A comparative is judging the similarities and differences between one thing and another.

To ruminate is to think deeply about something.

A topic sentence supports the thesis statement while explaining the specific focus of the paragraph.

To romanticise something is to describe in an idealised or unrealistic fashion to make it seem more appealing than it really is.

A conjunction is a word such as ‘while’ or ‘although’ that connects words, phrases, and clauses in a sentence.

Writing a comparative response on perspectives of war and sacrifice in WW1 poems

English

Considering the relationship between the poetry of WW1 and the context

Understanding patriotism in Rupert Brooke’s ‘The Soldier’

Analysing the presentation of patriotism in Rupert Brooke’s ‘The Soldier’

Writing about patriotism in Rupert Brooke’s ‘The Soldier’

Understanding the concept of remembrance in John McCrae’s ‘In Flanders Fields’

Analysing John McCrae’s call to arms in ‘In Flanders Fields’

Writing about John McCrae’s ‘In Flanders Fields’ as a call to arms

Understanding ideas of Empire and colonialism in Naidu’s ‘The Gift of India’

Analysing the humanity and fragility of soldiers in Naidu’s ‘The  Gift of India’

Comparing views in ‘The Soldier’, ‘In Flanders Fields’ and ‘The Gift of India’

In 'Unseen Poetry', pupils need to consider the choices made by a poet, to explain how they convey meaning without having context or prior knowledge of the poem to draw on. In 'A World at War: Poetry, pupils have several opportunities to write their own poems in the style of the war poems studied, which pushes them to consider the craft of writing poetry more closely. 

In 'Myths and Legends Re-Told', pupils explore the way that poets use imagery and structural features, to inspire their own choices in narrative writing. In 'A World at War: Poetry', pupils practise adopting Wilfred Owen's style in their own poetry and also use a range of literary techniques encountered through the different poems, to produce a piece of descriptive writing.

In this unit, pupils explore how poets responded to the horrors of the First World War. They first explore Brooke's 'The Soldier', before looking at McCrae's 'In Flanders Fields' and Naidu's 'The Gift of India'. They finally write a comparative response on perspectives of war and sacrifice.

Comparing poetry from the First World War

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

A word that connects words, phrases, or clauses in a sentence

A word that signals the speaker's attitude in conversation

A comparative essay begins with a {{}} thesis statement.

To describe something in an affectionate way

To describe something in an idealised or unrealistic fashion 

What does it mean to romanticise something?

Which things should a comparative thesis statement do?

Brooke uses metaphorical language. Naidu uses similes.

While Brooke and Naidu both utilise a regular rhyme scheme.

Both Brooke and Naidu use personification but with different effects.

Which of the following is a comparative topic sentence?

A comparative poetry question asks you to...

The way the writer thinks or feels about the subject they are writing about is called the __________ of a poem.

Match the poem with the speaker of the poem.

What similarities and differences in techniques there are

Do the poets agree or disagree on the central theme of the question?

Are the poets from two different time periods?

Which of the following are important to think about when deciding which poems to compare?

It's useful to think about comparative essays as if the poets are having {{}} with each other.

This lesson was made for home learning during the pandemic.

Writing a comparative response on perspectives of war and sacrifice in WW1 poems

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.