Supplementary material for teacher on color and number
In literature color has many symbolic ramifications. Obviously patriotism has a color or colors usually associated with the flag. And for a soldier there are three colors: white for smoke, red for blood, and green for grass; or, for a wounded soldier there is red the wound, white the hospital, and blue robes worn in the hospital (Fussell 126). Colors are interesting to talk about and the students might enjoy attaching symbols to colors.
The number three is worth a bit of discussion as well. During World War I there were three distinctive areas of war. Soldiers count off by threes. Plus, the site has three areas, the front, the support and the reserve. When returning home there was first sleep, then food, and only then a woman (Fussell 125). Poet Charles Sorley states, "the transformation of man into corpse is a three-part action. First man, then, when hit, animal, writhing and thrashing in articulate agony, or making horrible snoring noises; then a 'thing'" (Fussell 126). Naturally a great deal could be said about color and the number three. I found this insight helpful and perhaps you might use this background information before teaching Stevens's "The Death Of A Soldier."
Randall Jarrell's "The Death of the Ball Turret Gunner" captures a horrific vision and is often anthologized in high school text books. The poem lets students take a close look at alliteration, assonance, internal rhyme, metaphor, and irony. Background on the type of aircraft is helpful. Most text books provide a visual as well as the explanation before the poem along with questions.
Randall Jarrell was a gifted poet and professor of English literature at Kenyon College when World War II broke out. He served in the United States Air Force and saw at first hand the evils of war. Simply stated, "The Death of the Ball Turret Gunner" tells of a soldier's end. The soldier hunched over inside the ball turret of a plane is shot and they callously "washed me out." The poem also tells his entire story through metaphor. He is born, employed by the "State" and dies. The alliteration in "fur froze" recreates an animal like imagery as well as a visual of his fur collared or lined jacket. The implication of birth continues to create a painful image in "woke to black flak," which stresses the rattling k's at the end of the words to sound like gunfire. His life moves from mother into the State into the belly of the plane into nothing (Perrine & Arp 260). The stark image of the hose reflects on the awe of life and horror of his death.
Throughout the unit, students will work on their individual research or with their group. The list of choices provides students with the opportunity to explore their own interest. Our school encourages a classroom of students working at various levels. Differentiated instruction is expected in the classroom. I will be able to spend more time with those who need my assistance and allow those who are stronger in one area to excel. Also, this gives me an opportunity to meet with each group to discuss what direction they plan to take and to offer suggestions. In order to do this, students have to be extremely familiar with the rituals and routines of the classroom. This does not happen overnight but is vital to ensure student productivity. In addition, I will ask each student to bring to the conference their packet to be checked and monitored. This is also an opportunity to assign a grade and assess their individual progress.
Comments: