Being evocative means bringing strong images, memories, or feelings to mind.

To be resolute is to be purposeful, determined, and unwavering.

Immortality means the ability to live forever.

Nurturing means to take care of, to protect, to feed, and to help develop.

Idyllic means extremely happy, peaceful, or picturesque.

Analysing the presentation of patriotism in Rupert Brooke’s ‘The Soldier’

English

Considering the relationship between the poetry of WW1 and the context

Understanding patriotism in Rupert Brooke’s ‘The Soldier’

Writing about patriotism in Rupert Brooke’s ‘The Soldier’

Understanding the concept of remembrance in John McCrae’s ‘In Flanders Fields’

Analysing John McCrae’s call to arms in ‘In Flanders Fields’

Writing about John McCrae’s ‘In Flanders Fields’ as a call to arms

Understanding ideas of Empire and colonialism in Naidu’s ‘The Gift of India’

Analysing the humanity and fragility of soldiers in Naidu’s ‘The  Gift of India’

Comparing views in ‘The Soldier’, ‘In Flanders Fields’ and ‘The Gift of India’

Writing a comparative response on perspectives of war and sacrifice in WW1 poems

In 'Unseen Poetry', pupils need to consider the choices made by a poet, to explain how they convey meaning without having context or prior knowledge of the poem to draw on. In 'A World at War: Poetry, pupils have several opportunities to write their own poems in the style of the war poems studied, which pushes them to consider the craft of writing poetry more closely. 

In 'Myths and Legends Re-Told', pupils explore the way that poets use imagery and structural features, to inspire their own choices in narrative writing. In 'A World at War: Poetry', pupils practise adopting Wilfred Owen's style in their own poetry and also use a range of literary techniques encountered through the different poems, to produce a piece of descriptive writing.

In this unit, pupils explore how poets responded to the horrors of the First World War. They first explore Brooke's 'The Soldier', before looking at McCrae's 'In Flanders Fields' and Naidu's 'The Gift of India'. They finally write a comparative response on perspectives of war and sacrifice.

Comparing poetry from the First World War

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

Depiction or discussion of violence or suffering

There is no pattern for a stereotypcial sonnet.

Which of the following is the pattern for a stereotypical sonnet?

He smiled at the beauty of the sun rising.

Which of the following is an example of personification?

Words, lingusitic devices, or imagery within the poem.

Use of line lengths, rhythm, rhyme, punctuation, or stanzas.

Match the following terms with their definitions.

Which of the following words means to take care of, to protect, to feed, and to help develop?

Brooke creates the idea of England as a paradise in 'The Soldier' - an {{ }} landscape.

A regular rhyme could indicate which of the following?

Rupert Brooke experienced {{ }} military fighting during the war.

Which of the following words means to be hopeful and confident about the future?

Brooke believed that Germany would surrender.

Brooke died relatively early on in the war.

Brooke was personal friends with Lord Kitchener.

Select the reasons why Brooke's 'The Soldier' may have an optimistic attitude.

Which of the following means a person or action showing a lack of experience, wisdom, or judgement?

It was felt that it wasn't true war poetry.

What was the general reaction to Rupert Brooke's 'The Soldier'?

It does not show the harsh realities of war.

It praises the military might of England.

Why do you think a modern reader may find Brooke's 'The Soldier' idealistic?

Analysing the presentation of patriotism in Rupert Brooke’s ‘The Soldier’

Lesson outcome

Content guidance