Poetry Craft Lesson:

Deepening

“My Papa’s Waltz” Lesson

Works:
“My Papa’s Waltz” byTheodore Roethke

Teachable Terms
Alliteration Meter
Assonance Rhyme
Denotation and Connotation Simile
Diction Symbol
Image Tone
Irony Word Order
Metaphor

Purpose
This poem offers a way into getting students excited about talking about a poem’s
meaning, using text to support their ideas, and understanding some poetic
techniques and elements. Reading and discussing the poem and the attached
interpretations are also ways to explore the idea that while there may be room in
poetry for multiple interpretations, some interpretations are better than others.

Procedure
-Have students read the poem to themselves and write a response to the following
question: How does the poem affect you? In other words, what does it make you
think or feel?

-Divide students into two sides. Tell one side they will argue that this poem is about a
positive memory of the speaker’s. Tell the other side they will argue that this poem is
about a negative memory of the speaker’s. In their presenting they will have to:
a. Read the poem in the tone they’ve been given.
b. Make an argument for their side by giving as many pieces of textual
evidence as possible.

-After giving the students time to prepare, each side should do their reading and
make their argument uninterrupted. While listening to the other side, students
should write down counter-arguments. While they make their arguments, you should
continually ask them to use evidence from the poem, and to explain their logic. Write
down each logical point they make.

-Give each side a chance to make counter-arguments.

`When finished, tell them to switch sides, and make any arguments for the other side
that they might have missed.
Poetry Craft Lesson:
Deepening
`Next, give your students a list of the techniques and elements used in this poem, as
well as their definitions. Using the list of evidence from the earlier debate, have
students identify the techniques and elements they have most likely already
discovered.

`Attached are four written interpretations of the poem. Have students read them,
and mark each for points they agree or disagree with. When finished, discuss which
essay your students find the most convincing. As with the poem, have students use
textual evidence to support their claims, and explain their reasoning.

`Next, ask your students what they really think the poem means. Here are examples
of questions you can use for this discussion:

Why is the meter used the way it is?

Why is the violent diction pattern used?
Why is the affectionate diction pattern used?
Why is rhyme used the way it is?
What is the overall tone of the poem?
Why do you think the speaker is ambiguous about this memory?

`Next, have students write about the following question: After having read this poem
and the essays closely, how does the poem affect you and why? In other words, what
does the poem make you think or feel, and why? In your answer, use at least three
pieces of textual evidence and three of the poetic terms.

Assignment / Connection
Follow-up questions:

How did your answer about the poem’s effect change after analyzing and interpreting
it? Why?

What makes one interpretation more convincing than another? Why?

To help students gain an appreciation for the craft of Roethke’s poem, have them
take their turn at writing a poem inspired by “My Papa’s Waltz”. Here are some
questions for them to answer before writing the poem:

What is something or someone you feel about which your speaker might feel
ambiguous?
Why does your speaker feel ambiguous about this something or someone?
What is one of your speaker’s experiences about which you can write to show this
ambiguity?
Write a list of words you can use to express each side of how your speaker feels
about this something or someone.
Poetry Craft Lesson:
Deepening
Write a list of words that have two denotative meanings, both of which could fit the
within the context of your poem. An example is “beat” in “ “My Papa’s Waltz”.
What is another technique you can use to express your speaker’s feelings about this
experience? Extended metaphor? Rhythm pattern? Simile?

Have students write the poem and hand in their questions. Lastly, have them write a
reflection about the experience of crafting a poem such as this. Perhaps they will
read them, as well.