Connotations of Poppies in Jane Weir's Poem
What do we usually associate with
poppies?
What are the connotations of a
poppy?
The poem ‘Poppies’ is a modern poem but
draws upon the idea of the poppy flower that
has become synonymous with remembrance.
The poem is set in the present day but flashes
back to the origins of the poppy as a symbol
of remembrance at the end of World War One
– Armistice Sunday. Jane Weir also runs her
own textile business and often ‘weaves’ some
of those ideas into her own writing. Armistice
Sunday is still used to remember and honour
any soldiers who have died in the line of duty.
Consider what you already know about the poem. Now look at the
pictures. On your tables, discuss what ideas and themes you think will
be explored in the poem. See if you can come up with FOUR ideas. Be
prepared to share your thoughts.
"I wanted to write a poem from the point of
view of a mother and her relationship with her
son, a child who was loved cherished and
protected… and it had led to this…. heightened
and absolute fear that parents experience in
letting their children go, the anxiety and
ultimately the pain of loss… I hoped to
somehow channel all this, convey it into
something concise and contemporary, but also
historically classic, in terms of universal
experience."
You have been given a line from a poem.
Circle or highlight key words that you think
are important. Label them with the correct
subject terminology.
Write down the
connotations
of your
words. What does it suggest to you?
Now share your line and
connotations
with your partner. Has this task proven
your previous inferences correct or
incorrect? How? Why? Decide what the
poem is going to be about and be
prepared to share your ideas.
Three days before Armistice Sunday
and poppies had already been placed
on individual war graves. Before you left,
I pinned one onto your lapel, crimped petals,
spasms of paper red, disrupting a blockade
of yellow bias binding around your blazer.
Sellotape bandaged around my hand,
I rounded up as many white cat hairs
as I could, smoothed down your shirt’s
upturned collar, steeled the softening
of my face. I wanted to graze my nose
across the tip of your nose, play at
being Eskimos like we did when
you were little. I resisted the impulse
to run my fingers through the gelled
blackthorns of your hair. All my words
flattened, rolled, turned into felt,
slowly melting. I was brave, as I walked
with you, to the front door, threw
it open, the world overflowing
like a treasure chest. A split second
and you were away, intoxicated.
After you’d gone I went into your bedroom,
released a song bird from its cage.
Later a single dove flew from the pear tree,
and this is where it has led me,
skirting the church yard walls, my stomach busy
making tucks, darts, pleats, hat-less, without
a winter coat or reinforcements of scarf, gloves.
On reaching the top of the hill I traced
the inscriptions on the war memorial,
leaned against it like a wishbone.
The dove pulled freely against the sky,
an ornamental stitch. I listened, hoping to hear
your playground voice catching on the wind.
Re-read the poem
in silence. Next to
each stanza,
summarise what
is happening.
Spend TEN minutes making independent annotations on
your copy of ‘Poppies’.
As you annotate, write down any questions that come to
mind. We will answer these later.
What is the significance
of the structure?
STUCK?
CONSIDER THIS!
Three days before Armistice Sunday
and poppies had already been placed
on individual war graves. Before you left,
I pinned one onto your lapel, crimped petals,
spasms of paper red, disrupting a blockade
of yellow bias binding around your blazer.
What is the tone of this first
stanza and how is it
established in the opening
line?
Highlight all the examples of the
caesura in the poem. The
speaker is the mother of a son
who has gone to war. Why has
the poet used caesura?
‘Spasms’, ‘disrupting’ and
‘blockade’ are negative
word choices. Why has the
poet used them? What could
they symbolise?
Why does the poet specify
‘individual war graves’?
What are the connotations of a
‘blazer’? How is the poet trying to
present the speaker’s son at this
point? How does the speaker
view her child?
‘Bias’, in this context, is a
direction diagonal to a weave of
fabric. (A slant). Highlight all the
references to fabric and textiles
in the entire poem. Why include
these?
Why does the mother pin the
poppy on her son? Why does
the son not do it himself?
The time frame of the poem is
ambiguous. It’s not certain when
exactly these events are taking place.
Is this a mother sending her son off to
the army or off to school? Why create
this uncertainty?
