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Analysing the poem 'Charge of the Light Brigade'

English

Comparing experiences of war in poetry

Understanding the poem 'Exposure'

Analysing the poem 'Exposure'

Understanding the poem ‘War Photographer’ by Carole Satyamurti

Analysing the poem ‘War Photographer’ by Carole Satyamurti

Comparing experiences in Owen's 'Exposure' and Satyamurti's 'War Photographer'

Understanding the poem ‘The Man He Killed’ by Thomas Hardy

Analysing the poem ‘The Man He Killed’ by Thomas Hardy

Understanding the poem 'Charge of the Light Brigade'

Understanding the poem ‘What Were They Like?’ by Denise Levertov

Analysing the poem ‘What Were They Like?’ by Denise Levertov

Comparing how poets convey the hopelessness of war in Edexcel's Conflict poetry

Understanding the poem ‘Belfast Confetti’ by Ciaran Carson

Analysing the poem ‘Belfast Confetti’ by Ciaran Carson

Exploring the Romantic poets in the Edexcel 'Conflict' anthology

Understanding the poem ‘A Poison Tree’ by William Blake

Analysing the poem ‘A Poison Tree’ by William Blake

Understanding the poem 'The Destruction of Sennacherib' by Lord Byron

Analysing the poem 'The Destruction of Sennacherib' by Lord Byron

Understanding the poem 'Extract from the Prelude'

Analysing the poem 'Extract from The Prelude'

Exploring different types of conflict in Edexcel’s Conflict anthology

Understanding the poem ‘Half-caste’ by John Agard

Analysing the poem ‘Half-caste’ by John Agard

Understanding the poem ‘The Class Game’ by Mary Casey

Analysing the poem ‘The Class Game’ by Mary Casey

Understanding the poem 'No Problem' by Benjamin Zephaniah

Analysing the poem 'No Problem' by Benjamin Zephaniah

Analysing model answers on Edexcel conflict poetry

Planning a written response on Edexcel conflict poetry

Writing excellent model answers on Edexcel conflict poetry

In 'Edexcel Conflict Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of power and conflict. In 'Edexcel Conflict Poetry continued', pupils work on making more nuanced comparisons between poems.

In 'A World at War: Poetry', pupils explore how poets present the atrocities of World War One through their poetry. In 'Edexcel Conflict Poetry', pupils analyse how a variety of different wars have been presented through poetry.

In this unit, pupis explore 12 of the 15 poems from the 'Conflict' anthology. Pupils complete two lessons on each poem: one on understanding and one on analysis. Pupils study the poems in a thematically linked order so they can complete comparative and thematic lessons at key points in the unit.

Poetry anthology: first study

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

iambic pentameter to keep a traditional feel to the poem

dactylic dimeter to mirror the horses gallop

trochaic tetrameter to show the chaos in the poem

What meter is most of ‘Charge of the Light Brigade’ written in and why?

Which line is the refrain of the poem 'Charge of the Light Brigade'?

“Forward, the Light Brigade!” - it echoes the command being issued

''Theirs but to do and die.'' - it draws attention to the sombre tone

''Not tho' the soldier knew'' - it emphasises the cavalry's naivety

''Someone had blundered.'' - it draws attention to the commander's mistake

Which line from stanza two of 'Charge of the Light Brigade' breaks the dactylic dimeter and why?

he personifies it as a monstrous threat, reflecting the inevitability of tragedy

he uses a semantic field of suffering to show the plight of the soldiers

he uses alliteration to make the battle seem brutal

How does Tennyson present the battle in the following lines from 'Charge of the Light Brigade': "Into the valley of death" and "into the jaws of hell"?

with a direct attack on the commanding officer who blundered

memorialising the soldiers through the glorification of their bravery

How does Tennyson end the poem 'Charge of the Light Brigade' and why?

The commanding officers did not protect the soldiers as God offered protection.

The soldiers did not hear the commands properly as the shepherd heard God.

The horses betrayed the soldiers, but they ought to have obeyed as in the Bible.

How does the biblical allusion in 'Charge of the Light Brigade' bring a sense of irony to the poem?

The ''Light Brigade'' in the poem 'Charge of the Light Brigade' refers to...

they were tricked by the enemy to advance

they were given commands to charge for the guns

Why did the Light Brigade go towards the "valley of death" in 'Charge of the Light Brigade'?

The line: "Theirs not to make reply, theirs not to reason why" from 'Charge of the Light Brigade' reflects the cavalry’s…

What does Tennyson indirectly cite as the catalyst for the huge suffering and loss of life in 'Charge of the Light Brigade'?

Match each method that Tennyson uses in 'Charge of the Light Brigade' to the evidence you could use to support it

He was good friends with one of the commanding officers

He was Poet Laureate and perhaps had a national duty to celebrate the military

He was asked to censor all gruesome details of the battle

In 'Charge of the Light Brigade', why might Tennyson have glorified the soldiers bravery, used euphemisms to describe their flight and memorialised the soldiers?

This lesson was made for home learning during the pandemic.

Analysing the poem 'Charge of the Light Brigade'

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.