Objective: Content of the ‘Anthem of Doomed Youth’

List/mind map all the words, ideas, emotions they associate with this video?

-You have six minutes.-Get at least fifteen words/ideas/emotions

Runaway Train

With your partner, decide on one word/idea/emotion that is most prominent. Be prepared to explain your selection.

You have two minutes.

What are the differences between-knowing someone is dead/has died?

-having someone go missing?

Make a T-chart in your exercise book.

Task

What would you struggle the most with? Why? Explain your reasoning. -Write about this.-Eight minutes.

What is going on in this poem? Make annotations. Ten minutes.

What passing-bells for these who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattleCan patter out their hasty orisons.No mockeries now for them; no prayers nor bells;Nor any voice of mourning save the choirs, –The shrill, demented choirs of wailing shells; And bugles calling for them from sad shires.

What candles may be held to speed them all? Not in the hands of boys but in their eyesShall shine the holy glimmers of goodbyes.The pallor of girls' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk a drawing-down of blinds.

What is Owen trying to convey through the poem? Why? How does this make you

feel/think?• Write a response.• Ten minutes.

HomeworkDue TuesdayRead over ‘Anthem for Doomed Youth’In your exercise book, list examples of the following items. There may be more than one example.• Imagery• Simile• Repetition• Personification• Powerful verbs• Powerful adjectives• Alliteration• Oxymoron• Collective Pronoun• Religious imagery• Rhyme• Enjambment