The speaker is trying to
remember a tender moment
with her son. How does
‘bandaged’ destroy this
positive image?
What does ‘steeled the
softening of my face’ imply
about the speaker’s
emotional state?
Why does the poet use
enjambment? What is the
effect and what does it
suggest about the speaker?
Why does the speaker wish
for the child to play at
‘Eskimos’ in this stanza?
Where does the conflict
appear in this stanza?
Highlight and explain as
annotations around your
copy of the poem.
What is happening to the
speaker’s words in the final
line? What does this mean?
What device has been used
in ‘blackthorns of your hair’?
What are the connotations of
this phrase?
Sellotape bandaged around my hand,
I rounded up as many white cat hairs
as I could, smoothed down your shirt’s
upturned collar, steeled the softening
of my face. I wanted to graze my nose
across the tip of your nose, play at
being Eskimos like we did when
you were little. I resisted the impulse
to run my fingers through the gelled
blackthorns of your hair. All my words
flattened, rolled, turned into felt,
‘… the world overflowing like
a treasure chest’ – What
device is used here and how
does the speaker’s son view
this world?
What type of word is ‘intoxicated’?
What has the world done to the
speaker’s son? What are the
connotations of ‘intoxicated’? Why
does the speaker place a full stop after
this word?
Do you think there is really a
‘song bird’ in the boy’s
bedroom? What could this be
symbolic of?
What do doves represent?
There are more references to
fabric in this stanza. Why
include them? How could
they be seen as
metaphorical?
Why do you think this stanza
is slightly longer than the
others?
What does the verb ‘threw’
imply about the speaker?
slowly melting. I was brave, as I walked
with you, to the front door, threw
it open, the world overflowing
like a treasure chest. A split second
and you were away, intoxicated.
After you’d gone I went into your bedroom,
released a song bird from its cage.
Later a single dove flew from the pear tree,
and this is where it has led me,
skirting the church yard walls, my stomach busy
making tucks, darts, pleats, hat-less, without
a winter coat or reinforcements of scarf, gloves.
Highlight the simile in this
stanza. Discuss its
significance.
Why do you think the dove
has led her to the memorial?
What is the purpose of the
dove?
Consider the final two lines of
the poem. What is the mother
really hoping for here?
How are the themes of grief
and loss explored in the
poem?
‘Poppies’ is an ELEGY. What
does this mean and why has
the poet decided to write the
poem in this way?
Do you think her son is dead
or alive? Be prepared to
explain your ideas.
What are the connotations of
a ‘playground voice’?
On reaching the top of the hill I traced
the inscriptions on the war memorial,
leaned against it like a wishbone.
The dove pulled freely against the sky,
an ornamental stitch. I listened, hoping to hear
your playground voice catching on the wind.
Elegy
:
A poem of serious reflection, typically a lament
for the dead.
Lament:
A passionate expression of grief and sorrow.
Can you use the following GRADE 7+
vocabulary in your annotations?
Re-visit your questions from your independent analysis
of ‘Poppies’.
Place a tick next to the questions that have been
answered from our analysis as a class.
Do you have any questions left? Get up and ask
someone in the class to see if they have any ideas as to
what the answer could be.
What is the significance
of the structure?
Today, I have
learnt...
An impressive
comment made by
someone in the
class was……
The most im-
portant thing I
have learned
today is...
An interesting
idea about the
poem that I heard
today was…..
Today, I was
successful
when......
The hardest thing
to understand
about the poem
was...
The activity
which most
helped my
learning was...
The most
enjoyable
activity was...
1
2
3
4
5
6
7
8
The content delves into the associations and connotations typically linked with poppies, focusing on Jane Weir's modern poem "Poppies." It discusses the significance of the poppy in remembrance, weaving together historical context and the poet's personal aims in capturing the theme of loss and parenting. Tasks and discussions encourage analysis of language, structure, and themes within the poem to deepen understanding.
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Presentation Transcript
AQA POWER AND CONFLICT POETRY POPPIES BY JANE WEIR
YOUR TASK What do we usually associate with poppies? What are the connotations of a poppy?
