Hi there, it's great to see you today.

Welcome to your lesson on analysing the poem, "Bayonet Charge." I'm Miss Sutherland, and I'll be teaching you today.

Before you go any further with this lesson, you need to make sure that you have a copy of the AQA Power and Conflict Anthology.

So, pause the video, go and get your anthology, and then continue the lesson.

In today's lesson, we are going to explore how Hughes uses language and structure to present the multifaceted destructive impact of war in his poem, "Bayonet Charge." Let's go through our four key words.

The first one is, "harrowing." "Harrowing," means highly distressing.

We could describe war as harrowing.

"Pastoral." "Pastoral," refers to literature conveying the idealised version of country life.

If a piece of literature depicts beautiful greenery, abundant farmland, chirping birds, et cetera, it might be said to be quite a, "pastoral," piece of work.

"Dehumanise." "Dehumanise," means to deprive someone of the qualities that make them human, and "in media res." "In media res," means opening in the midst of the plot, much like the poem, "Bayonet Charge." I'll give you a moment to go over those keywords yourself and write any down that you need to.

Off you go.

In the first learning cycle today, we're going to explore the harrowing nature of war.

So, that's how Ted Hughes presents war as distressing and disturbing.

In the second learning cycle, we're going to explore the impact of war on nature, so we're going to explore how Hughes presents war as damaging nature and damaging wildlife.

So, let's begin with exploring the harrowing nature of war in the poem, "Bayonet Charge." Open your anthology.

I want you to re-read the poem, "Bayonet Charge." What evidence can you find in the poem for the harrowing nature of war? In other words, what evidence can you find to show that war is highly distressing? Pause the video, have a read, and jot down any evidence you found.

Off you go.

Let's go through some ideas about how Hughes presents war as harrowing.

Firstly, the in media res structure of the poem reflects the shock of being launched into the battle with no warning.

So, essentially, Ted Hughes starts this poem in the midst of the battle, there is no warning, there's no preparation, and that is a very shocking thing for soldiers to go through, and thus, it could be said to reflect the harrowing nature of war.

Next, the repetition of, "raw," suggests the intensity of emotion the soldiers felt.

It could also reflect Ted Hughes' stuttering, struggling to articulate this sheer panic of the moment.

Next, the physiological reaction and panic of the soldier that we are shown, with him "sweating," "stumbling," and, "plunging," shows us that war is harrowing, too, and lastly, the horrors of war can make one question their purpose, morality, and existence, yet more evidence for war being harrowing.

Hughes also shows how disturbing war is in the way that soldiers are dehumanised.

This is yet another way he shows war as harrowing.

He shows that soldiers are dehumanised.

Can you find evidence from the first stanza that shows Hughes combining images of weaponry, and machinery, and human body parts? Pause the video and have a look for that imagery now.

Why do you think Hughes chose to combine these images? Pause the video and discuss that now.

Perhaps, Hughes chose to combine these images to blur the lines between what is human and what is machine.

It is suggestive of the dehumanisation the soldiers experienced, in that they are treated as disposable pieces in a machine rather than being considered for their emotions and dignity.

On line 10, Hughes evokes this image.

Why do you think Hughes chooses to evoke this image in line 10 of the poem? Pause the video and discuss now.

This image and the word, "clockwork," brings mechanical imagery into the poem, with Hughes potentially suggesting that the soldiers are treated as cogs in a machine.

Their feelings and dignity are, thus, not considered.

Thus, Hughes' suggestion that soldiers are dehumanised at war arguably continues onto the second stanza.

The structure of this poem also seems to reflect the harrowing nature of war.

Let's take a look at that now.

Complete the sentences to explore the effect of Hughes' structural choices.

"The, 'blank,' pace in the first stanza is created "by Hughes use of, 'blank.

' "Hughes uses this pace to reflect.

." "This is juxtapose with the, 'blank,' pace "in the second stanza, "which is created for Hughes' use of, 'blank.

' "Hughes uses this pace to reflect.

." And, "The abrupt change of pace reflects, 'blank,' "which further supports the idea "that the poem depicts the harrowing nature of war." Pause the video and fill in those blanks to explore the effect of Hughes' structural choices now.

