chronological order.
7 Structure The poem is comprised of six numbered stanzas (Sestet) varying in length from six to twelve lines.
8 Rhyme Scheme There is no formal rhyme scheme (Free Verse) in the poem
9 Purpose The poet wrote this poem in response to a battle where in the British cavalry charged over open terrain in the Battle
of Balaclava in the Crimean
APPLYING: ACTIVITY 2
Identify how language, structure and presentation contribute to meaning.
Make a critical appreciation of the poem. Use the sentence frame.
As a matter of fact, the ………………..……… (genre) poem, “……………………………..……” (name of the poem) written
by ………………….…… (name of the poet) deals with ………………..….. (theme). Primarily, the poem’s overall mood
is …………….….. (mood), but the poet feels …………………… (tone). Actually, the poem is ……………..……..
(context). Notably, ………………….…… (perspective) in this poem in the ……….……..… (point of view) point of
view using the pronouns ………………..…. (list the pronouns). Additionally, this poem is structured as …………….
…….. (structure). More importantly, …………….…. (rhyme scheme). Surprisingly, the poet uses this poem
……………….… (purpose).
APPLYING: ACTIVITY 2 ANSWER
Identify how language, structure and presentation contribute to meaning.
Make a critical appreciation of the poem. Use the sentence frame.
As a matter of fact, the Narrative poem, “The Charge of the Light Brigade“ written by Alfred Tennyson deals
History (Victorian literature). Primarily, the poem’s overall mood is serious but the poet feels more of a
respectful tone. Actually, the poem is one of the events which took place as part of the Crimean War. Notably,
the narrator (the poet) in this poem in the third person point of view using the pronouns “they”. Additionally,
this poem is structured as There are six stanzas, More importantly, It is written with two main stressed
syllables in each line. Surprisingly, the poet uses this poem praises the heroism of a brigade of British soldiers
at the Battle of Balaklava (1854) in the Crimean War.
SESSION 4
ANALYSING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW
• Make SAS Bands <89 Activity 1 Questions and Sample
EXPECTED NPR (1-25) • I can find the
compariso Answers (Teacher Support) similarities and
ns within STANINE 4 Printed Text and
Bloom’s the text. EMERGING SAS Bands 89-96 Activity 2 Printed Questions differences
Taxonomy of NPR (26-39) between two
(Work in Pairs)
Learning STANINE 5-6 texts.
• Predict Printed Text and
what EXPECTED SAS Bands 97-111 Activity 3 Printed Questions
Draw links • I can use many
between might NPR (40-75) (Work Independently) different
happen STANINE 7-8
concepts and from EXCEEDING SAS Bands 112-126 Activity 4 Printed Text comprehensio
other ideas. (Work Independently) n strategies to
details NPR (76-92)  understand a
stated and STANINE 9
GIFTED AND text.
implied. SAS Bands >126 Activity 5 (Work Independently)
TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
ANALYSING: ACTIVITY 1
Make comparisons within the text.
Select two characters/situations/information/texts to compare.
COMMANDER SOLDIERS
1
2
3
4
5
6
7
ANALYSING: ACTIVITY 1
Make comparisons within the text.
Select two characters/situations/information/texts to compare.
COMMANDER SOLDIERS
1 (Line 5-6) “Light Brigade, advance! Charge for the (Line7-8) So the six hundred cavalrymen charged into the
artillery” their commander said.  valley of Death.
2 (Line 10) Was any soldier discouraged or afraid? (Line 11-15) No—even though they all knew the charge was a
mistake. It wasn’t up to them to dispute their orders or to ask
why they were given. Their job was simply to act and to die.
ANALYSING: ACTIVITY 2

Predict what might happen from details stated and implied.

1 Which of these is most likely to happen next? Explain your prediction with evidence from the text.

a) Will people who are put in a role of serving a community or country behave like the
brave soldiers in the poem in the future?

b) Do you think the captains will become the role leaders for the world?
ANALYSING: ACTIVITY 2
Predict what might happen from details stated and implied.
1 Which of these is most likely to happen next? Explain your prediction with evidence from the text.
a) 1a)Will people who are put in a role of serving a community or country behave like the brave soldiers in
the poem in the future?

b) Do you think the captains will become the role leaders for the world?

