Kamikaze Objectives: To explore the poem - PowerPoint Presentation

Slide1

Kamikaze

Objectives:

To explore the poem

Kamikaze

focusing on how Garland has used poetic devices to portray the theme of power and conflict

To use MITSL to develop a response to the poem Slide2

Does this sound familiar?

Dulce et decorum est

pro patria

mori

"It is sweet and glorious to die for one's country."Slide3

Kamikaze Soldier’s Oath

1. A soldier must make loyalty his obligation.

2. A soldier must make propriety his way of life.

3. A soldier must highly esteem military valour.

4. A soldier must have a high regard for righteousness.5. A soldier must live a simple life.

Explore the word ‘Kamikaze’. Do you recognise it? Do you know what its literal translation is? What is this word usually associated with? Slide4

Putting it into perspective

This clip

of Kamikaze pilots in action shows what lengths they went to fight and honour their country.

As you are watching, think about what thoughts might have been going through the pilot’s mind before he hit the target. Slide5

Her father

embarked at sunrise with a flask of water, a samurai sword in the cockpit, a shaven head

full of powerful incantations

and enough fuel for a

one-way

journey into historybut half way there, she thought, recounting it later to her children, he must have looked far down at the little fishing boats strung out like bunting on a green-blue translucent seaand beneath them, arcing in swathes like a huge flag waved first one way then the other in a figure of eight, the dark shoals of fishes flashing silver as their bellies swivelled towards the sunand remembered how he and his brothers

waiting on the shore

built

cairns

of pearl-grey pebbles to see whose withstood longest the turbulent inrush of breakers bringing their father’s boat safeSlide6

–

yes, grandfather’s boat – safe to the sh

ore,

salt-sodden

, awa

sh with cloud-marked mackerel, black crabs, feathery prawns, the loose silver of whitebait and once a tuna, the dark prince, muscular, dangerous.And though he came back my mother never spoke again in his presence, nor did she meet his eyes and the neighbours too, they treated him as though he no longer existed, only we children still chattered and laughedtill gradually we too learned to be silent, to live as though he had never returned, that this was no longer the father we loved. And sometimes, she said, he must have wondered which had been the

better way to die.Slide7

Discussion point:

With your partners, discuss any ideas you have regarding the actions of the suicide pilots of 911 and Kamikaze pilots.

Possible questions to consider:

Can this be called the same thing?

Do you think the pilots believed in the same ideas?

Can this ever be seen as heroic? Slide8

Task 1:

How many people are in this poem? Once you have them all (I think you could argue there are six including the writer) sort them into a family tree.

Task 2:

Put the events into chronological order

a The pilot embarks

b The Pilot turns aroundc Neighbours ostracise himd The daughter (the writer’s mother) does not speak in his presencee The daughter thinks about what must have happenedf The pilot flies over the seag The pilot, when younger, rescues his father’s boath The writer writes about iti We (the writer and siblings) also become silent Task 3:Verses 2-5 show a description of the sea seen from the pilot’s perspective together with his own memories. Pick out five or six words or phrases that create an effective picture or pictures for the reader and explain why. Slide9

Her father

embarked at sunrisewith a flask of water, a samurai sword

in the cockpit,

a shaven head

full of powerful incantations

and enough fuel for a one-wayjourney into historyPossible double meaning. Literal meaning to board a plane. Or ‘embark’ on a new adventure – positive connotations, done willingly. Soldiers shaved their heads as part of a ritual that demonstrated their readiness as well as remaining dignified, even in death. Highlights the honour and recognition the pilots received. They would never be forgotten. Look at the phrases and words underlined. What can you say about them? Slide10

but half way there

, she thought,recounting it

later

to her children,

he must

have looked far downat the little fishing boatsstrung out like buntingon a green-blue translucent seaChange in tone. Pilot’s experience is only interpreted by others. Generations have speculated but the pilot does not have a voice. The modal verb ‘must’ creates a bond between the pilot and the narrator. It appears to be an attempt to justify the pilot’s actions and understand his plight. The narrator is aligned with the pilot and shows sympathy towards him and his experience.Bunting is usually associated with celebrations which contrasts the main ideas. Also encourages the reader to consider what the pilot stands to lose/miss out on. Slide11

and beneath them, arcing in

swatheslike a huge flag waved

first

one way

then the other in a

figure of eight,the dark shoals of fishesflashing silver as their belliesswivelled towards the sunThe repetition of ‘s’ and ‘f’ sounds create pace and could mimic the motion of the aircraft. In particular, the past tense verb, ‘swivelled’ recalls the fatal spiral pilots used to hit their targets. The narrator recognises that such natural beauty may have discouraged the pilot from completing his mission. Slide12

and remembered how

heand his brothers waiting on the shore

built

cairns

of pearl-grey pebbles

to see whose withstood longestthe turbulent inrush of breakersbringing their father’s boat safeNotice the lack of punctuation. Does this suggest the pilots decision was not a conscious one as he recalls playful, childhood memories that get the better of him?Contrasting vocabulary A mound of rough stone built as a memorial or landmark. Slide13

-

yes, grandfather’s boat – safeto the shore,

s

alt-

s

odden, awashwith cloud-marked mackerel,black crabs, feathery prawns,the loose silver of whitebait and oncea tuna, the dark prince, muscular, dangerous.Notice the italics here – why is this? Why do you think the different types of fish are detailed here? What effect does the alliteration create?

What do you notice about the descriptions? Slide14

And

though he came backmy mother never spoke againin his presence, nor did she meet his eyes

and the neighbours too, they treated him

as though he no longer existed

,

only we children still chattered and laughedHow have these two words been juxtaposed? Why would this be? What is the difference between adults and children? Why do you think the author puts this in italics? Slide15

till gradually we too learned

to be silent, to live as thoughhe had never returned, that this

was no longer the father we loved.

And sometimes, she said,

he must

have wonderedwhich had been the better way to die.The modal verb ‘must’ creates a bond between the pilot and the narrator. It appears to be an attempt to justify the pilot’s actions and understand his plight. The narrator is aligned with the pilot and shows sympathy towards him and his experience. There is a hint of desperation in the tone as though the narrator wants the reader to also show him mercy. Slide16
Slide17
Slide18

Compare

the ways poets present ideas about

conflict

in

‘Kamikaze ’ and in one other poem from the collection

KamikazeMeaning (title) Imagery ToneStructure Language Slide19

Compare the ways poets present ideas about

conflict in ‘Kamikaze’ and in one other poem from ‘Power and Conflict’Slide20

30 min response

Using your information from your table or venn diagram write a response to the question:Compare the ways poets present ideas about conflict in ‘Kamikaze ’ and in one other poem from the collectionSlide21

Success criteria

Is there:

An introduction which includes both poems outlining their meaning and their titles?

A section on imagery which compares both poems in relation to conflict using quotes?

A section on

tone which compares both poems in relation to conflict using quotes?A section on structure which compares both poems in relation to conflict using quotes?A section on language which compares both poems in relation to conflict using quotes?