The fast pace in the first stanza is created by Hughes' use of enjambment.

Hughes uses this pace to reflect the frantic energy of the battlefield.

This is juxtaposed with the slow pace in the second stanza, which is created for Hughes' use of caesura.

Hughes uses this pace to reflect the soldier brooding on his purpose and existence in the war, and to show the soldier's moment of existential contemplation.

The abrupt change of pace potentially reflects the soldier's disturbed state of mind, which further supports the idea that the poem depicts the harrowing nature of war.

Answer this question to check your understanding of what we've discussed so far.

Why may Hughes have combined images of weapons and body parts? To expose the dehumanisation of soldiers, to reveal the brutality of the soldiers, or to mock the destructive power of humanity? Pause the video and answer that question now.

Hughes may have combined images of weapons and body parts to expose the dehumanisation of soldiers, essentially to show that soldiers are treated as machines, and their dignity and emotions are not considered.

Which word from the poem suggests the soldiers are treated as cogs in a machine? "Nations," "clockwork," "hare," or, "cold?" Pause the video and think about that now.

The word, "clockwork," from the poem suggests the soldiers are treated as cogs in a machine.

The reason for that is because, "clockwork," refers to the inner-workings of a clock, and that is essentially evoking that image of cogs in a machine, and how the soldiers are part of this inevitable cycle of suffering, in which no one questions orders, and everyone does what they are told.

I now want you to write two paragraphs in response to this question: How does Hughes expose the harrowing nature of war in "Bayonet Charge"? You could write about the panic and shock in the first stanza, the brutality of machinery, the dehumanisation of soldiers, and the trauma and moral conflict of war.

Your checklist is on the right.

You need to start with a topic sentence, include quotes, make inferences, mention the effect of literary devices, use tentative language, and discuss relevant contextual links.

Pause the video and get writing now.

Excellent effort with your writing.

Let's go through some possible ideas.

Take a look at each student's contextual link.

Sam says, "Hughes admired Wilfred Owen, "and so wanted to write about the haring nature of war." Sophia says, "Hughes' own father suffered "the traumatic effects of the Gallipoli campaign, "and Hughes wanted to expose the true horrors of war." Whose contextual link is more effective and why? Pause the video and have a think about that question now.

Sophia's answer includes more specific and relevant contextual information, such as Hughes' father suffering in war.

She also uses the more powerful verb, "exposed," which helps her discuss Hughes' intention of the poem.

I want you to re-read your paragraph.

Ensure your contextual link is relevant, specific, and contains powerful verbs.

Pause the video and self-assess your work now.

Great job.

Refining your contextual information within your paragraphs is really important in up-leveling your work and making it more sophisticated.

Let's now look at exploring the impact of war on nature in the poem, "Bayonet Charge." Re-read the poem once more.

I want you to write down all of the references to nature that you can find in the poem.

Pause the video and get reading, off you go.

Here are all the words that I found: "field," "clods," "hedge," "air," "furrows," and, "hare." There are quite a lot of references to nature in this poem.

You may not have even noticed them on your first read.

Now, without the context of the rest of the poem, what feeling did these words evoke in you? Pause the video and have a little think about that now.

You may have said that without the context of the rest of the poem, these words evoke positive feelings about an idyllic setting and potentially evoke images of springtime, and of peace and tranquillity in your mind.

As we've just said, without the context of the rest of the poem, these words combined to create beautiful, idyllic pastoral imagery.

Now, consider how Hughes included these images in "Bayonet Charge," so go back to the poem.

How are all of these things actually presented, and why do you think Ted Hughes chose to include pastoral imagery in his war poem? Discuss that question, too.

Pause the video and discuss.

Well, Ted Hughes grew up in the countryside and was very passionate about nature.

In fact, he's one of the most famous nature poets, so his passion and care for the environment and wildlife may have motivated him to write about how war destroys and damages the environment.

Why might Ted Hughes have chosen to focus heavily on nature in the poem? To show how the soldiers saw nature as refuge, to show how war's destruction extends to wildlife, or because he grew up in rural Yorkshire? Pause the video and answer that question.

