So far so good in our poetry unit! But let's take a few more moments to talk about connotation, our TP-CASTT method, and why feelings are such a big deal in poetry.
I've been trying to pay (even more) attention to what I read and listen to and how we use language to get others to feel stuff. My little kids are quite aware of how some words and phrasing affect me more than others.
Addy: "Can I eat this gigantic drippy ice cream sandwich five minutes before bedtime?"
Me: Um, no you may not.
Addy: "May I eat this gigantic drippy ice cream sandwich five minutes before bedtime?"
Me: What a proper way to ask a ridiculous question. Sure! Enjoy it and be sure to get extra sticky.
Manners and properness will take you far, guys. Plus it's adorable and I don't want to raise a couple of heathens who eat gigantic drippy ice cream sandwiches five minutes before bedtime. wink.
Or, another scenario...
Student A: Ugh, reading is so boring!
Student B: Ugh, reading is so challenging!
Me: Student A, shut your face, reading is amazing and totally not-boring and, yes I agree Student B, at times, reading is challenging!
Boring and challenging...probably not much of a difference in this scenario, right? But with teacher ears and connotation, I'm immdeiately emotional.