Duffy's school- and education-related poems

See also my 11 January blog post.
Task: Put the poems in the order of how a child progresses through the educational system.

Add publication data to each and every poem.

What does each poem tell the reader about school and / or the educational system?

What stylistic and literary features does it use, and to what effect?

What kind of global issue can you connect each to?

Possible Paper 2 themes:

If education is a relative term, how do two of the literary works you have studied  explore this idea?
How does a particular term or concept, such as personal growth, change in the way it is represented in to literary texts you have studied?

Paper 2

The Paper 2 exam consists of 4 essay questions, only one of which must be answered during the timed period. You have to use two of the literary works not used in other assessments in the course for this exam.  Although the questions will change from exam to exam, they will be broad in nature allowing a wide and diverse set of literary works to be used.  

NB!

* Both HL and SL answer 1 of 4 essay questions. SL and HL students receive exactly the same 4 questions.

* Both HL and SL must answer one question in relation to two literary works studied in the course.

* Both HL and SL students cannot write about any literary work studied that was used in any previous assessment component.

* Both HL and SL have 1 hour and 45 minutes answer this essay question. 

* Both HL and SL are graded using the same criteria.

* At SL, Paper 2 grade counts for 35% of the final grade.

* At HL, Paper 2 grade counts for 25% of the final grade.

Sample questions (thanks goes to Mr Philpot)

1. Referring to two of the works you have studied, discuss both how and why the text invites the reader to identify with situations, characters and/or ideas.

2. Often the appeal for the reader of a literary work is the atmosphere a writer creates (for example, peaceful, menacing or ironic). Discuss some of the ways atmospheres are conveyed and to what effect in two of the works you have studied.

3. Writers often choose words, phrases and names of characters and places not only for their literal meaning, but for further meanings that they may suggest to the reader. With reference to two of the works you have studied, discuss how such words and their associations contribute to your understanding and appreciation of the works.

4. How is “home” depicted in two of the works you have studied and what is its significance?

5. How do two of the works you have studied portray the struggle to be understood?

6. Some literary texts, although set in a particular place or time, convey ideas that are universal. In what ways is this true in two of the works you have studied?

7. Discuss how two works you have studied present concepts of good and bad, not as absolute notions, but as a matter of individual perception.

8. Referring to two works you have studied, discuss how the author has created a convincing “world”.  

Assessment criteria:

Tip: Practice both self and peer assessment.

Dulce et Decorum Est

 = World War I poem by Wilfred Owen

To complement what Timo led you to do in class:
Owen: https://en.wikipedia.org/wiki/Wilfred_Owen
Dulce et Decorum Est: http://www.warpoetry.co.uk/owen1.html

https://en.wikipedia.org/wiki/Dulce_et_Decorum_est
Watch / listen and take notes: https://www.youtube.com/watch?v=jfyXGcByLxc
Read expert analyses, e.g. http://www.shmoop.com/dulce-et-decorum-est/analysis.html
(Audio available on Tera, too, in the Duffy folder)
Christopher Eccleston reading this: https://www.youtube.com/watch?v=qB4cdRgIcB8

Animation on Youtube: https://www.youtube.com/watch?v=SgQhH67oPgY&t=117s

A lot on the First World War = the Great War, including possibilites for BOWs: http://greatwar.nl/
Rhymes: https://en.wikipedia.org/wiki/Perfect_and_imperfect_rhymes

The language of war

This should support PhilpotNew U4.1 and any war-related texts (incl poems by Duffy)

PhilpotNew pp 208-209: full text of The State of Union Address (George W. Bush, 2003):

https://www.presidency.ucsb.edu/documents/address-before-joint-session-the-congress-the-state-the-union-23

Video: https://www.c-span.org/video/?174799-2/2003-state-union-address (the extract in PhilpotNew Text 4.5 is the very beginning of it)

In any case, pay special attention to how words are used to describe war (euphemisms, blunt language, direct statements, hinting, allusion, imagery, metaphors, etc). Look at what type of text it is, and whether the author's choice of vocabulary, sentence patterns,, imagery, etc, is somehow dependent on the genre of the text, who wrote it, when, about which war, etc. Why has the author made such choices?

 A list of war-related vocabulary: https://myvocabulary.com/word-list/war-vocabulary/

https://www.thesaurus.com/browse/war

Sensory language: 

Show, don't tell :)

https://studymoose.com/war-poets-and-the-five-senses-essay

https://courses.lumenlearning.com/atd-bhcc-acceleratedenglish/chapter/sensory-details-examples/

Task: do the mindfulness five senses exercise: 

https://medcenterblog.uvmhealth.org/wellness/physical/mindfulness-mindful-monday-exercise/

Creative portfolio task: Write a paragraph about anything that you want to, using sensory language (all the five senses!)

George Carlin video on euphemisms (PhilpotNew p 210):

https://www.youtube.com/watch?v=7o1FDWyfvvw (since this is long, leave it as homework)

Related articles (found by class of 2021):

https://www.thenational.ae/opinion/the-language-of-war-and-weapons-1.3854 (Niks)

https://www.telegraph.co.uk/men/thinking-man/11056757/Why-slang-is-the-language-of-war.html (Nati)

https://soa.illinoisstate.edu/downloads/anthro_theses/russell_sara.pdf

http://www.ugr.es/~jsantana/lies/language_war.htm (Andrei)

https://legionmagazine.com/en/2019/06/euphemisms-acronyms-and-outright-lies-the-language-of-war/ (Kerli)

http://theconversation.com/the-warspeak-permeating-everyday-language-puts-us-all-in-the-trenches-121356 (Marta)

Overview of global issues: 

http://www.worldrevolution.org/projects/globalissuesoverview/overview2/PeaceNew.htm

Turning war into art: https://www.wanderarti.com/turning-war-into-art/ - Is this intertextuality?

Trench art: https://daydreamtourist.com/2015/05/11/trench-art/

More of street art: https://www.streetartbio.com/

An example of a student's art sketchbook:  

https://www.studentartguide.com/featured/war-theme-a-level-art

Task: Start from doing PhilpotNew U4.1 task 1.10 + text 4.7, then move on to curate a class exhibition = BOW of Banksy's war-related pieces of street art. This should be a common document accessible through everyone's portfolio, and each student needs to present one piece of art to class with detailed analysis so that collectively you would have a BOW in which at least half the pieces of art are accompanied with explanations / analyses.

Videos about Banksy: 

Who is Banksy: https://www.youtube.com/watch?v=Xoe3Nn5vuBg (13:54)

Banksy's street art: https://www.youtube.com/watch?v=sSsjC-F9bwk (6:17)

Banksy art hotel in Bethlehem: https://www.youtube.com/watch?v=CMS6Ds3qryY

Full documentary: https://www.youtube.com/watch?v=TMUJ8zFtcu0 /1:26:10)