1. On the following slide there will be four Boggle Squares. Contained within each grid is a key term. When you have completed all four squares you should have a good idea about what our aim will be within today’s lesson. First of all try and identify the pattern in each grid. Write the completed word in your margin, with the definition next to it. When you have all four words and definitions, write a sentence explaining what you inferences and suppositions we can draw about the poem we will be studying.. Starter: Boggle Squares – Key Terms

2. t a F u o u F i t t u li y 12 34 s es r E dp a x e t a l n r u S f co

3. Futility By Wilfred Owen Objective: TBAT identify how writers express their view, analyse different layers of meaning and evaluate the effect of these choices on the reader. Y9 Conflict Poetry

4. Wilfred Owen, 1893-1918 Wilfred Owen was a poet and soldier who born in 1893 and died in 1918 Owen was killed in battle in 1918 at the Battle of the Sombre.......only one week later, the war was over! He was sent to hospital with shell shock. Last year we learned that:

5. War is like…because… In FUTILITY, Owen uses simile and metaphor to explore his ideas and experiences about warfare. Before we go further, we will think about what other metaphors could be used. Choose one of the boxes below. We will then need to write a sentence saying why is like this object. We will then decide upon an object of our own. Quotation Selection ABCD

6. Move him into the sun – Gently its touch awoke him once, At home, whispering of fields half-sown. Always it woke him, even in France, Until this morning and this snow. If anything might rouse him now The kind old sun will know. Think how it wakes the seeds – Woke once the clays of a cold star. Are limbs, so dear achieved, are sides Full-nerved, still warm, too hard to stir? Was it for this the clay grew tall? – O what made fatuous sunbeams toil To break earth’s sleep at all? Futility – Wilfred Owen

7. Futility – Key Events Futility by Wilfred Owen can be a very tricky poem – at this stage it is one of the most difficult we will look at. Before we can begin to think about the meaning of the poem, we need to think about the events. a)Look back over the poem. What are the key events and actions being described? Copy these into your exercise books (bullet points or flow diagram is fine.) b)When we have a grasp on the events, look at the type of imagery/language choices Owen is employing. Does anything strike you as interesting, unusual or powerful about these choices?

8. Mini Plenary: Summary of summaries Summary One You have one minute to discuss and compose one sentence that sums up the events and message of the poem. Summary Two You now have one minute to decide on three words that embody the spirit of the poem. They do not have to be words that feature in the poem itself.

9. Mini Plenary: What is this poem about? One of the most fundamental aspects of Owen’s methodology is the recurring motif on sun imagery. In other words: the idea of the sun and all it’s powers/qualities is used to explore his idea of CONFLICT. Draw a picture of the sun in your exercise books. Draw rays coming from the sun as these will form the lines upon which you can write your quotations. Select from the poem all the quotations that demonstrate what the sun does, or can do (its power), and to write each one onto a ray.

10. Move him into the sun – Gently its touch awoke him once, At home, whispering of fields half-sown. Always it woke him, even in France, Until this morning and this snow. If anything might rouse him now The kind old sun will know. Think how it wakes the seeds – Woke once the clays of a cold star. Are limbs, so dear achieved, are sides Full-nerved, still warm, too hard to stir? Was it for this the clay grew tall? – O what made fatuous sunbeams toil To break earth’s sleep at all? Futility – Key Events

11. The Question How is language used to present violence and conflict within Hawk Roosting and Futility?

12. How to compare: Close Comparisons This is a comparative essay; we are looking for similarities and differences between the two texts. With this in mind we need to start building up a list of comparative points within these two poems – especially their use of language and imagery. SimilaritiesDifferences

13. Analysing Language Now that we have grasp of both Owen’s key ideas and his use of the sun as a central motif, we are going to bring this together in paragraph form. The question we will be answering is: Discuss the significance of the sun in Futility Band 6 Evaluation of writer’s use of language and effects on readers. Band 5 Analysis of writer’s use of language and effects on readers. Band 4 Consideration of writer’s use of language and effects on readers.

