![]() This showed how emphatic the punctuation is in the poem the punctuation is thudding, definite and explosive when combined with the words.įinally, we added sound effects with groups of four making gun sounds, rifle sounds, the sounds of whistling shells, the prayers of the soldiers and a bugle sound. I then got the class to click their fingers with every punctuation mark, and clap with the bits that alliterate, eg ‘the rifle’s rapid rattle’. It took a while for the class to get into the process but I could feel that some really did, feeling the power of Owen’s imagery as they read the words together. Some groups of four read their lines with real passion there was a particularly emphatic reading of ‘The pallor of girls’ brows shall be their pall’ read co-incidentally by four boys. We read the poem around the class hearing the lines reinforced by four different voices - male and female - reading the words in unison. Four students took the first line, the next four students the next line and so forth. The poetry circle can be good at keeping everyone focused and feeling part of a communal project. We sat in what I term a “poetry circle” the whole class of twenty five in a circle of chairs, no desks in the way. ![]() Today, my Year 11 class had a go at reading ‘Anthem For Doomed Youth’ as a whole class. The shrill, demented choirs of wailing shells.” “Nor any voice of mourning save the choirs, – ![]() Nor there if they yet mock what women meant “We never heard to which front these were sent. LOST LOVE: “The pallor of girls’ brows shall be their pall.” Shall shine the holy glimmers of goodbyes.” “Not in the hands of boys, but in their eyes SADNESS & GRIEF: “Down the close, darkening lanes they sang their way “Their breasts were stuck all white with wreath and spray TERROR and HORROR: “Only the stuttering rifles’ rapid rattle May creep back, silent, to still village wells “A few, a few, too few for drums and yells, Explain why and how these quotations could convey these powerful emotions or any other powerful emotion you can think of you may disagree with my interpretation/line, in which case find your own lines! Think about how Owen often conveys powerful emotions in an indirect fashion it is not immediately obvious that there is an emotion being conveyed but you analyse the language or imagery in depth you see that there is.ĪNGER: “What passing bells for those who die as cattle?” Owen conveys powerful feelings in a number of ways in his poetry. STARTER ACTIVITY: What are powerful feelings? What powerful feelings have you felt in your life? What language/images do these powerful feelings provoke in you: Anger Panic Terror Sadness Grief Gloominess Resignation the situations Owen describes, the feelings he portrays, the language he uses and its effects. ![]()
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