Various teaching strategies were used to try to accomplish the objectives. Having first done a unit on short stories helped the students understand terminology such as setting, point of view, irony, historical perspective, and the author's attitude toward his subject matter. We had discussed at length whether the author was presenting his story objectively, or as a vehicle for speaking out against war, or as a way to extol the virtues of heroism and patriotism. In our study of the book Hiroshima (John Hersey), students were asked to search sites on the Internet for additional information and pictures related to the bombing of Hiroshima and Nagasaki. As an assignment, they were to download a picture and bring in some factual information regarding the bombings or the atomic bomb itself. In the course of the short story and novel portions of the unit, the students were given copies of the poems "Arms and the Boy," "Grass," and "Does It Matter?" We discussed these in terms of content, point of view, and tone. Once we started the unit, we accessed Charles Bernstein's "Poem Profiler" and discussed the contents and how having vocabulary that would be pertinent to the discussion of poetry would be useful for their future assignments. We went back to the poems we had already covered to discuss them again in light of the profiler. Next, we accessed the poem "The Death of the Ball Turret Gunner" and discussed it using the relevant terminology from the profiler. (Even though we accessed the poems through the Internet, hard copies were also given for those that we read with the exception of those in the "Contemporary Issues" assignment. There was nothing to prevent them from running copies themselves). For the first assignment concerning the soldiers, students were given the option of making it a collaborative effort or attempting it on their own. This option was exercised due in part to the accessibility to the computer lab and competition for its use by other classes, as well as a desire for students to have to come to some kind of agreement in their selection of the best soldier. Most chose to do it with company. On the same page as the assignment I created a link to a site that offered assistance (particularly useful information on introductory paragraphs and transitions) in writing a five-paragraph essay. Subsequent assignments up until the last one brought them into more contemporary war settings. The last assignment required the most independent work in the unit. It was extremely helpful at this point to have the expertise of our resident tech person, as well as students who were well versed in the in the utilizing the various tools available in Microsoft Word.
Essay on A Comparison of World War I Poetry
2088 Words9 Pages
Literature and poetry are a reflection of society. The words are reflected in numerous feelings that we can almost touch and can be deeply felt in its reach. Most poets expressed their perception and emotion through their writings. Unfortunately the art and poetry describes one of the worst things that human can do to one another. The legalized murder called "war." Hence, this type of self-reflection called "poetry" has help create new fundamental ideas and values towards our society. In this essay, I will discuss the issue of the "War Poetry" during the "Great War" along with comparing and contrasting two talented renowned poets; Wilfred Owen (1893-1918) and Siegfried Sassoon (1886-1967).
We tend to focus on the definition of "War…show more content…
This "Great War" was the true beginning of our 20th century of stunning crime.
However, the result of the War had produced some outstanding poets and Wilfred Owen (1893-1918) was a of the war poets who was widely regarded as one of the best poets of the World War One period. He wrote out of his intense personal experience and memory as a soldier and wrote with unrivalled power of the physical, moral and psychological trauma of the First World War . Heavily influenced by Keats and Shelly, a young Owen intrigued to become a poet began to absorb himself in poetry. He did not go into religious life like his mother. Instead, he left for Bordeaux, France to teach English in the Berlitz School after the war had erupted. Although he thought of himself as a `Pacifist', he enlisted in the Artist's Rifles in October 1915 and later in 1917 changed to France. There he began writing poems about his war experiences. Owen finally suffered from shell-shock in the summer of 1917 and was sent to Craiglockhart War Hospital and met his friend Siegfried Sassoon, who shared his feelings about the war and who became interested in his work. Reading Sassoon's poems and discussing his work with Sassoon revolutionized Owen's style and conception of poetry .
His poetic theme, the horror and the pity of war is set forth in strong verse that transfigured traditional meters and diction . In his poem, "Disabled", consists of 7 stanzas, which Owen remarks in a letter to