1. Home Learning Feedback
Have a conversation with your group about the Owen documentary and context.
What did you learn?
What did you find most interesting? Why?

2. Home learning
Read the critical analysis of Disabled article on Firefly. Make notes and add to your analysis of the poem. Due Monday 25th September

3. What ideas are drawn on the following propaganda posters to persuade men to enlist in the army?

8. ‘Disabled’ – Wilfred Owen
Learning Objectives:
To analyse Owen’s use of poetic devices (AO2)
To develop our ability to incorporate contextual and critical knowledge into our analysis (AO3/5)

9. A03
In mid-1918 Owen drafted his famous Preface to a proposed collection of poems (never published in his lifetime) which apparently he intended to call 'Disabled and Other Poems' (thus emphasising the importance of the piece in his eyes). Read the new preface: What do you think Owen means? ‘the poetry is in the pity’

10. Preface
This book is not about heroes. English poetry is not yet fit to speak of them.
Nor is it about deeds, or lands, nor anything about glory, honour, might, majesty, dominion, or power, except War.
Above all I am not concerned with Poetry.
My subject is War, and the pity of War.
The Poetry is in the pity.
Yet these elegies are to this generation in no sense consolatory. They may be to the next. All a poet can do today is warn. That is why the true Poets must be truthful.

11. A02 Read the poem ‘Disabled’ as a class
As you listen, draw a picture/symbol which represents the scene created in your head.

12. Sharing Symbols/Images
Students move around the room in a gallery style.
How do these link to the author’s intention?
What techniques were used to create this image?

13. AO3 and AO5: Presentations
You will now present your stanzas in order. Which group can be the most creative in their analysis? Which group most effectively embeds AO3 and AO5 into their analysis? Which group shows the best engagement in the language and structure of the text?

14. Reflection of Murph’s death – the deaths are not ‘normal’ but brutal  Also mirrors Dulce – “limped on, bloodshod”
They seek peace in sleep, but their sleep is broken  ‘To break earth’s sleep’ – even that is not peaceful – ironic.
The language in the stanzas emphasises the speaker’s separation – symbolic physical separation highlights his emotional separation
He sat in a wheeled chair, waiting for dark, And shivered in his ghastly suit of grey, Legless, sewn short at elbow. Through the park Voices of boys rang saddening like a hymn, Voices of play and pleasure after day, Till gathering sleep had mothered them from him.
Motif of dull, cold colours reflects his now dark reality as opposed to the colourful hopes he was promised in the propaganda.
Endearing imagery – sleep mothers him – he seeks comfort in it…
Wrote this as a response to Craiglockhart – central as it’s a reflection of his trauma – him and others

15. Structure is key – dichotomy of old vs. young
Lack of control - First three lines very descriptive – watch what’s happening around him – he sees but cannot act - powerless
He feels oppressed, incomplete
Structure is key – dichotomy of old vs. young
About this time Town used to swing so gay When glow-lamps budded in the light blue trees, And girls glanced lovelier as the air grew dim,- In the old times, before he threw away his knees. Now he will never feel again how slim Girls' waists are, or how warm their subtle hands. All of them touch him like some queer disease.
Once was happy and energetic and now is ostricised
Metaphor for disability and the consequences of war – personification of his inadequacy & what war takes away
Repetitive tone of nostalgia – regrets his commitment to the cause – 1917 message – not always glory – façade
Lack of acceptance – people are sidelined – masculinity questioned

16. Age limits had no meaning – ruined lives that didn’t have to go to war – “hot race” – survival of the fittest – conscription – Suffragette White Feathers - cowardice
Structure – every line in the stanza has 10 syllables – very monosyllabic – almost rhythmic and monotonous – perhaps a reflection of life as a soldier in the war
There was an artist silly for his face,
For it was younger than his youth, last year.
Now, he is old; his back will never brace;
He's lost his colour very far from here,
Poured it down shell-holes till the veins ran dry,
And half his lifetime lapsed in the hot race
And leap of purple spurted from his thigh.
Brace could be for his back – preparing for an injury – or his back will never hold him up again. The face is the identity – hidden mirrors the change in him…
Horror of war – plosives
War has demoralised the speaker – his youth vs. the ageing persona / perspective
War has taken away his life – blood drained – loss of life physically and metaphorically
He has given his youth and his life
Takes us back and forward in time like Powers – what he was and what he is now
How he has aged – the tiresome and draining nature of war.

17. Owen takes pleasure in smaller victories in his life before war – belittles the significance of gaining victories of war
One time he liked a blood-smear down his leg, After the matches, carried shoulder-high. It was after football, when he'd drunk a peg, He thought he'd better join. - He wonders why. Someone had said he'd look a god in kilts, That's why; and maybe, too, to please his Meg, Aye, that was it, to please the giddy jilts He asked to join. He didn't have to beg; Smiling they wrote his lie: aged nineteen years.
Caesura represents the realisation – he has the thought process after not before
A time when he had been thought of as youthful – it is foregrounded as he didn’t take into account the true
reasoning of him joining war - political
Kilts – Jilts – Meg – beg – Meg was a typical name – shows a sense of being replaced – it contradicts his original purpose of signing up –
Written context – valid reason Received context – futile reason
Only joined to please ‘giddy jilts’ – fickle women that react to new ideas – didn’t check people’s ages – wasting their youth Desperate to recruit
Not only was he romanticised about, he also looked at the status it gives him – “he’d look like a god” – recognised as someone more than what he was seemed like a good prospect – Ironic as he ends up being less

