Being patriotic means showing love and support for your country.

An Empire is a group of countries ruled by a single person, government or country, e.g. The Roman Empire.

Propaganda is information, especially of a biased or misleading nature, used to promote a political cause or point of view.

The act of preventing something from being seen or made available to the public for political reasons is known as censorship.

Something provocative is deliberately designed to cause anger or another strong emotion.

Considering the relationship between the poetry of WW1 and the context

English

Understanding patriotism in Rupert Brooke’s ‘The Soldier’

Analysing the presentation of 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

A group of countries ruled by a single person, government or country is known as an {{}}.

How many soldiers from the British Empire died in WW1 in total?

Roughly, how many poems were written about WW1?

How would men have likely felt in the trenches?

They might have contained military secrets

They might have contained explicit material

Which of the following are potential reasons for the government censoring soldiers' letters?

Putting a quotation inside your own sentence, rather than putting it in the middle of a page and then commenting on it, is known as {{}} it.

What is the literary technique called where the weather reflects the mood?

Which of the following is an example of utilising a caesura?

Which of the following is WW1 also known as?

Considering the relationship between the poetry of WW1 and the context

Lesson outcome

Content guidance