1. 1.To develop an understanding of the poem 2.To develop awareness of how contrast is used in poetry. Key Skills Key Skills: Communication Working with others Improving own learning and performance

2.  Born: 18 March 1893 – Oswestry, Shropshire  Language Tutor - France  Volunteered: October 1915  May 1917 – Diagnosed with Shell Shock  October 1918 - Earned Military Cross  Died: 4 November 1918 – Ors Battlefield

3. Content  Orison  Mockeries  Bugles  Pallor  Hasty  Shrill  pall  Cloth laid on a coffin  High-pitched noise  Paleness  A prayer  Brass instrument used to give military signals  Hurried  Ceremonies which are insulting Match the words to their meanings

4. Techniques  Highlight every word or phrase with violent, warlike associations.  Highlight every example of onomatopoeia or any word referring to sounds.  Highlight any similes or metaphors that appeal to you.  Explain how these phrases add to the overall effect of the poem

5. Attitude  In this poem, Owen asks what is done to mark the deaths of soldiers who die on the battlefield.  Compile a table showing what Owen shows us is usually done to mark someone’s death and the wartime equivalent. Civilian FuneralSoldier’s death Passing bells Orisons Monstrous anger of the guns Rifle’s rapid rattle

6. Organising the Text  This poem is presented to you as one stanza. – How would you rather split it? Into two stanzas? Three? Give reasons for your answers.

7. Success  Write a paragraph giving your view of the poem. Remember: Content Attitude Technique