Guide the discussion gently towards personal feelings, perhaps setting the ball rolling with a minor experience of your own. This basic starting point will inspire a panorama of ideas. Let your group to make some expressive faces and gestures themselves – never mind the giggles! Draw up an emotions list, including nuanced ones like anticipation, hope, surprise, embarrassment and disappointment. What signs lead them to their interpretations? ![]() Start with a light, impersonal approach, perhaps asking them to identify the emotions expressed in your pictures. Explain that you’re gathered here to share ideas first, and assure them that they’ll be free to write their poems however they wish, with help on hand. Having assembled your class in your chosen area, present your ultimate plan: to write a poem about emotions. A display of cartoons, photos, paintings, or a mix, depicting expressive faces and gestures, will provide a handy starting point, stimulating interest and loosening tongues for your warm-up discussion. You’ll need a board for jottings and pictures. A relaxing environment will ease anxiety about the writing task to follow, and encourage uninhibited discussion of your potentially sensitive theme. Introduce your session in an informal setting, away from the desks, preferably in a different room with some soft furnishings and a pleasant ambience, such as the school library, common room or even staff room, perhaps. But this is a literary lesson, and your theme will serve a further purpose: to inspire a linguistic venture. With this background, they’ll jump at the opportunity to process their tangled feelings. They’ll be forming judgements on moral and social issues, too – emotive at any time, but especially so with hormones swinging. This article offers a way of enabling them to do this: of making the link between feelings and words, and more specifically, between analysis of feelings, and their expression through poetry.Īs teens or preteens, your youngsters will have much to feel emotional about, what with bodily changes, peer pressures, romance, exam stress, burgeoning independence and more, all now impacting on their lives. As your Year 7 and 8 pupils grapple with heightened sensitivities, they’ll welcome the chance to air them – albeit in poetic form. Emotions offer an ideal theme for poetry writing in adolescence, when they leap to new levels of intensity, across the mood spectrum. Synecdoche - The poet has mentioned that his heart was given a change of mood but its not only his heart but his entire self who has been given a change of mood by the dust of snow.Poetry writing is a daunting challenge for some pupils, but when its subject goes straight to the heart, passion overcomes apprehension. ![]() Alliteration - Occurrence of same letter at the beginning of closely connected words. Anything and everything in this world can have a positive effect on our lives. The poet also helped the readers to understand that there's nothing such as auspicious or inauspicious. He made the readers understand how the small particles of snow were enough to make the poet move on from his past. The poet has beautifully described the significance of small things in life. The crow and the Hemlock tree, usually known as symbols of something inauspicious and gloomy, changed the poet's mood entirely and the poet will now not spend his remaining day in regret or lost in bad thoughts. The poet says that because of the falling of the particles of snow, he got distracted from the bad thoughts. ![]() The crow has been used as a symbol of something inauspicious or something which can worsen a person's mood as the crow is often regarded as the ugliest of all animals.The hemlock tree is a poisonous tree which has been used as a symbol of death by the poet.Symbolism - When something has been used as a symbol. The crow stands for something dark and doomy while the snow stands for something light and pure. Contrast - The poet has used two words crow and snow to show contrast. Imagery - The poet has given the visual description of the whole stanza. ![]() Metaphor - The poet has compared the snowflakes with dust in line 3. Enjambment - The sentence is being continued to the next line without the use of any punctuation marks. Assonance - The sound of vowel o is prominent - Shook down on me. One day, the poet was walking by a poisonous Hemlock tree, lost in his own thoughts when a crow sitting on a branch of that tree did some movement which resulted in the falling of small particles of snow on the poet. In this stanza, the poet is describing an incident that happened to him.
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