What does the poppy represent?

Learning objectives To review word classes To explore the imagery in a poem To relate a poem to its historical context Tomorrow you will start an analysis of the poem for an assessment using really detailed PEA paragraphs

In Flanders Fields 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 In Flanders Fields. John McCrae

What is the message to the reader (stanza 3)? In Flanders Fields 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 In Flanders Fields. John McCrae Discussion questions Who is speaking? What is the message to the reader (stanza 3)? How is the poet trying to make the reader feel?

Imagery in Poetry One of the objectives of a successful poem is to create pictures in the mind of the reader of important images and issues they want to convey. The imagery in war poetry is very important as they want the reader to understand the suffering they have witnessed and experienced.

Task In Flanders Fields 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 In Flanders Fields. John McCrae Stick in your poem and, around it, draw some of the images you find have an impact on you, or that you think the poet is trying to make you see. When you have sketched 3 or 4, write down the effect of the poet’s imagery on you as the reader. Underline and annotate any techniques you can find

Word class review To analyse effectively, it helps to pick out one word from your quotation to analyse in detail and say what it implies.

WORD CLASS DEFINITION EXAMPLE   DEFINITION EXAMPLE The name of a person, place or object. A word that describes a noun. A word that joins phrases or sentences together. A word or phrase that tells you what is being done. It describes an action. A word that describes a verb. It tells you how something is done. 8

WORD CLASS DEFINITION EXAMPLE   DEFINITION EXAMPLE Noun  The name of a person, place or object. Table, brother, house  Adjective A word that describes a noun.  Blue, foolish, tidy  Connective A word that joins phrases or sentences together.  and, because, whereas  Verb A word or phrase that tells you what is being done. It describes an action.  Sleep, be, think  Adverb A word that describes a verb. It tells you how something is done. Frantically, hysterically, quickly  9

In Flanders Field 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. Bravely – what word class? What could you say about that one word? 10

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. Loved – what word class? What could you say about that one word? 11

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 In Flanders Fields. What word would you pick out from this stanza?

In Flanders Fields F Form Write at least one thing under each heading. F Form How many stanzas? How does the poem develop across each one Narrative perspective – 1st or 3rd person? L Language What examples of literary devices can you find? (repetition, metaphor, emotive language) I Imagery Fill in the section on imagery using your ideas from the drawing task. R Rhythm / rhyme Is there a particular rhythm? What is the rhyme scheme? T Tone / mood How you describe the tone or theme of the poem? S Subject Describe the subject of the poem. 13

Second stanza, end stop mid line – effect – abrupt and unexpected. 3 stanzas. 1st person narrative – the poet takes on the persona of a dead soldier, speaking on behalf of the other fallen men. Second stanza, end stop mid line – effect – abrupt and unexpected. L Crosses are emotive, immediately associate them with death and graves. Use of the adverb “bravely” – makes us question why the bird needs to be brave. Alliteration and repetition of “Flanders fields” emphasizes the location and helps us to remember this. “Dead” – blunt, emotive and realistic use of the noun. Personification of the Dead – which is somewhat ironic. Repetition of “loved” – evokes humanity and makes the death more poignant. 14

Peaceful – sadness – hope – optimism in everlasting life. Sunset glow – evokes a sense of warmth and comfort which contrast with the situation. ‘To you from failing hands we throw/The torch’ – metaphor - creates the image that the dead are handing over the fight to the living. What is the “torch” a metaphor for? R Predominantly uses rhyming couplets. The first and third stanzas have an almost identical rhyming scheme. T Peaceful – sadness – hope – optimism in everlasting life. Death – key theme. S The dead speak of where they are buried - in Flanders Field. Contrast life and death – give a message to the living soldiers. 15

Look at these modern images of Flanders Fields today and note down you impressions – it doesn’t have to be a poem, but be creative.

WHAT HAVE I LEARNT TODAY? Before this lesson I could already….. Now I can also….. Today I have learned that….. The most important thing I learned today is….. WHAT HAVE I LEARNT TODAY? Today I have tried to….. I did not know how to…. .....but now I can… One thing I need to remember from today’s lesson is that….. The thing I found most interesting today is…

The context of In Flanders Fields The First Battle of Ypres, also called the First Battle of Flanders was a First World War battle fought for the strategic town of Ypres in western Belgium. The battle highlighted problems in command and control for both sides, with each of the Armies missing opportunities to win a significant decision early on. The Germans in particular overestimated the numbers and strength of the Allied defences at Ypres, and called off their last offensive too early. The Battle was also significant as it witnessed the destruction of the highly experienced and trained British regular army.

The context of In Flanders Fields The poppies referred to in the poem grew in profusion in Flanders in the disturbed earth of the battlefields and cemeteries where war casualties were buried and thus became a symbol of Remembrance Day.

The result was a victory for the Allies, although losses were particularly heavy on both sides. The Germans called the battle "The Massacre of the Innocents of Ypres" as most of the German casualties were a mixture of young inexperienced and highly trained reserves.

John McRae Was a Canadian writer and surgeon who fought in the First World War. He was fighting in Ypres at the time that he wrote the poem. His biographer wrote: "he was satisfied if the poem enabled men to see where their duty lay."

How can we relate the historical context to the poem? In Flanders Fields 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 In Flanders Fields. John McCrae How can we relate the historical context to the poem?

Assessment task Analyse the presentation of war in ‘In Flanders Fields’.

Assessment task Analyse the presentation of war in ‘In Flanders Fields’. In your analysis, you should try and mention: - a technique - a word type and the word’s implications - the effect on the reader - McRae’s message - How the poem relates to the historical context of World War One Remember, you should be aiming for your analysis to be at least 5 sentences – more if you are including 2 quotations 24

America's Answer R.W. Lillard Rest ye in peace, ye Flanders dead The fight that you so bravely led We've taken up. And we will keep True faith with you who lie asleep, With each a cross to mark his bed, And poppies blowing overhead, When once his own life-blood ran red So let your rest be sweet and deep In Flanders Fields. Fear not that ye have died for naught; The torch ye threw to us we caught, Ten million hands will hold it high, And freedom's light shall never die! We've learned the lesson that ye taught In Flanders' fields. This was a reply printed alongside In Flanders Fields to convince Americans to join the war. Write your own reply to the poem.