As the theme finder, you discover the poem's
message to the reader--what was the poet really
trying to communicate? Use the following questions
to help you articulate the themes.
1. Read the poem silently and then aloud. Write
down all the questions you have about the poem.
2. Pay attention to the puncutation and use it as
you read: commas are a short pause, semi-colons are
a major pause between connected ideas, colons signal
something is coming, periods are a major stop, and a
dash is an informal way of showing a connection
between ideas. Read the poem aloud again, paying
attention to the punctuation and how it influences
meaning. If the poet supplies no punctuation,
continue reading without pause even at the end of a
line. In what ways does the punctuation contribute
to meaning in this poem?
3. Can you find more than one meaning in the poem?
4. Does this poem evoke a memory? What lines
triggered the thought?
5. Compare your ideas and thoughts with those of
the poet. Are they similar or different? In what
ways?
6. Consider the poem's point of view and tone. How
do they impact the meaning? What kind of person is
the poet?
Image Finder
1. Poets use sensory language--words that appeal to
our sight, smell, hearing, taste, and touch-- to
enhance our experience. List words in the poem that
appeal to our senses. What effect do these words
have on the overall effect of the poem?
2. Does the poem contain any words that you are not
really familiar with? Look these words up in the
dictionary.
3. Does the poem contain any of the following
poetic devices? Copy the line in which each device
appears.
a. allusion--a reference in one piece of
literature to a person, place, or event in history,
art, or another piece of literature
b. metaphor--a comparison between two objects
without using the words "like" or "as." An example
is, "A summer is a dark blue hammock slung between
two pillars of day."
If a metaphor appears in this poem, why do you think
the poet chose this particular comparison?
c. personification--a figure of speech which
endows animals, ideas, or inanimate objects with
human traits or abilities. An example is, "Fog
nestled sleeping in the valley."
If personification appears in this poem, identify
which human traits are applied to what non-human
thing. What effect does this have on the reader?
d. paradox--a statement that seems
contradictiory yet it is true. An example is, "To
be great is to be misunderstood" or "Good men must
not obey laws too well."
e. simile--a comparison between two objects
using words such as "like," "as," or "than." An
example is, "The big ram had horns curling like a
morning glory vine."
Form Finder
1. Is the poem rhymed or unrhymed? If it is
rhymed, what is the rhyme scheme?
2. When you read the poem, do you notice a
particular rhthm or meter? Refer to "Meeting Meter"
handout--identify the poem's meter. Discuss the
effect this rythm or lack of it has on the poem's
effect.
3. See if the poem contains any of the following
sound devices. Record the line containing the
device in the spaces below.
a. alliteration--the repetition of initial
consonant sounds like "blooms and blows" or
"merriment their melody"
b. assonance--the repetition of vowel sounds
like "and he raved all day" or "icy night"
c. onomatopoeia--the use of words that imitate
sounds like "tinkle, snicker, clattered, sizzle"
When each member complete his or her job, discuss
your findings as a group. Although you are allowed
to refer to your worksheets, try not to simply read
your answers. Try instead to have a real
discussion. Respond to your group members'
findings--feel free to agree, disagree, offer other
interpretations.
Record significant ideas which emerge during your
group discussion below.
Once your discussion is complete, as a group devise
a CREATIVE way to teach this poem to your
classmates. Develop a lesson plan. Good lesson
plans include individual activities, group
activities, group discussion, and hands on
activities. Plan for at least two of these as you
develop your lesson.
Individual Activity--something each student can work
on quietly at his or her seat
Group Activity--can divide the class into small
groups or the group as a whole
Group Discussion--plan a set of questions to ask the
group
Hands On Activity
Email:
kglee@webtv.net