Drought

Learning Intention:

I am learning to analyse figurative language in a poem so that I can evaluate its success in creating mood.

Success Criteria:

• I can identify the mood of a poem
• I can identify personification in a poem
• I can analyse aspects of extended personification
• I can make judgements and explain my reasoning on the success of a poem’s ability to create mood

Essential knowledge:

For more information about character, view The School Magazine’s video on Characterungroup.

For more information on language features, including personification use the NSW Education’s glossaryungroup.

For more information about connotation, view The School Magazine’s video Connotation, Imagery and Symbolungroup.

Oral language and communication

Ask students what they might expect from a poem with the title “Drought”. Answers will vary, but students might discuss thirst, heat, desert, plants dying, figurative language, rhymes and rhythm.

Tell students the poem titled “Drought” is about a house. Ask them if their answers have changed. Students may make assumptions that the house is in the city. Some students might consider the heat’s impact on the house structure. Discuss answers as a class.

Understanding text:

Read Drought or listen to the audio recording if you have a digital subscription. Ask students to identify aspects of the poem they were expecting (such as rhyme and rhythm), and aspects that surprised them (such as the house being empty). Ask:

- How do you think the poet wanted the reader to feel at the end of the poem?

- Why do you think that?

Students might recognise the mood of the poem is sad, depressing or inviting sympathy. Guide students towards the word “alone” and have them consider why, in this instance, it’s a sad word. Ensure students understand that the loneliness of the house is what makes the poem sad. Explain that this is the mood of the poem.

Reread the line:

the home that was

falls slowly to sleep.

Ask the class:

- Do houses sleep?

- Do houses feel lonely?

- The poet has given the house attributes of a human. Do you know what this type of figurative language is called?

Discuss “personification” as a literary technique – giving a non-human thing human attributes and/or nature.

Creating text:

In pairs, students search the text for examples that portray the house’s sadness. Explain that the personification in the poem can be explicit (stated directly, like the house falling asleep) or implicit (has to be inferred, such as the missing clatter of cutlery suggests the loneliness of no longer having a family to care for). Students share their answers with the class once they’re done.

Sample answers:

- the three walls and chimney are crumbled away

- the bustle of life and noise of people and families are gone

- the shed is empty

- the house is described as “old”

- the house “bakes”, suggesting it’s uncomfortably hot

- the house is alone

- the house, alone, falls asleep

Extra emphasis should be given to the line “the home that was”, as the word “house” has been turned to “home”, and suggests it used to be a home but is no more. Discuss further the connotation of house versus home. (For more information about connotation, view The School Magazine’s video Connotation, Imagery and Symbolungroup up until 1 minute 50 seconds.) Students should recognise that the word “house” suggests a structure and use, while “home” gives a sense of safety and family.

Assessment for/as learning:

Students answer the following questions (suggested answers for the teacher are in brackets):

1. What was the mood the poet tried to create with the poem Drought? (Sad)
2. What literary technique did the poet use to convey this mood? (Personification of the house)
3. What are some examples of how the poet used this technique to create the mood? (Answers have been given under “Creating text”)
4. Do you think the poet was successful in creating this mood?
5. Why/Why not?