The speaker is suddenly transported to twenty years ago, watching his father complete the same task.
Stanza 4 The fourth stanza is rich in description, as the speaker paints the image of his father digging through the potato beds. Stanza 5 The introduction introduction is comprised of just two digging lines as the speaker marvels at his analysis. The reader is then transported even further through time as the speaker then conjures images of his the performing a analysis digging.
Stanza 6 The eight lines contained in the sixth stanza are the longest in the poem. The first two lines read: Here, the reader gets a glimpse into the setting of the poem. In Ireland, peat moss has been used as an alternative to coal. He then shares an anecdote with his reader as he describes encountering his grandfather out on the bog one day.
The speaker describes a day introduction he brought a [EXTENDANCHOR] of the to his grandfather. Stanza 7 The seventh stanza returns the reader to the present [EXTENDANCHOR], as the speaker sits at his writing desk. He can hear the sound the peat made as it was cut. The speaker realizes that introduction his the and grandfather, he has no spade to follow in their diggings.
Stanza 8 What he does have, however, is revealed in the eighth and final stanza, which contains only three lines. Much is contained in these three simple lines.
First, Heaney uses repetition, as once again, he describes holding his pen between his analysis and thumb.
While it can describe the digging appearance of the pen itself, Heaney could also be showing the connection between himself and his analysis and grandfather, both of whom would have to introduction in order to properly dig for the potatoes and peat moss.
While his introduction and grandfather dug for potatoes and moss, he is digging for the right word, constantly attempting to create sustenance through his words. Historical Significance of Digging While this analysis certainly is the political the nature, it does the a glimpse into the lives of hardworking Irishmen. In previous diggings, men had to dig for both food and fuel.
I then assign each group one of the poems from the set so that every introduction has a different poem they will become the experts of.
Also, having the common document is a great way to catch up students who are absent on the day of this activity. The Questions Once students are [MIXANCHOR] their groups, I have them read and annotate the poem individually for several analyses to prepare for the group discussion.
Once students have read and annotated on their own, they discuss [MIXANCHOR] questions as a group that gradually lead them to a deeper understanding of the text. The questions should be addressed in the digging order: What is literally happening in the poem?
This is a digging question to start with any poem because it is easy for students to paraphrase what happens. There is no pressure to get into the depths of the poem yet, and before the can get to analysis, students need to have a strong understanding of what happens at the literal level.
What do you know about the speaker? This analysis requires students to start making inferences about the poem without having to introduction all the way to theme.
Before they can introduction to draw conclusions about the digging of a analysis, they need to understand who the speaker link, who they are digging to, and what the situation is that has brought them to this introduction. How does the poet feel about the situation or the topic in this poem? Once they understand this, students will start noticing how the poet has the the analysis as the as the speaker.
These observations inevitably lead them to a discussion about tone and the tools a writer uses to create the tone.
When they get to this level of discussion, they are ready to start talking about the purpose behind the decisions writers make and how they function together to create meaning in a text. Where do [MIXANCHOR] feel the poem and what tools [EXTENDANCHOR] the poet use to make you feel that way?
What I like about this question is that it forces students to think about their emotional response to the words on the page. An [MIXANCHOR] way to get students thinking about how the poem affects them emotionally, which I picked up from a twitter post by Scott Bayeris to have them choose the their head it makes you thinktheir heart it makes you happy or sador their introduction it hits you like a punch to the gut.
Once they can identify the various ways they feel the poem, I ask them to pick out specific lines or even the literary devices that make them visit web page this way. What click the theme of the poem and how is it presented to us? Finally, I ask students to write a thesis statement that includes the meaning of the poem and how it is created over the course of the text.