RIC-0205 Discovering Poetry
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Atomic Me<br />
This poem is about<br />
Themes<br />
Style<br />
Curriculum Links<br />
individuality, self, uniqueness<br />
energy, recklessness, freedom<br />
monologue<br />
The writer is speaking to himself or herself. It is optimistic in tone, celebrating<br />
life, and takes the form of an extended metaphor, comparing the self with atoms<br />
and universal energy. