1. ‘The Charge of the Light Brigade.’

2. Poetry themes that are listed in the anthology.
Power of humans
Power of nature
Effects of conflict
Reality of conflict
Loss and absence
Memory
Negative emotions- Anger
Negative emotions- Guilt
Negative emotions- Fear
Negative emotions- Pride
Identity
Individual experiences

3. Poetry themes that are listed in the anthology.
Power of humans
Power of nature
Effects of conflict
Reality of conflict
Loss and absence
Memory
Negative emotions- Anger
Negative emotions- Guilt
Negative emotions- Fear
Negative emotions- Pride
Identity
Individual experiences

4. L/O; explore ‘Charge of the Light Brigade’.
Expected progress- know the historical context (A03) and content of the poem (A01).
Above expected progress- be able to comment on A01, A02 including a personal response to the poem
Keyword- conflict.
AO1
AO2
AO3

5. What do you know about the Crimean war?
Research the topic for homework.

6. Alfred Tennyson was one of the greatest poets of the Victorian era and was Poet Laureate from 1850 until his death in 1892.

7. AO1 AO3 What is the poem about?
The poem describes a disastrous battle between the British cavalry and Russian forces during the Crimean War ( ).
A misunderstanding ordered the soldiers to advance into a valley surrounded by enemy soldiers.
The cavalry were armed with swords whereas the Russians had guns.

8. Stanza 1- the soldiers are charging into battle.
Stanza 2- we find out it is a wrong command, yet the soldiers carry on.
Stanza3- we find out they are surrounded by cannons and the danger that they face.
Stanza 4-the soldiers break through the enemy line.
Stanza 5- they turn around and come back, but a lot of them have been killed.
Stanza 6- Tennyson reminds of their glory and that they should never be forgotten.

9. L/O; the reality of conflict in ‘Charge of The Light Brigade.’
Expected progress- completed the storyboard or front page.
Discussed how this poem shows the reality of conflict.
Above expected progress- identified the words that have sound in them.
Keyword- sound.

10. Identify the words that have sound in them.

11. Form
AO2
Narrated in the third person making it seem like a story. The regular, relentless rhythm creates a fast pace. What could this pace be intending to imitate?
Rhyming couplets and triplets drive the poem forward, but the momentum is broken by unrhymed lines, which could mirror the horses stumbling and the soldiers falling. The overall lack of rhyme scheme hints at the chaos of war.
* The cavalry’s advance and the energy of the battle.

12. Structure
AO2
The poem tells the story in chronological order from the charge of the men in the first three stanzas to the battle on the fourth and retreat in the fifth. The final stanza is shorter and summarises the heroism of the brigade.

13. AO2 Repetition What effect could the repetition have?
It creates a sense of impending doom and inevitability. Repetition of the ‘six hundred’ at the end of each stanza reinforces the large numbers of men involved, with references to them summarising the story of the battle.

14. Heroic language
AO2
Adverbs like ‘boldly and verbs like ‘Charging’ emphasise the men’s bravery. Respectful language shows how the narrator feels the soldiers should be remembered.

15. Violent language
AO2
The narrator’s choice of powerful verbs and adjectives provides a strong sense of the violence of the battle and uses sounds to create a vivid, noisy hellish setting.
Can you identify these
powerful verbs and
adjectives in the poem?

16. P.Q.E
AO2
How does the poet use language effectively to create a strong sense of violence and noise in the battle?
You must include terminology where you can!

17. AO2 What is form and structure? Form, the rules when writing poetry
Charge…irregular form to create the chaos of war, made up of 6 unique stanza
No regular rhyme scheme, lots of rhyme is used to drive the poem forward (like charging horses). Rhyming triplets- die why reply are broken up by death. Mirrors the stumbling of the horses as they are shot.
Structure

18. Form
AO2
Narrated in the third person making it seem like a story. The regular, relentless rhythm creates a fast pace. What could this pace be intending to imitate?
Rhyming couplets and triplets drive the poem forward, but the momentum is broken by unrhymed lines, which could mirror the horses stumbling and the soldiers falling. The overall lack of rhyme scheme hints at the chaos of war.
The cavalry’s advance and the energy of the battle.
The metre is dactylic (one stressed syllable- all in the valley of death. Creates a galloping effect like horse’s hooves.