14. Analysing Language Now that we have grasp of both Owen’s key ideas and his use of the sun as a central motif, we are going to bring this together in paragraph form. The question we will be answering is: Discuss the significance of the sun in Futility Analyse means... To break something down in order to uncover the meaning and essential features. Evaluate means... To judge or assess something. We are coming to some form of value judgement. Analyse means... To break something down in order to uncover the meaning and essential features. Evaluate means... To judge or assess something. We are coming to some form of value judgement.

15. What happens? What this illustrates Why this happens How it affects reader Whatever theme we are going to cover, we need to ensure that we cover three stages for each point or example we raise. The Three Tier Tip

16. Introduction Discuss the use of language in ‘Hawk.’ After you have explored 2-3 example, suggest what the overall purpose of these techniques is. How does Hughes want us to react? Repeat the same process for ‘Futility’ – what is the purpose and how are we supposed to react to this? Conclusion Briefly synthesise (bring together) the key similarities and differences. Which

17. One of the single most powerful linguistic devices within Hawk Roosting is the juxtaposition of violent, visceral terminology with more gentle, urbane language; particularly pertinent when the Hawk states “My manners are tearing off heads.” WHAT the writer has decided to include WHY have they done this? (Explain their reasons and the implications of these words.) HOW we are supposed to react to this…

18. One of the single most powerful linguistic devices within Hawk Roosting is the juxtaposition of violent, visceral terminology with more gentle, urbane language; particularly pertinent when the Hawk states “My manners are tearing off heads.” The use of the word “manners” in this instance initially brings to mind a sense of civility, of good etiquette and polite restraint. This in turn makes the bestial ‘tearing’ sound even more vicious and aggressive: such is the Hawk’s dominance he needs pay no heed to his fellow creatures. He is above and beyond such concerns. Taken on an anthropomorphic level, this also embodies the ambiguous, apathetic attitude that those in power can wield over those beneath them. WHAT the writer has decided to include WHY have they done this? (Explain their reasons and the implications of these words.) HOW we are supposed to react to this…

19. One of the single most powerful linguistic devices within Hawk Roosting is the juxtaposition of violent, visceral terminology with more gentle, urbane language; particularly pertinent when the Hawk states “My manners are tearing off heads.” The use of the word “manners” in this instance initially brings to mind a sense of civility, of good etiquette and polite restraint. This in turn makes the bestial ‘tearing’ sound even more vicious and aggressive: such is the Hawk’s dominance he needs pay no heed to his fellow creatures. He is above and beyond such concerns. Taken on an anthropomorphic level, this also embodies the ambiguous, apathetic attitude that those in power can wield over those beneath them. This in turn causes the reader to recoil, and to reflect on the litany of tyrannical forces that have shaped modern history. We become aware of how badly humans can treat each other and are shocked an dismayed. WHAT the writer has decided to include WHY have they done this? (Explain their reasons and the implications of these words.) HOW we are supposed to react to this…

20. Close Comparisons When we are comparing the language devices within these poems we need to make close comparisons. In other words, we don’t just make general observations on mood and meaning, but make comparisons at word level. One of the single most powerful linguistic devices within Hawk Roosting is the juxtaposition of violent, visceral terminology with more gentle, urbane language; particularly pertinent when the Hawk states “My manners are tearing off heads.” The use of the word “manners” in this instance initially brings to mind a sense of civility, of good etiquette and polite restraint. This in turn makes the bestial ‘tearing’ sound even more vicious and aggressive: such is the Hawk’s dominance he needs pay no heed to his fellow creatures. He is above and beyond such concerns. Taken on an anthropomorphic level, this also embodies the ambiguous, apathetic attitude that those in power can wield over those beneath them. This in turn causes the reader to recoil, and to reflect on the litany of tyrannical forces that have shaped modern history... In Futility Wilfred Owen is also exploiting the emotive power of juxtapositions in order to emphasise his message. The direct contrast between the pastoral imagery of “kind, old” suns and “fields”, and the sheer brutality of what humanity is capable of doing to itself – the gentle landscape forms a more horrid contrast with the sickening actions unfolding upon it...

21. Swap books with your partner and read over their answer. Grade them according to the following criteria and then suggest one aspect of their response that worked well and one target for improvement. Analysing Language Band 6 Evaluation of writer’s use of language and effects on readers. Band 5 Analysis of writer’s use of language and effects on readers. Band 4 Consideration of writer’s use of language and effects on readers.