english literature form 4

1. Tuesday 11th October
2016
Today’s Lesson
Objective:
To be able to identify
techniques in Charge of
The Light Brigade
Do Now:
1: Copy down the date, title and
L/O
2 Starter:
Begin the matching exercise for
Poetic techniques.
End

2. Term Potential Definition
alliteration
1 The words that the poet has specifically chosen to create a particular effect, meaning or atmosphere
assonance
2 A comparative description based on similarity between two things, but one that directly connects them e.g. That child is a
perfect monkey
diction (or vocabulary)
3 How the poem appears on the page, how it is constructed, organized. E.g. ballad, acrostic, sonnet, blank verse etc.
enjambment / run-on line
4 What the poem is about - its meaning, comment or point.
imagery / figurative language
5 A form of comparison based on a similarity between two things, which suggests one object shares features with another but is
not wholly identical e.g. The child chattered like a monkey. (HINT: “like” or “as” are key words to spot)
metaphor
6 Repetition of connected words beginning with the same letter. Used to highlight the feeling of sound and movement, to
intensify feeling or to bind words together.
onomatopoeia
7 A line ending in which the syntax, rhythm and thought are continued into the next line.
personification
8 A description which uses the five human senses - touch, taste, smell, sight and hearing. This sort of description is very effective
in creating a vivid meaning.
punctuation
9 Another, more sophisticated word for a verse in a poem.
rhyme (& internal rhyme)
10 The use of words with matching sounds, usually at the end of each line.
rhythm
11 Repetition of similar or identical vowel sounds in words which follow each other.
sensory description
12 A way in which the poet is able to control the rhythm, structure, reading and pace of the poem.
simile
13 Use of word pictures, figures of speech and description to evoke ideas, feelings, objects, actions, states of mind etc.
structure
14 Technique of presenting things which are not human as if they are.
stanza
15 Use of words which echo their meaning in sound e.g. “Snap”, “bang” etc.
symbolism
16 When a word, phrase or image stands for or evokes a complex set of ideas, which is determined by its context. E.g. the sun
can symbolize life, while a red rose can symbolize romantic love.
theme
17 The pace or beat of the poem - can vary enormously from line to line in order to achieve a particular effect.
Chorus
18 A verse that is repeated throughout the poem for emphasis – like in a song.
6
11
1
7
13
2
15
14
12
10
17
8
5
3
9
16
4
18

3. Stick this in your books

4. Now to Apply:
• Using the Glossary, you are to go through the
poem and identify as many of the techniques
as you can.
• Extension: if you are able to identify the
impact of the technique, this will move you to
analysis, so record this in your annotation,
too.

5. 1.
Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
"Forward, the Light Brigade!
"Charge for the guns!" he said:
Into the valley of Death
Rode the six hundred.
Repetition of short
phrase. Creates
speed. 1 league =
3.4 miles. ½ = 1.7
miles...
Metaphorical
phrase. Repeated
throughout. Creates
emotion.
Foreboding – why?
Also, highly religious
Who is
‘he’?
Why is this line repeated
throughout? What could the
effect be? What could it
mimic?

6. 2.
"Forward, the Light Brigade!"
Was there a man dismay'd?
Not tho' the soldier knew
Someone had blunder'd:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die:
Into the valley of Death
Rode the six hundred.
Order is repeated = no
going back =
foreboding.
Question that the
reader may ask.
Answer below.
Shows the courage
= they knew yet
still attacked!
3 Rhyming
lines sums up
Army life!
(Follow
orders
without
question!)
Those lines
again. More
foreboding…

7. 3.
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volley'd and thunder'd;
Storm'd at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.
Now they start
dying en masse…
5 Senses (Sight)
repetition to
show clear and
horrific image!
left
right
F
R
O
N
T
5 Senses (Sight &
Sound) for powerful
effective imagery or
destruction reinforced
with Sibilant –S
sounds
Adverb. Shows
what?
2 Vivid metaphors

8. Flash'd all their sabres bare,
Flash'd as they turn'd in air,
Sabring the gunners there,
Charging an army, while
All the world wonder'd:
Plunged in the battery-smoke
Right thro' the line they broke;
Cossack and Russian
Reel'd from the sabre stroke
Shatter'd and sunder'd.
Then they rode back, but not
Not the six hundred.
Seems like
they’ve
succeeded!
Reality is brutal –
massive losses; no
success.
Vivid & brutal image
of hand-to-hand
combat
Stark reality of what
they’ve done – totally
outnumbered.
Good use of imagery
(senses). Effective
rhyming couplet to
show bravery
Repetition of –S sound
= Sibilance to show
their effect on the
Russians

9. 5.
Cannon to right of them,
Cannon to left of them,
Cannon behind them
Volley'd and thunder'd;
Storm'd at with shot and shell,
While horse and hero fell,
They that had fought so well
Came thro' the jaws of Death
Back from the mouth of Hell,
All that was left of them,
Left of six hundred.
left
right
F
R
O
N
T
Same structure and effect as
Stanza 3. But, now they have
to get back!!!
Admiration and sadness here

10. 6.
When can their glory fade?
O the wild charge they made!
All the world wondered.
Honour the charge they made,
Honour the Light Brigade,
Noble six hundred.
Rhetorical question =
why use it?
A cry of emotion? Sums
up what the reader is
thinking – WHY???
2 Imperative
verbs
commanding
us to ‘honour’
and therefore,
remember
them
A fitting
adjective to
describe them.
Poet’s voice?
‘glory’
‘honour’
‘Noble’ = 3 highly
positive words
used about ‘the
600’

11. A note on Structure
• The poem is very regular in its structure, with
several examples of repetition. ‘The Charge of
the Light Brigade’ is a narrative poem - each of
the stanzas progress the story of the failed
attack.

12. A note on Rhyme
Let's look at Stanza 2, where there's a lot of interesting rhyming going on:
"Forward, the Light Brigade!" (A)
Was there a man dismayed? (A)
Not though the soldier knew (B)
Someone had blundered. (C)
Theirs not to make reply, (D)
Theirs not to reason why, (D)
Theirs but to do and die. (D)
Into the valley of Death (E)
Rode the six hundred. (C)
Have a look in the other
stanzas. Every one has
interesting rhymes. Select one
now and prepare to tell me
about it.

13. What we write about
• Meaning
• Images
• Language
• Emotion / Tone
• Structure
• They do not have to be done in this order.

14. Turning your annotation into TEE
paragraphs
• Technique
• Evidence
• Explain the effect
T - This poem is clearly about war and the poet
obviously wants us to understand that war is
destructive. We can see this with his use of repetition.
E – What quote would you use to back this up?
E -

15. Over To You:
• Write your own TEE paragraph based on
MILES:
• Meaning
• Images
• Language
• Emotion / Tone
• Structure

16. Self Check
• Using your green pen, look back over your
work.
• Can you identify your own analysis?
• Underline it – where do you talk about the
effect on the reader?
• If you don’t – add it!

17. Resources
• Poem is in the anthology
• Sheet attached