YOUR TASK: CONTEXT Key Idea Key Idea The poem Poppies is a modern poem but draws upon the idea of the poppy flower that has become synonymous with remembrance. The poem is set in the present day but flashes back to the origins of the poppy as a symbol of remembrance at the end of World War One Armistice Sunday. Jane Weir also runs her own textile business and often weaves some of those ideas into her own writing. Armistice Sunday is still used to remember and honour any soldiers who have died in the line of duty. Focus is on remembrance Key Idea Key Idea Summary Today s key questions: 1. Can I read, understand and respond to the text? 2. Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect? 3. Can I discuss the social and historical context of the poem?
ORACY TASK MAKING INFERENCES Consider what you already know about the poem. Now look at the pictures. On your tables, discuss what ideas and themes you think will be explored in the poem. See if you can come up with FOUR ideas. Be prepared to share your thoughts. Today s key questions: 1. Can I read, understand and respond to the text? 2. Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect? 3. Can I discuss the social and historical context of the poem?
JANE WEIRS AIMS "I wanted to write a poem from the point of view of a mother and her relationship with her son, a child who was loved cherished and protected and it had led to this . heightened and absolute fear that parents experience in letting their children go, the anxiety and ultimately the pain of loss I hoped to somehow channel all this, convey it into something concise and contemporary, but also historically classic, in terms of universal experience." Today s key questions: 1. Can I read, understand and respond to the text? 2. Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect? 3. Can I discuss the social and historical context of the poem?
YOUR TASK: LANGUAGE BY LINE You have been given a line from a poem. Circle or highlight key words that you think are important. Label them with the correct subject terminology. Write down the connotations of your words. What does it suggest to you? Now share your line and connotations with your partner. Has this task proven your previous inferences correct or incorrect? How? Why? Decide what the poem is going to be about and be prepared to share your ideas. Today s key questions: 1. Can I read, understand and respond to the text? 2. Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect? 3. Can I discuss the social and historical context of the poem?
POPPIES BY JANE WEIR Three days before Armistice Sunday and poppies had already been placed on individual war graves. Before you left, I pinned one onto your lapel, crimped petals, spasms of paper red, disrupting a blockade of yellow bias binding around your blazer. slowly melting. I was brave, as I walked with you, to the front door, threw it open, the world overflowing like a treasure chest. A split second and you were away, intoxicated. After you d gone I went into your bedroom, released a song bird from its cage. Later a single dove flew from the pear tree, and this is where it has led me, skirting the church yard walls, my stomach busy making tucks, darts, pleats, hat-less, without a winter coat or reinforcements of scarf, gloves. Sellotape bandaged around my hand, I rounded up as many white cat hairs as I could, smoothed down your shirt s upturned collar, steeled the softening of my face. I wanted to graze my nose across the tip of your nose, play at being Eskimos like we did when you were little. I resisted the impulse to run my fingers through the gelled blackthorns of your hair. All my words flattened, rolled, turned into felt, On reaching the top of the hill I traced the inscriptions on the war memorial, leaned against it like a wishbone. The dove pulled freely against the sky, an ornamental stitch. I listened, hoping to hear your playground voice catching on the wind.
YOUR TASK: SUMMARISE Re-read the poem in silence. Next to each stanza, summarise what is happening. Today s key questions: 1. Can I read, understand and respond to the text? 2. Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect? 3. Can I discuss the social and historical context of the poem?
YOUR ANALYSIS Spend TEN minutes making independent annotations on your copy of Poppies . What is the significance of the structure? As you annotate, write down any questions that come to mind. We will answer these later. MEANING IMAGERY TONE STRUCTURE LANGUAGE Today s key questions: 1. Can I read, understand and respond to the text? 2. Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect? 3. Can I discuss the social and historical context of the poem?
