Foreign Language

Daily Lesson Plan Template

Name
Class/lev
el

Erejdi Iulia
B2

Date
Unit/The
me

10.01.2014
Modernism and war poetry

This lesson addresses (check those that apply):

Vocabulary Development

Interpretive Mode Listening or

Reading

Language
Structure/Grammar

Interpersonal Mode - Speaking

Culture Concept

Presentational Mode Speaking or

Writing

Students will understand the historical, social, and cultural context of

Modernism at large.
Students will identify the Modernist features of Dulce et Decorum Est
Objectives

Students will understand the context and meaning of Dulce et

Decorum Est
Students will correctly identify, analyse and use poetic devices
Students will write an essay that reflects their own feelings, thoughts, and beliefs
regarding the poetic condition in trenches.
Students will make the connections between historical poetry, contemporary
poetry and their personal experiences
to indentify the main features of the modernist trend
to indentify the theme and the motives of the poem

Aims

to familiarize with the modernism lexis

to identify and use the poetic devices in the poem in the oral and written
communication
to interpret the poem, pictures and video and support their interpretation with
evidence
to analyse and synthetise the given information as well as the information from
different sources
to make connections between their own values, beliefs and cultures and those
reflected in literature
to provide a written work in which they will use the new lexis, the
poetical devices, their cultural and historical background, their
personal experience and the critical thinking regarding the modernist
poetic condition in relation to the poem Dulce et Decorum Est

Procedures

Mode
What will you do as the
teacher?

What will students do?

Tim
e

Materials/
Resources/
Technology

How
much
time
will
you
spen
d
throu
ghout
the
class,
if not
all at
one
time?

Be specific. What
publisher produced
materials will you
use? What
materials will you
develop? What
materials will you
bring in from other
sources?

Anticipatory Set -

1. Showing
pictures
from
the
Victorian
era and the
beginning
of
the
20th
century.
2. Questions
about
the
differences
between
the
pictures:

T: will ask
the Ss if
they
can
tell
the
differences
between
the pictures
Which
picture
looks more
traditional
to you?
When
do
you
think
that
the
pictures
were taken?
Which
artistic
trend
do
you
think
that
they
belong to?

Brainstormi
ng

2. The Ss will
identify the -Speaking &
differences
writing
between the
pictures, the
artistic trend
3. Ss will write
them down

-3

Pictures
form
the ending of
the
19th
century and the
beginning
of
the
20th
century

Providing Input -

1. Identify and list

the features of
Modernism
T: Meanwhile the T.
will write down on
the
blackboard
Sss
findings/beliefs
about the pictures

Possible answers:
Progress,
break
with
tradition,
elitist
trend,
universality,
confusion, shock,
daily realities

The pictures above

mentioned will be
exposed in front of
the class

-Sss notebooks
-The blackboard

Guided Participation

1. Defining
Modernism
T: will provide a
definition
Modernism
results from
opinion

of
as
Sss

1. Ss will write
down the
definition

2. Drawing
an
chronological
axis
of
Modernism

T: will ask the Ss to

draw
a
chronological axis
on which they will
fix approximately
the beginning of
Modernism and the
main
historical
events of the 20th
century
T: Marking WWI
(1914-1918)

3. Modernism
literature

in

T: Do you think
that
Modernism
also
influenced
literature
and
when?
T: will provide Ss
with a brief oral
presentation about
literature in Great
Britain before WWI
and will introduce

Def. An artistic
elitist
trend
characterized
by
the
break
with
tradition (religious,
social,
political),
belief
that
the
world is what we
say
it
is,
the
relativity of things
and
truth,
championship
of
the individual, the
experience
of
alienation,
loss,
and despair.

