In Flanders Fields: Poem analysis for kids

We've all heard the powerful lines of the poem In Flanders Fields. But what makes this poem so powerful, and why does it still resonate with us over a century later?

As teachers, we often introduce "In Flanders Fields" as a key part of our Remembrance Day lessons. 

However, simply reciting the words can leave students with a factual understanding without a deeper, more personal connection. 

In this blog post, I will share an In Flanders Fields lesson plan and will guide you through a lesson plan designed to go beyond the text, helping your grade 4, 5, and 6 students connect the historical context of the poem to their own lives.

In Flanders Field: The Story Behind the Words

To truly appreciate the words, we have to understand the man who wrote them. Lieutenant-Colonel John McCrae was a doctor, but he was also a soldier serving on the front lines in World War I. 

He wrote "In Flanders Fields" in 1915 after losing a close friend in battle. He saw the vibrant red poppies growing in the mud and destruction of the battlefield, a stark contrast to the devastation and loss around them. 

The poem was a way for him to express the grief and frustration he felt. The poem was initially published in a London magazine, and it quickly became a symbol of remembrance for the sacrifices made by soldiers.

By learning the story of the man behind the poem, students can begin to see it as a personal reflection, not just a historical artifact. It helps them understand that the war wasn't just about battles and facts; it was about real people with real feelings.

In Flanders Field: Remembrance Day activities for elementary students

This In Flanders Fields lesson plan provides a complete lesson plan and worksheets for analyzing the classic Remembrance Day poem, "In Flanders Fields," by John McCrae.

Designed for grades 4-6, this pack is filled with differentiated lessons, student worksheets, and creative poetry writing activities to help your students understand, appreciate, and connect with this powerful piece of Canadian literature.

What's Included:

• Differentiated Lesson Plans & Student Worksheets: This product is designed to meet the diverse needs of your students with differentiated materials for grades 4, 5, and 6. Each grade level has specific comprehension questions tailored to its learning level.

• Poetry Analysis Worksheets: Guide your students through a detailed analysis of the poem by exploring its vocabulary, imagery, and mood.

• Poetry Writing Activities: Over 15 printable pages of worksheets and instructions for students to write their own Remembrance Day-themed poems. Students can choose to write either an acrostic poem or a cinquain.

• Teacher Guide: This resource includes ready-to-use lesson plans, guiding questions, and specific learning outcomes for Language Arts.

• Print Version: All materials are available in a printable PDF format

  
  

In Flanders Field: Decoding the Stanzas: 3 powerful images

The poem uses three powerful images to tell its story. Let's explore what they mean:

1. The Poppies: 

Why are the poppies so important? John McCrae saw these bright red flowers growing on the battlefields, which were full of destruction and grief. 

The poppies were a sign of life, colour, and beauty in the midst of terrible sadness. They showed that even after all the destruction, life could still go on. This is why the poppy became our symbol of remembrance.

2. The Larks: 

The poem talks about larks still singing, "bravely singing, fly." The lark is a small bird known for flying high into the sky and singing a beautiful song. 

Among the sounds of war, a small bird's song would be a comforting and hopeful sound. The larks in the poem represent a little bit of normalcy and hope that still existed, even in the middle of a conflict.

3. The Crosses: 

The poem mentions "crosses, row on row." This is an important detail because it reminds us of the soldiers who had been buried in the fields. 

The crosses were a way of marking their graves. When students see these crosses in the poem, it helps them understand that the people McCrae was writing about were real people who had made the ultimate sacrifice.

Decoding the Stanzas: Stanza Analysis for Grades 4-6

Stanza 1: 

Ask your students: What do you see and hear? 

The first stanza paints a picture. It asks students to imagine being there on the battlefield. 

What do you see? You see the red poppies, which were a bright spot of life growing among the dark crosses marking graves. 

What do you hear? You hear the larks, a type of bird, still singing bravely, even over the sound of the guns below. This contrast between life (the poppies and the larks) and death (the crosses and the guns) is what makes the first stanza so powerful.

Stanza 2: 

Ask your students: What is the message from the soldiers? What is the 'torch'? 

In the second stanza, the perspective changes. The speaker is no longer a living person, but one of the fallen soldiers. 

They speak from beyond the grave, reminding us that they have died for their country. 

The most important part is the line, "To you from failing hands we throw / The torch; be yours to hold it high." 

The "torch" is a symbol. It represents the responsibility to carry on the fight for peace and freedom. The soldiers are saying, "We can't do this anymore, so we are passing our job on to you."

Stanza 3: 

Ask your students: What are the soldiers asking us to do? What is the promise we must make? 

The final stanza is a direct message to us. The soldiers are asking us not to forget them. 

They say if we "break faith" with them—which means if we forget their sacrifice and don't carry the torch—then they will not be able to rest, and their deaths will be in vain. 

The soldiers are asking us to make a promise: to remember them, to honour their courage, and to continue to work for the peace they died for. 

This is the promise we fulfill every Remembrance Day.

Related Blog Posts

• Tips to make Remembrance Day Meaningful for Your Students

• Grade 4, 5, 6 Canadian Remembrance Day Unit Pack

From Poem to Action: Making Remembrance Personal

Students in grades 4, 5, and 6 have probably heard the poem In Flanders Field before and want to do more than listen to the poem again and again. 

You can take time to analyze the poem, but go beyond that as a teacher. Challenge them by having extension activities ready. 

Student activity ideas include: 

• Poetry Recitation: Have students memorize and recite a stanza or the entire poem for the class. This encourages a deeper connection to the text.

• Write a Response Poem: Challenge students to write a short poem or paragraph from the perspective of a soldier who survived the war, responding to the fallen soldiers' message in McCrae's poem. Students can also write a cinquain poem or an acrostic poem. 

• Multimedia Project: Have students create a short video or digital story that combines images, audio, and text to present the poem to a wider audience.

• The 'Passing of the Torch' Project: Have students create a visual representation or a short piece of writing about what the "torch" of remembrance means to them. This can be a community service project, a thank-you note to a veteran, or a commitment to an act of kindness.

• The Poppy's Journey: Trace the history of the poppy as a symbol of remembrance, from its connection to the battlefields of Flanders to its use today.

A Lasting Legacy

The poem "In Flanders Fields" is so much more than just a recitation of lines. It is a timeless and powerful message of sacrifice and a call to action for all of us. 

By helping our students understand its context, its imagery, and its profound message, we can help them develop a deeper sense of empathy and a personal connection to why we remember. 

It’s an opportunity to teach students not just about history, but about the values of courage, sacrifice, and the ongoing work of building a peaceful world. 

By teaching our students to truly understand this poem, we ensure that the lessons of the past will never be forgotten.

What other historical poems or songs do you use in your classroom to teach history?