Ted Hughes may have chosen to focus heavily on nature in his poem, "Bayonet Charge," to show how war's destruction extends to wildlife.

In his poem, Hughes shows how the brutality of battle also damages and destroys wildlife, as well as soldiers.

Now, let's have a look at the third one there, because that may have confused you a little bit.

Ted Hughes did indeed grow up in rural Yorkshire, but his time growing up in rural Yorkshire cannot be said to be the sole reason why he puts nature in his war poem.

It may be connected, but it's probably a much weaker reason for him including it in the poem.

Next question.

What does the image of the inflamed hare suggest? The destruction of innocence, the triumph of nature, or the animalistic nature of war? Pause the video and answer that question now.

The inflamed hare in this poem could reflect the destruction of innocence.

In fact, many people have said that the hare is a symbol for the soldier's innocence, and how they can also be likened to that innocent animal that is startled and doesn't know what they're doing on that battlefield.

Remember, we talked about how a lot of young men, when they signed up for the war, were not entirely sure what exactly it was going to be like.

In this sense, they can be likened to the innocent hare, as they are innocent and potentially naive, to the true reality of war, and it isn't until they're in that tense, near-death moment that they can finally understand what war is all about.

So, the image of the hare in flames could essentially reflect how innocence is destroyed in war.

I now want you to answer these questions to explore how Ted Hughes presents the impact of war on nature.

Your questions are, number one, how does Hughes present the air as a victim, how does Hughes create an unnatural image across lines three and four? Number three, I want you to pick one word from line 16 to 18 that relate to the hare, and conduct single-word analysis to suggest why it was used.

Number four, what aspect of nature does Hughes repeat at the end of the poem? Why do you think he does this? And finally, how is colour significant in this poem in the presentation of nature? Pause the video and answer those five questions to explore how Ted Hughes presents the impact of war on nature.

Off you go.

Let's go through some answers now.

For number one, how does Hughes present the air as a victim? On line five, Hughes uses violent imagery and post alliteration to present the air as much a victim of the harsh pelting bullets as the soldiers.

Hughes is showing that nothing is immune from the brutality of war.

Number two, how does Hughes create an unnatural image across lines three and four? The natural imagery is in discord with the fire that crackles amongst it.

Hughes presents an image of apocalyptic carnage here.

Number three, silence stands out to me when describing the hare, because it is clear the hare is in distress, but amongst the chaos of war, it appears silent.

This could be an illusion to the silent way in which the soldiers contemplate their purpose and role in war.

They can never make anyone aware that they are questioning their role and purpose because of the repercussions they might face.

Number four, Hughes repeats the image of air at the beginning and end of the poem.

It is suggestive of war's ability to completely corrupt what is usually pure.

It could also show the circularity of the poem, which reflects the endless cycle of suffering that the soldiers and nature find themselves in.

Think about this, air is all around us.

If even the air is affected by war, it just proves the extent of war's destruction.

Number five, how is colour significant in the poem in the presentation of nature? Hughes describes the hedge as, "green," and the hare as, "yellow." This green could reflect the purity of the pastoral world, which is juxtaposed with the burning flames that surround it.

The yellow could connote caution, illness, or the gases on the battlefield.

Hughes thus uses colour as symbols to further his message about the destructive impact of war on nature.

Well done on analysing the impact of war on nature in that part of the lesson.

Let's go through what we've learned today.

Hughes shows the destructive nature of war through its impact on the soldier and the environment.

In media res and the use of chaotic and disorientating structure shows the inherent panic of conflict.

Hughes' complex combination of violence, human body parts, and weaponry blurs the line between what is human and what is machine, potentially, to show the soldiers as dehumanised, and Hughes subverts pastoral imagery to show that warfare destroys the environment, peace, and innocence.

Thank you so much for joining me in today's lesson on analysing the poem, "Bayonet Charge." I hope this lesson has given you lots of interesting ideas for the analysis of the poem, and I hope this is going to help you when you write your essays about, "Bayonet Charge.".