ANALYSING POPPIES What is the tone of this first stanza and how is it established in the opening line? Why does the mother pin the poppy on her son? Why does the son not do it himself? Why does the poet specify individual war graves ? Highlight all the examples of the caesura in the poem. The speaker is the mother of a son who has gone to war. Why has the poet used caesura? What are the connotations of a blazer ? How is the poet trying to present the speaker s son at this point? How does the speaker view her child? Three days before Armistice Sunday and poppies had already been placed on individual war graves. Before you left, I pinned one onto your lapel, crimped petals, spasms of paper red, disrupting a blockade of yellow bias binding around your blazer. Bias , in this context, is a direction diagonal to a weave of fabric. (A slant). Highlight all the references to fabric and textiles in the entire poem. Why include these? Spasms , disrupting and blockade are negative word choices. Why has the poet used them? What could they symbolise? The time frame of the poem is ambiguous. It s not certain when exactly these events are taking place. Is this a mother sending her son off to the army or off to school? Why create this uncertainty?
ANALYSING POPPIES The speaker is trying to remember a tender moment with her son. How does bandaged destroy this positive image? What device has been used in blackthorns of your hair ? What are the connotations of this phrase? Why does the speaker wish for the child to play at Eskimos in this stanza? Where does the conflict appear in this stanza? Highlight and explain as annotations around your copy of the poem. Sellotape bandaged around my hand, I rounded up as many white cat hairs as I could, smoothed down your shirt s upturned collar, steeled the softening of my face. I wanted to graze my nose across the tip of your nose, play at being Eskimos like we did when you were little. I resisted the impulse to run my fingers through the gelled blackthorns of your hair. All my words flattened, rolled, turned into felt, What does steeled the softening of my face imply about the speaker s emotional state? Why does the poet use enjambment? What is the effect and what does it suggest about the speaker? What is happening to the speaker s words in the final line? What does this mean?
ANALYSING POPPIES the world overflowing like a treasure chest What device is used here and how does the speaker s son view this world? What does the verb threw imply about the speaker? What do doves represent? There are more references to fabric in this stanza. Why include them? How could they be seen as metaphorical? slowly melting. I was brave, as I walked with you, to the front door, threw it open, the world overflowing like a treasure chest. A split second and you were away, intoxicated. After you d gone I went into your bedroom, released a song bird from its cage. Later a single dove flew from the pear tree, and this is where it has led me, skirting the church yard walls, my stomach busy making tucks, darts, pleats, hat-less, without a winter coat or reinforcements of scarf, gloves. What type of word is intoxicated ? What has the world done to the speaker s son? What are the connotations of intoxicated ? Why does the speaker place a full stop after this word? Do you think there is really a song bird in the boy s bedroom? What could this be symbolic of? Why do you think this stanza is slightly longer than the others?
ANALYSING POPPIES Highlight the simile in this stanza. Discuss its significance. How are the themes of grief and loss explored in the poem? What are the connotations of a playground voice ? Why do you think the dove has led her to the memorial? What is the purpose of the dove? Poppies is an ELEGY. What does this mean and why has the poet decided to write the poem in this way? On reaching the top of the hill I traced the inscriptions on the war memorial, leaned against it like a wishbone. The dove pulled freely against the sky, an ornamental stitch. I listened, hoping to hear your playground voice catching on the wind. Do you think her son is dead or alive? Be prepared to explain your ideas. Consider the final two lines of the poem. What is the mother really hoping for here? Elegy: A poem of serious reflection, typically a lament for the dead. Lament: A passionate expression of grief and sorrow. Can you use the following GRADE 7+ vocabulary in your annotations?
YOUR QUESTIONS Re-visit your questions from your independent analysis of Poppies . What is the significance of the structure? Place a tick next to the questions that have been answered from our analysis as a class. Do you have any questions left? Get up and ask someone in the class to see if they have any ideas as to what the answer could be. Today s key questions: 1. Can I read, understand and respond to the text? 2. Can I analyse language and structure, explaining WHY the writer has used a particular technique and its effect? 3. Can I discuss the social and historical context of the poem?
TO FINISH: CHOOSE A NUMBER The most im- portant thing I have learned today is... Today, I have learnt... An impressive comment made by someone in the class was Today, I was successful when...... An interesting idea about the poem that I heard today was .. 5 6 7 8 1 2 3 4 The hardest thing to understand about the poem was... The most enjoyable activity was... The activity which most helped my learning was...
