Show your students the tagxedo of the poem and ask them to guess what the poem is about. Keep a visible record of students’ guesses.
Organize your students in groups and ask them to classify as many words as they can in 3 categories: nouns, adjectives, verbs. Go around the class and help with vocabulary if needed or advise students to look up the unknown words in the dictionary. Allow 15 minutes and get feedback. Note: sore (very great or severe) abash (make ashamed, embarrassed, or self-conscious) perch (rest on a perch).
Ask students to find the rhyming words in the poem (soul-all, heard-bird, storm-warm, sea-me, extremity-sea-me). Explain the use of dashes (pauses and breaks). Read out the poem to them once. Then have some students who feel confident enough read it aloud. Ask them if there are any points they still can’t understand and if they like the poem.
Ask what they think the basic metaphor of the poem is (hope-bird) and if they can find any other metaphors (gale/storm-life’s hardships). Write on the board: Hope is … and brainstorm other metaphors for hope.
You can have an idea of how my students responded to this step here.
Write on the board: financial crisis/world peace/our planet’s future/my family. Pair your students and ask them to write what they hope about each theme beginning with the phrase: I hope + present/can. Allow 5 minutes and get feedback.
Show the 3 quotes on hope. Ask students to talk about which one they like most and why.
Then show the mixed-media works of art below by Rebecca Vavic and ask them which phrases in each one best express their hope attitudes.
You can have a look at how my students responded to the Creative Questions routine here.
I hope you find this proposal worth experimenting with.