19. Structure
AO2
The poem tells the story in chronological order from the charge of the men in the first three stanzas to the battle on the fourth and retreat in the fifth. The final stanza is shorter and summarises the heroism of the brigade.

20. AO2 Repetition What effect could the repetition have?
It creates a sense of impending doom and inevitability. Repetition of the ‘six hundred’ at the end of each stanza reinforces the large numbers of men involved, with references to them summarising the story of the battle.

21. AO2 Pair, share and discuss.
Identify the different ways that Tennyson has used form, structure and language to create specific effects. You must annotate the poem to show what those effects are!

22. P.Q.E homework is due
AO2
How does the poet use language, form and structure effectively to create a strong sense of violence and noise in the battle?
You must include terminology where you can!

23. Level 4. Clear understanding.
AO2
Give reasons (explain) and make relevant comments on the writer methods (ways) they have used language, form and structure. Terminology is not used all the time, but is relevant.
Identified (recognised) the effects of writer methods on the reader.

24. Level 5. Thoughtful, developed consideration.
AO2
Level 5. Thoughtful, developed consideration.
Investigate (look closely) at the methods (ways) the writer has used language, form and structure and why they have used these methods. Terminology must used to support your consideration of writer methods.
Be able to look closely at the effects of these methods on the reader.

25. Tennyson uses rhythm to great effect to convey to the reader ‘the charge’ of the horses. The use of dactylic metre in ‘half a league’ coupled with its repetition creates the sound of the ‘thundering’ hooves of the horses for the reader. Tennyson deliberately breaks up the rhythm and rhyming couplets and triplets. For example, ‘shell, fell, well’ in stanza five with the insertion of the metaphor ‘All in the valley of Death’. This could be to replicate the horses stumbling and arguably, break up the soldiers obedience in stanza two with ‘reply, why, die’. Therefore, Tennyson uses language and form to his advantage, possibly to confirm the inevitability of their death and place the reader at the heart of the historical battle. Tennyson uses this to create reader sympathy for the plight of the ‘noble’ soldiers and prepares for the appeal to ‘honour’ them in the sixth stanza.
AO2

26. The poem ‘Charge of the Light Brigade’ shows that the horses are charging as uses repetition of ‘Half and league, half a league’. I think this is meant to show you what it is what like in the battle.
The poet also uses onomatopoeia with words such as ‘Thunder’d’ and ‘shatter’d’. You can really imagine what the conditions were like for the soldiers and horses.
In addition, the poem is in six stanzas which show the reader the progress of the battle. It ends with the sixth stanza by Tennyson who encourages the reader to ‘honour the Light Brigade’. I think that the poet wants us to remember what they did all those years ago.
AO2

27. P.Q.E
AO2
How does the poet present the bravery of the men in the battle?

28. AO2
P.Q.E
What message is the poet trying to convey to the reader and how does the poet do this?
How does this message affect you?

29. L/O; explore ‘Charge of the Light Brigade’.
Expected progress- understand the requirements of A03.
Above expected progress- produce a paragraph that responds to AO3.
Keyword- implicit
AO1
AO2
AO3

30. AO3
What feelings and attitudes can you identify in the poem?

31. Feelings and attitudes.
Admiration
The narrator admires the bravery and sacrifice of the men because they obeyed orders even though they knew their death was likely. He thinks that the world should recognise their bravery and appreciate their sacrifice.
Patriotism
The men followed orders because of a duty to their country and the speaker portrays them as heroes because of this.
Horror
There is a suggestion that the narrator is horrified by the violence of the battle. Can you locate this in the poem?

32. Developing a personal response
How does the phrase ‘jaws of Death (line 46) make you feel? Explain your answer.
How does the narrator convey the terror and violence of the battle?
Why do you think the stanzas in the poem are numbered?

33. Write a paragraph
How does the narrator show the effects of conflict in this poem?

34. Level 5. Thoughtful, developed consideration.
AO3
Level 5. Thoughtful, developed consideration.
Thoughtful (makes the examiner think) consideration to why ideas, perspectives (points of view) and context. Examines (looks closely) and makes detailed links between the context (setting/background) of the poem and the task.

35. Level 4. Clear understanding.
AO3
Clearly understands the ideas, different perspectives(points of view) and contextual factors by linking them in with the task.

36. Lined poems in the ‘power and conflict’ anthology
‘Poppies’
‘Remains’
‘War Photographer’
Can you identify anything which could link these poems together?
Effects of war, reality of war.