“In Flanders Fields” By John McCrae -50 min lesson -about the same time as a class period on a normal day

Objectives Analyze “In Flanders Field” using the TPCASTT process Identify the structure of the poem, evaluating how pleasant imagery is used as a framing technique Investigate the impact of rhyme scheme on the tone of the poem Recognize shifts in point of view (approx. 1-2mins) Quick overview of objectives -objectives broken down by slide

About the Author – John McCrae Born November 30, 1872 In Charge of Hospital in Belgium Second Battle of Ypres Inspired by Alexis Helmer Published anonymously Died – January 28, 1918 (approx. 5 mins) -Born in Ontario, Canada, so NOT American -Went to medical school in Canada -Became a doctor, even setting up his own practice -Appointed as a field surgeon in 1915 when Canada entered WW1 -Battle of Ypres was the 1st time Germany mass used poison gas -Friend and Former Student “Alexis Helmer” died in battle and inspired “In Flanders Field” -Originally published anonymously and became one of the most popular poems of the war -Died of Pneumonia with “extensive pneumococcus meningitis” while still commanding the Hospital

Original Manuscript by John McCrae -Original Manuscript sent for publishing to the “Punch” -Publication date was December 8, 1915 -Near the beginning of the WW1

Group Work Complete a TPCASTT with person sitting next to you Pay special attention to Shift and Tone OBJECTIVE - Analyze “In Flanders Field” using the TPCASTT process (approx. 5mins) -Focus on quick analysis, like you would on the AP Test -TPCASTT located on worksheet

Structure of the Poem In Flanders fields the poppies blow Between the crosses, row on row, That mark our place, and in the sky, The larks, still bravely singing, fly, Scarce heard amid the guns below. We are the dead; short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie In Flanders fields. Take up our quarrel with the foe! To you from failing hands we throw The torch; be yours to hold it high! If ye break faith with us who die We shall not sleep, though poppies grow How does the presence of pleasant imagery work to frame the poem? What is the significance behind repetition in this poem? OBJECTIVE - Identify the structure of the poem, evaluating how pleasant imagery is used as a framing technique (approx. 10 mins) -Reminiscent of the passage of time -All that is left of the battle is the poppies -Poppies begin and end the poem, middle is imagery of death -The start of the poem is talking about looking at the crosses, that’s all that is left -Moves from larks “scarce heard amid the guns below” -After battle is over, they clean up and poppies grow -Light imagery surrounds the dark imagery associated with warfare -Repetition of “In Flanders Field” -Solemn end to the stanzas -Final resting place – at end of the poem -Repetition of “poppies” -Light imagery -Used to commemorated the dead of WW1 -Sharp contrast to the events that occurred that led to deaths

HUG the poem located on the worksheet. Group Activity In groups of four, identify the rhyme scheme and meter of McCrae’s poem. HUG the poem located on the worksheet. Highlight Underline Gloss (approx. 5 mins) Students will use the HUG note-taking format to ‘mark up’ the poem -Have students focus on the beat of the poem, tone, rhyme scheme, breaks in meter or rhyme scheme -Will use their answers to fuel discussion on next slide

How does the end rhyme impact the tone of the McCrae’s poem? Rhyme Scheme In Flanders fields the poppies blow Between the crosses, row on row, That mark our place, and in the sky, The larks, still bravely singing, fly, Scarce heard amid the guns below. We are the dead; short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie In Flanders fields. Take up our quarrel with the foe! To you from failing hands we throw The torch; be yours to hold it high! If ye break faith with us who die We shall not sleep, though poppies grow How does the meter of the poem affect the way it is received by its audience? How does the end rhyme impact the tone of the McCrae’s poem? OBJECTIVE - Investigate the impact of rhyme scheme on the tone of the poem (approx. 15 mins) Brainstorm thoughts about the tone of the poem(5mins) -patriotic, sorrowful, reminiscent, solemn How does the meter of the poem affect the way it is received by its audience? (5mins) -8 syllables per line -military march quality -broken by the lines “in flanders fields” -sharp contrast makes the reader uncomfortable -as reader gets used to the rhyme scheme, the break leaves the poem open and impacts the reader…makes them think How does the end rhyme impact the tone of the McCrae’s poem? (5mins) -end rhyme of 1st and 3rd stanzas is similar to a limerick -contrasts between high and low imagery “high, die” / “below, grow” -relate end rhyme words back to the created list of adjectives describing tone -patriotic “fly…sky…grow…foe” -solemn “below…lie….ago…die”

Point of View Where does the Point of View shift in the poem? In Flanders fields the poppies blow Between the crosses, row on row, That mark our place, and in the sky, The larks, still bravely singing, fly, Scarce heard amid the guns below. We are the dead; short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie In Flanders fields. Take up our quarrel with the foe! To you from failing hands we throw The torch; be yours to hold it high! If ye break faith with us who die We shall not sleep, though poppies grow Where does the Point of View shift in the poem? What type of Point of View is taken in each stanza? OBJECTIVE - Recognize shifts in point of view (approx. 10mins) Analyze both questions together…makes the discussion flow 1st Stanza -Takes a largely objective stance until he admits “mark our place” which make it 1st person 2nd Stanza -definitely 1st person but makes assumptions about others around he…possibly omniscient but evidence says “no!” -humanizes the events that occur in the poem -brings it down to earth 3rd Stanza -2nd person SHIFT -”to you from failing hands we throw” -”the torch; be yours to hold it high!” -passing of the torch like passing the poem over as well -effective call to action for the author -puts the matter…”in your face”…makes the poem more relatable and true

Homework Create a thesis statement that answers the following prompt: How does McCrae effectively use poetic structure, rhyme scheme, and point of view to create a distinct tone in McCrae’s poem, “In Flanders Fields”? -find 2 quotes for each aspect of the prompt -make sure to answer the entire prompt …. Remember…Answer the Prompt!

Format for Thesis Statement Using (adjective + poetic structure), (adjective + rhyme scheme), and (adjective + point of view which creates (effect on tone of poem), McCrae (strong verb) (purpose statement). -Write Thesis Statement in Reader’s Journal

Student Name AP Literature and Composition Hour Date