ANSWERS:
1 a) The 600 soldiers will be legends and like icons for all people around the world to be
strong and act with courage in certain circumstances even when you have no choice and try
helping by obeying the rules and act with discipline.

b) The leaders or captains in the future can take the poem as an example of how they need
to have people who are acting with passion towards achieving victory.The future soldiers
can learn how important it is to be very brave and help win certain goals and thoughts.
SESSION 5
EVALUATING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89 Activity 1
EXPECTED Part 1-2 Questions and Sample
• Evaluate NPR (1-25) Answers (Teacher Support)
how authors STANINE 4 Printed Text and
Bloom’s SAS Bands 89-96
use EMERGING Activity 2 Printed Questions
Taxonomy of NPR (26-39) (Work in Pairs) • I can use my
Learning language, knowledge of
including STANINE 5-6 Printed Text and
language when
Justify the figurative EXPECTED SAS Bands 97-111 Activity 3 Printed Questions reading,
language, NPR (40-75) (Work Independently)
use of a considering STANINE 7-8 evaluating and
concept or a Printed Text writing.
decision. the impact EXCEEDING SAS Bands 112-126 Activity 4
on the NPR (76-92)  (Work Independently)
reader. STANINE 9
GIFTED AND SAS Bands >126 Activity 5-6 (Work Independently)
TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
EVALUATING: ACTIVITY 1
Evaluate how authors use language, including figurative language, considering the impact on the reader.
Use PEE (Point-Evidence-Explain) model to evaluate the poet’s use of figurative language in the poem.
FIGURATIVE P – POINT E – EVIDENCE E – EXPLAIN
1
2
3
4
EVALUATING: ACTIVITY 2
Evaluate how authors use language, including figurative language, considering the impact on the reader.
Follow the PEEL model to explain the reader impact of the use of …………….. in the poem.
PEEL MODEL SENTENCE STARTERS SENTENCE FRAME
P State the POINT • One of the language features used One of the language features used here
here in this poem is… in this poem is …………. (figurative
E Support with EVIDENCE • This is evidenced, for example, ... language) wherein …………... (point). This
• This is demonstrated, for instance… is evident, for example, in line number
E EXPLAIN the Evidence • This is effective because… …….………..….. (evidence - line number
• This would make the reader feel… and text). This is effective because
L LINK to remind your • All things considered… …………...…. (explain the evidence). Given
reader about your point. • Given these points… these points, ……... (link to reader
impact).

ANSWER: REPETITION
SESSION 6
CREATING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89
EXPECTED Activity 1 Questions and Sample
NPR (1-25) Answers (Teacher Support)
Bloom’s STANINE 4 Printed Text and
Taxonomy of Make EMERGING SAS Bands 89-96 Activity 2 Printed Questions
NPR (26-39) (Work in Pairs) I can use evidence
Learning inferences from from the text and
the text/explain STANINE 5-6 Printed Text and
my own
Produce new and justify EXPECTED SAS Bands 97-111 Activity 3 Printed Questions experiences to
work that inferences with NPR (40-75) (Work Independently)
incorporates evidence from STANINE 7-8 support my
Printed Text thinking.
new the text. EXCEEDING SAS Bands 112-126 Activity 4
knowledge. NPR (76-92)  (Work Independently)
STANINE 9
GIFTED AND SAS Bands >126 Activity 5 (Work Independently)
TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
CREATING: ACTIVITY 1
Justify inferences with evidence from the text.
What impressions do you get about ……………. character from poet’s imagination? Explain your impressions using evidence
from the text to support your answer.

IMPRESSIONS EVIDENCES
1
2
3
4
5
6
7
CREATING: ACTIVITY 1
Justify inferences with evidence from the text.
What impressions do you get about ……………. character from poet’s imagination? Explain your impressions using evidence
from the text to support your answer.
IMPRESSIONS
1 The soldiers have no fear of death-
2 The soldiers have bravery
3 he soldiers have confidence
4 The world has respect for the British
cavalrymen
5 The soldiers have to do what they are
told, even if they lose many good men
along the way
6 There is a mistake in the authority which
causes the British troops to lose many
men
7 Danger and fear
EVIDENCES
Their’s not to make reply, Their’s not to reason why, Their’s but to do and die
(lines 13-15)
Was there a man dismay’d? Not tho’ the soldier knew Someone had
blunder’d (lines 10-12)
Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode
the six hundred. (lines 23-26)
Honour the charge they made! Honour the Light Brigade, Noble six hundred
(lines 53-55)
Their’s not to make reply, Their’s not to reason why, Their’s but to do and die
(lines 13-15) All that was left of them, Left of six hundred (lines 48-49)
Someone had blunder’d (line 12)
Into the valley of Death Rode the six hundred (lines 7-8)
CREATING: ACTIVITY 2
Write a poem.

Faceless Men His body was crushed.

  His organs were mush. I tripped on a stick.
The tanks are coming. I could'nt even look at his head. I was burnt down.
While we were feasting.   I died will facing my
The french with their flamethrowers. Flames engulf me.  fear.
We only hear bombings. My body is burning.
The bullets weren't piercing. My hands are bloody red.
 
Here come the faceless men.
I want to go home.
 
Back to my mother.
No human inside them. Back to the time I was spoon
It's colder than winter. fed.
They pump our trenches with lead.  
  I only see corpses.
Screams of men My platoon is dead.
The tanks were close. Here come the faceless men.
They are right above our heads.  
I looked to my side, oh my oh my Im  trying to run.
One of my allies was dead. I left my gun.
  As the grim reaper is near.