-Individual
work

-2

Writing &
Speaking

-1

2. The Ss will write

down the axis
and will mark Listening
the date of the
beginning
of
Modernism:
WWI.
Ss: will circle WWI

(1914-1918)
Ss: answer about
Modernism
in
literature
Ss: will write down
the
concept
of
modern literature
and its division:
POETRY

WAR

-Sss notebooks
and blackboard
notes

- Sss
notebooks and
blackboard
notes

-2
Sss notebooks
and blackboard
notes

4. War poetry
context

in

A. Historical
background
T: will present to

the Ss a short
movie about the
historical
background
of
WWI,
the
daily
conditions of the
soldiers
in
the
trenches and the
war poets
T: will ask the Ss to
identify
the
involved parties of
WWI

B. Wilfred Owen:
life and works
T: will introduce
the
figure
of
Wilfred Owen as
the most important
war poet. Will also
provide the Ss with
a brief list of his
most
important
works
and
biographical
details relevant to
his work.

C. Dulce
decorum

et
est

-1

1. Ss will watch
the video
3. Ss will answer:
Central Powers
(Germany,
AustroHungary, Italy),
The Allies
(Great Britain,
France, Russia)
4. Ss: will write
down the most
important
works
of
W.
Owen

-Listening
-Speaking
-Writing

-6

-Listening
& writing

-1
-

-Listening &
writing

Internet &
Sss
notebook
s
http://ww
w.youtub
e.com/wa
tch?
v=0N3Hu
uttx8E

-1

-3

Sss
notebook
s
T will
present a
picture of
W. Owen


Application

T: listening to the
poem

Understanding
the poem
T: will ask the
Ss to read the
poem

A. VOCABULARY
T: will provide a list
of
military
concepts
T: will ask the Ss to
identify
by
underlining
the
unknown
words
and
provide
synonyms
T: will provide Ss a
list with questions
to clarify the poem

B. LANGUAGE
T: will ask Ss to
identify the words
(nouns, adjectives
and verbs) that
create a sense of
despair, irony and

1. Ss will read the -Reading

poem
-individual
work
2. Ss will clarify
with
the
teacher
the
military
terminology
3. Ss will write
down
the
unknown words
and will provide
an
English
synonym
4. Ss: will provide
an oral answer
5. Ss will highlight
the words using
three
colours:
one
for
the
feeling
of
despair, one for
irony and one
for
patriotism

-2

-Sss textbook

-2

-Worksheet

-Writing &
speaking
-Pair work

-3

-Speaking

-5

-Online
resources
(dictionaries,
thesaurus)
-Sss notebooks
-Sss textbook

-Reading,
writing,
speaking
-individual
work

-4

-Speaking,
reading,
writing
-group work

-Sss textbook

-Speaking

In which of the three

categories
do
you
think that the title fits?
What do you think is
the meaning of the
title?
C. LITERARY DEVICES
T: will provide the Ss
with a list of literary
devices which the Ss
will have to fill in with
the literary devices
found in the poem T:
What do you think
about the rhyme of
the
poem?
Is
it
regular? Why?
D. THE THEMES OF
THE POEM
T: will ask Ss to
identify
the
themes
of
the
poem on basis of
the
previous
exercises
T: What do you
think that are the
themes
of
the
poem?

Ss will fill in the -Reading

columns with at -Writing
least
one
example
of
each and will
present
the
answer

-Speaking
7. Ss will provide -Debating
and answer on
basis of they
have found out
8. Ss will identify
the
themes:
dying for ones
country
is
not
noble, patriotism is
deceiving, there is
no truth or honour
in dying for ones
country.

-1

- Sss textbook
-Ss

-5

-Sss worksheet

-3

-Ss

Extension Activities

Homework

E. MODERN
FEATURES OF THE
POEM
T: will use a the
initial list with the
general features of
Modernism and will
ask the Ss to
answer the
questions and
observe how the
general features of
Modernism apply
to the poem
T: will ask
questions about
each aspect
T: Creativity corner.
Write a letter to a
younger friend home in
which you are describing
the situation on the front,
on the battlefield and your
feelings about the war.
Please use in your writing
at least 5 of the lexical
constructions
from
exercise B and another 5
literary
devices
from
exercise C. You can also
include
military
terminology in order to
make more realistic.

1.

Ss will revise -Reading

the
initial -Speaking
general
-Writing
features
of
Modernism and
will express in
an
oral
communication
their answer.

-Vocabulary
reenforcemen
t
-Stimulating
creativity
-More
research
(example of
letters from
WWI)

-6

-Sss notebook
Sss textbook
-Ss

-1

-Sss notebook