Introduction

• Wilfred Owen’s “Dulce Et Decorum Est”

• 90 minutes
• 12.5 The student will read and critique a variety of poetry.
a) Explain how the choice of words in a poem creates tone and voice.
b) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition,
alliteration, assonance, and parallelism) supports the subject and mood.
c) Explain how imagery and figures (personification, simile, metaphor) appeal to
the reader’s senses and experience.

Cognitive Objectives
• Students will identify the Roman poet Horace and the elevation of Roman soldiers
and war in Roman society.
• Students will explain the purpose and significance of propaganda in WWI,
connecting it to the Roman glorification and necessity of war.
• Students will identify poet Wilfred Owen and deconstruct his poem “Dulce Et
Decorum Est.”

Materials
Copies of “Dulce Et Decorum Est”
Computer with YouTube/video capability
Examples of WWI Propaganda
Worksheet with literary devices

Teaching and Learning Sequence

Anticipatory Set
The teacher will divide students into two groups and provide each group with information
and photos on either the Japanese kamikazes or Roman soldiers. Each group will become
an “expert” on the subject and present to the class how the idea of war is viewed in each.

Lesson Development
1. The teacher will present a small lecture to establish the context needed to study
Owen’s “Dulce Et Decorum Est.” The lecture will cover the following topics:
a. Horace’s phrase “Dulce Et Decorum Est Pro Patria Mori” (“It is sweet and
right to die for one’s country.”) and the Roman ideals of war and honor
b. A brief look at WWI propaganda and its emphasis on enlisting, fighting,
serving, etc.
c. Details of WWI elements of battle (trench fighting, gas warfare, etc.)
d. Brief biography of Wilfred Owen (WWI poet)
2. The teacher will distribute copies of the poem, “Dulce Et Decorum Est.”
3. Students will read the poem and highlight examples of imagery in the poem.
4. The teacher will show a 2:30 minute video covering the topics presented in the
lecture and poem.
5. The teacher will direct students to write down their reactions to the video on the
back of the poem, and identify elements in the video that are consistent with
 Owen’s poem.
6. The teacher will lead a brief time of sharing for students who want to share their
reactions.
7. Students will then individually identify literary devices used in the poem and offer
explanation of how the devices are used and where they are located in the poem.
8. Students will begin working on a formal literary criticism of the poem.

Homework
Students will complete a rough draft of the literary criticism, due the following class
period.

Assessment
Formative: The teacher will monitor student progress and understanding during the
lesson by evaluating student oral and written responses.
Summative: Achievement will be evaluated through student performance on the literary
criticism. A rubric will be used as a reference for grading.