18. “Did not move him” – emotionally and physically  reasons of Germans are not a thought – they’re both in the wrong – ultimately the guilt or ‘apologies’ mean nothing
He thought that literature of the past would be taken over – more than a patriotic reason – literary preservation – it’s what took him to war but now he doesn’t think of them
Germans he scarcely thought of; all their guilt, And Austria's, did not move him. And no fears Of Fear came yet. He thought of jewelled hilts For daggers in plaid socks; of smart salutes; And care of arms; and leave; and pay arrears; Esprit de corps; and hints for young recruits. And soon, he was drafted out with drums and cheers.
The worst enemy is fear – it stops survival -
Uniform, perhaps at school – an allusion to young recruits
Quick build up of the potential gains and yet he gained none of it – listing the promises – built up but let down in the end
Pride and loyalty shared – lack of worldly wisdom – Owen sympathises with them – echoes his influences from Sassoon

19. Soon realises Murph troubles him. Post war vs. Pre War
YB – Priest was asking him – shall I pray for you? When Bartle goes into the church – he didn’t realise it himself until the Priest came in…
Soon realises Murph troubles him.
Post war vs. Pre War
“Some cheered him home” – the cheer is for the involvement in war not the glory – Goal! Allusion to cheering, glory, winning but it isn’t as it seemed – they are coming back with nothing said to come home with
Some cheered him home, but not as crowds cheer Goal. Only a solemn man who brought him fruits Thanked him; and then enquired about his soul.
Fear Death etc – often personifying things that disable you – it could actually refer to ‘Glory’ – an unreachable concept
Fruits – selection / picking – it is a symbol of him disconnecting and losing his roots.
Physically he is ‘lucky’ – emotionally / spiritually he is not – “his soul” – he has won the war but the “solemn man” understands – he is by himself…
A more in-depth focus on the duty of society to act upon the internal impacts as well as the external

20. Public are ‘they’  hand out – suggests it is scarce and they do the same to all – “dole” is like they have to – a duty – forcing an emotion rather than ‘giving’
Now he will – lack of control over his life & body – pre-meditated destiny as a soldier to be in an institute – ‘fated’
Now, he will spend a few sick years in institutes, And do what things the rules consider wise, And take whatever pity they may dole. Tonight he noticed how the women's eyes Passed from him to the strong men that were whole. How cold and late it is! Why don't they come And put him into bed? Why don't they come?
Cross rhyme - Mirrors how the war has aged him mentally – he saw things that were beyond his years
Sleep also mothers him – his bleak reality hasn’t changed…
He seems desperate, powerless, pleading for help – Nurses in hospital
“put him into bed” – loss of hope – physical inability to get into bed ‘Why don’t they come?’ – bed – casket?
YB – tried to control how they would stay alive – don’t want to be
Relates to his Preface – this book is not about heroes – we don’t consider them as heroes if they don’t come back ‘whole’

21. Groups Fola Naman Mahira Jannath Zainab Matilda Sahil Rishi Rahmah
Gaurav
Ilsa
Raeesa
Nisat
Blessing
Jye
Kavita
Josh

22. ‘Disabled’ – Wilfred Owen
Learning Objectives:
To analyse Owen’s use of poetic devices (AO2)
To develop our ability to incorporate contextual and critical knowledge into our analysis (AO3/5)

23. LO - To be able to make insightful links between the poem and the context (AO3)
Which quotation from the poem seems to ‘match’ the facts from the video?
Watch ‘boys and young men answer the call’

24. Analyse the poem in detail using your role… You will all start with AO1 and then move into sub-sections…
AO1 – What is happening in the poem? What is Owen describing? What is his message about war? How does it link to his ideas in the Preface? AO2 – Language – how does Owen convey his feelings about war? How does he aim to effect the reader? What kind of imagery does he use? What patterns of language can you find? How does Owen use senses? What is the tone of each stanza? AO2 – Form and structure – How has Owen structured the stanza? How does it link with the other stanzas? How has he used punctuation in your stanza? What is the effect? How has he ordered his ideas to create effect in your stanza? AO3 – Context – what was Owen conveying about WW1? What was his message for readers in 1917? How is this typical of war literature? What message can we take from the poem now in 2017? AO4 – How can you compare the ideas about War in Disabled to another poem? How do the ideas compare to The Yellow Birds?

25. Which statement do you most agree with? Why?
‘Disabled’ is a criticism of a society which allows men to sacrifice themselves and then no longer sees them as ‘whole’.
Owen wrote ‘Disabled’ to show the wastage of life that war entails.
‘Disabled’ is a personal tribute from Owen to the injured men he observed in hospital.
Something else entirely?

26. AO3 and AO5: Presentations
You will now present your stanzas in order. Which group can be the most creative in their analysis? Which group most effectively embeds AO3 and AO5 into their analysis? Which group shows the best engagement in the language and structure of the text?

27. How does Graves describe Owen as a poet?
How many British soldiers were injured in WW1?
Which poem does Fussell note ‘Disabled’ is similar to?   
Which critic noted the link between Owen’s line ‘Will they come’ and recruitment posters?
How did C. Day Lewis describe this line, 'He's lost his colour very far from here'?  
What was Owen’s mother’s name?
Where did Owen write his Preface?
Houseman 1886