1. Poppies- Jane Weir
All- will be able to select words from the poem and explain what they suggest. Most- will be able to explore the connotations of particular words and group words into semantic fields. Some- will be able to consider why the poet chose to use these semantic fields and the impact they have on the reader.

2. Based on the words below, what is this poem going to be about?
already armistice around been before bias binding blazer blockade crimped
days disrupting graves individual lapel left paper petals pinned placed
poppies red spasms Sunday war yellow
Choose one word that you think has interesting connotations and explore what these connotations might tell you about the subject of the poem.

3. What words do you find most interesting or surprising in this stanza?
across all around bandaged being blackthorns cat collar down eskimos face felt fingers flattened gelled graze hair hairs hand impulse like little many nose play resisted rolled rounded run sellotape shirt’s smoothed softening
steeled tip turned upturned white words
Does reading the words from this stanza change your ideas about what the poem is about? Circle or highlight (using a different colour) any relevant words, and be prepared to share your ideas in class.

4. Could you group these words in any way?
after away bedroom bird brave busy cage chest church coat darts door dove flew from front gloves gone has hat-less I intoxicated later led like making me melting my open overflowing pear pleats reinforcements released scarf second single skirting slowly song split stomach threw treasure tree tucks walked walls was went were where winter with without world yard you you’d your

5. This stanza has a mournful, elegaic, contemplative quality
This stanza has a mournful, elegaic, contemplative quality. Which words help to do this for you?
against catching dove freely hear hill hoping I inscriptions leaned like listened memorial ornamental playground pulled reaching sky stitch top traced voice war wind wishbone your

6. The human cost of war 1

7. Lies, damn lies and statistics
A series of numbers relating to recent conflicts will appear on the following slides.
Your task, as a group, is to suggest what you think the numbers might represent. 2

8. 94,279
Estimated number of civilians who have been killed in Iraq due to violence between the beginning of the war in 2003 and 18 October 2009
Source: iraqbodycount.org 3

9. £3.2 billion
Cost of war in Iraq and Afghanistan to Britain (up to March 2008)
Source: 10 March 2008, timesonline.co.uk/tol/news/world/iraq/article ece 4

10. 1,500
Estimated civilian casualties in war in Afghanistan (January–August 2009)
Source: UN/wikipedia 5

11. 44 and 79
Life expectancy in Afghanistan (44) compared to life expectancy in Britain (79)
Sources: Unicef and Wikipedia 6

12. 56
Percentage of people in a UK poll who said they were against the war in Afghanistan (in October 2009)
Source: BBC News 12 October 2009 7

13. 414
Number of British servicemen and women killed in Iraq and Afghanistan (2002–October 2009)
Source: guardian.co.uk/news/datablog/2009/sep/17/afghanistan-casualties-dead-wounded-british-data 8

14. 50–70 million Total estimated dead as a consequence of World War Two
Source: en.wikipedia.org/wiki/World_War_II_casualties 9

15. The human cost of conflict in ‘Poppies’
Now look at the poem, and select any quotations that you feel suggest the speaker’s sense of loss or pain.
Look at how the son is presented. Which words convey an impression of his vulnerability or naivety, for example?
Why do you think Weir uses these words? 10

16. Paired Exploration

17. Paired Exploration
The poem is an elegy or lament (a poem of mourning, grief or regret, usually associated with the death of someone).
What tense is the poem written in? How does this contribute to the elegiac tone?
Some of the symbols and references in the poem are associated with death – make a list of them.
Identify any words, phrases, lines or stanzas from the poem that you think are relevant.
Write a sentence of analysis (using quotations) to explain your ideas.

18. Paired Exploration

19. Paired Exploration The poet explores the speaker’s emotional journey.
Identify the different emotions of the speaker in the poem. Do these emotions change in different stanzas?
Is there anything else in the poem that suggests the idea of a journey?
Write a sentence of analysis (using quotations) to explain your ideas.

20. Paired Exploration
The poet contrasts military words and references with memories of childhood.
Look at each stanza, and identify all the military words and references, and all the memories of, and references to, childhood.
Why do you think the poet has used both?
Write a sentence of analysis (using quotations) to explain your ideas.

21. Paired Exploration
The poet contrasts military words and references with memories of childhood.
Look at each stanza, and identify all the military words and references, and all the memories of, and references to, childhood.
Why do you think the poet has used both?
Write a sentence of analysis (using quotations) to explain your ideas.

22. Paired Exploration The poet makes use of emotive and sensory imagery.
Make a list of all the metaphors and similes in the poem, and then group them according to whether they are related to emotions or senses.
Choose the metaphor or simile that you think is most effective, and explain why.
Write a sentence of analysis (using quotations) to explain your ideas.

23. Paired Exploration
The poet makes effective use of enjambment and caesura (a pause that breaks up a line of verse) throughout the poem.
Now look at the line and stanza structure. Does the use of enjambment or caesura contribute to the idea of a journey, for example? Why are the stanzas of different lengths?
Look at the rhyme scheme. Can you find any rhyming patterns? What is the effect?
Write a sentence of analysis (using quotations) to explain your ideas.

24. Plenary Match these images to a quotation from the poem