1. Charge of the Light Brigade by Alfred Tennyson

2. Learning Objective
To understand the representation of conflict in Tennyson’s ‘The Charge of the Light Brigade’

3. PEER ASSESSMENT W: hat went well? O- oops: what needs improvement
Success Criteria
Have they made reference to the poem?
Have they included quotes?
Have they integrated quotes into their letter?
Do they present war in the same way as Owen?
W: hat went well?
O- oops: what needs improvement
W: hat will you do next time to improve your work?

4. Match each word from the poem with its definition.
a) broken into many pieces
b) smoke from the lines of cannon
c) lightly armed cavalry
d) broken apart or in two
e) the firing of a large number of missiles at the same time
f) about three miles
g) a type of sword
h) solid projectiles fired from a gun
1) light brigade
2) league
3) shot
4) Battery-smoke
5) sabre (sabring)
6) shatter’d
Match each word from the poem with its definition.
7) sunder’d
8) volley’d

5. 6) shatter’d
a) broken into many pieces
b) smoke from the lines of cannon
c) lightly armed cavalry
d) broken apart or in two
e) the firing of a large number of missiles at the same time
f) about three miles
g) a type of sword
h) solid projectiles fired from a gun
4) Battery-smoke
1) light brigade
7) sunder’d
8) volley’d
2) league
5) sabre (sabring)
3) shot

6. The Crimean War:
Britain and France feared Russia’s ambition to spread its power
southwards as the Turkish Empire collapsed. War broke out in 1854.
In September, the Allies landed in the Crimea, in southern Russia,
and besieged Sebastopol. In October the Russians attacked the
British base at Balaclava.
During this battle, the disastrous Charge of the Light Brigade took
place. The British cavalry commander mistook his orders to retake
some guns held by the Russians. Instead he told his men to charge
the main Russian position, which was at the head of a valley
bristling with artillery. The 600 horsemen gallantly obeyed but
two thirds of the force were killed or wounded. The Charge is the
best known example of the heroism and stupidity of war.

7. Finished? What can you say about the structure of these 2 stanzas?1.
Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
‘Forward, the Light Brigade!
Charge for the guns!’ he said:
Into the valley of Death 2.
‘Forward, the Light Brigade!’
Was there a man dismay’d?
Not tho’ the soldier knew
Some one had blunder’d:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die:
Alludes to Psalm 23 from the New Testament of the Bible: faith makes people brave when they are faced with death.
Think: why do you believe Tennyson repeats this? What does it suggest about the soldiers? How does this reveal the poet’s feelings?
In pairs:
What does it mean? Why is this significant? Think what it suggests about the poet’s feelings.
Finished? What can you say about the structure of these 2 stanzas?

8. Key Term for your Glossary
Anaphora
 is the repetition of a certain word or phrase at the beginning of successive lines of writing 
Find and label this technique in the third stanza.
What effect does this have?
Finished? Find the example of anaphora in the second stanza. Then discuss its effects.
Anaphora appeals to the feelings or pathos of your audience. By repeating a word or phrase, your readers or listeners start to anticipate the next line. Because they know what's coming next, they are more receptive to the emotional resonance you are trying to get across.
You can evoke any number of feelings when using anaphora, including but not limited to anger, fear, solidarity, or even nostalgia.

9. Tennyson uses anaphora to emphasise the artillery surrounds the soldiers.
Allows reader to identify with the soldiers
Emphasises their courage and valour
Note: plural of cannon is cannon 3.
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volley’d and thunder’d;
Storm’d at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.
Look at this use of personification. What does it suggest? Why do you think Tennyson used it?
Treats death as the same thing as hell
Death is described like a predator
Makes the battle as real as an animal’s attack
heightens the viciousness or death on the battlefield

10. Now in groups look at the language used in the next three stanzas
Now in groups look at the language used in the next three stanzas. Choose some words and phrases that mean something to you and annotate with:
1) Poetic device (imagery, metaphor, alliteration, assonance, repetition)
Why has it been used (what does it emphasise, highlight, bring attention to?)
How does Tennyson’s use of language to glorify war? E D C B
A/A*

11. Count each syllable in each word. Which words stand out and why
Count each syllable in each word. Which words stand out and why? Annotate your poem
Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.

12. Rhyme
1) Highlight all the words that rhyme, such as, ‘bare’, ‘air’ and ‘there’ (some of these words are repeated).
2) Rhyme often links words together as well as emphasising them. In pairs explain how the rhyming words are connected – annotate your poem.
3) How do these words contribute to the meaning of the poem (why are they significant?)
For example, 'shatter'd', 'sunder'd', 'volley'd' and 'thunder'd' can all be connected by the concepts of loud noise and destruction, and suggest the volume of the battle.

13. Key themes
OBEDIENCE
PATRIOTISM
SACRIFICE
HEROISM

14. Debate time
Dulce et decorum est pro patria mori - There is nothing so sweet as to die for one's country!
Do you agree?

15. Plenary
How does the representation of war in this poem differ to those previously studied?