The line, "Together we swam around the room" line 18represents the way in which the students and the speaker immersed themselves in the language of poetry, thereby exploring a new world.
Then, there is a theme of a journey in union with the theme of education. He uses no commas and run-on sentences with minimal periods in his poem. After reading through the poem, readers can realize that there is no specific rhythm or meter.
T- The theme might be to not judge too quickly. By the end of the poem, the whole class is joining in on a discussion of the poem that was read, showing a significant journey from the uninterested, unenthusiastic attitude to the openly participating, seemingly excited students.
This poem uses shift and analogies to symbolically show the effects poetry and the written word have. From the eyes of the teacher, the room starts to slowly fill with water, but he did not notice this until it reached his ears.
After further analyzing the poem by Berry, the readers can have a better understand of what the theme of the poem is. I really enjoyed the slow transformation from classroom to sea and then the transformation back to real life.
Berry might use this image because he is talking to a school and some fish swim in schools. The poem consists of seven stanzas. If an individual judges another individual without know the individual; their judgment could possibly be incorrect.
A teacher would most likely have another class to teach and would not go home in the middle of a school day. The first form of figurative language that was used in the poem was metaphors.
This poem itself is an analogy. Slowly, they became more intrigued as I began to read, though I did not notice for a while.
With the continuation of the aquatic imagery, the speaker is more able to anticipate the positive reactions of the students. The setting of the poem is in a senior literature class, at South High School. I think that at the beginning of the poem, when the speaker describes the students as "frozen fish," and at the end of the poem, the speaker is condescending.
This is significant because it supports the students being like fish. The poem seems to be very straightforward. While the metaphor carried throughout the whole poem was easily seen at first, the little details were not, like the bubbles of the fishes for the whispers or the school like aspect of swimming from topic to topic.
As I was beginning to speak, I noticed how the students were all sitting together uniformed and bored as a pack of frozen fish. Then, we could analysis the poem as a class, opening up a discussion for everyone to join.
While the students may have been immersed in the poetry temporarily, the speaker believes that the students are still ruled by the ringing of the bell, and the "real" world outside of the written word. First reason is the student is intimidated because he does not understand why the classroom is filling with water.
I still have mixed feelings about whether or not the speaker is condescending and elitist the entire poem. The poem does not give any clear clues to the actual poem being read at all, in fact, nor does it state if one poem or multiple were read and discussed.
The poem is actual meaning for the poem is to describe how one student views the classroom and other students. Eventually the room is full of water and it is like an aquarium. But his judgments do not bother the other students because they just take them. Then they went back to class and she went home where her cat made her feel a bit more human again.Jan 27, · “On Reading Poems to a Senior Class at South High,” by D.C.
Berry 1/24/12 Before I opened my mouth The way the students open up to the poem and begin to analysis as shown through the fish metaphor shows that they are being exposed to and learning about poetry.
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Newer. Jan 14, · SW-Berry's poem is not is a set structure.
The poem is in free verse style. There is no rhyme or meter. Since the central image of the poem has to do with fish, Berry uses words that are related to fish. For instance, he uses gillsto describe the students opening up and letting his words in.
The narrator's words are represented by the water. On Reading Poems to a Senior Class at South High In his poem, “On Reading Poems to a Senior Class at South High”, the author, David Chapman Berry, has relied on metaphors and similes to carry out his view of a typical literature class and a teacher’s view of teaching.
A look at "On Reading Poems to a Senior Class at South High" by D.C. Berry. In his poem, "On Reading Poems to a Senior Class at South High", the author, David Chapman Berry, has relied on metaphors and similes to carry out his view of a typical literature class and a teacher's view of teaching.
The setting of the poem is in a senior literature class, at South High School. Mar 15, · After reading through the poem “On Reading Poems to a Senior Class at South High” by Berry, my first reaction to the text was that the student were being compared to fish; while the classroom was being compared to a fish tank.Download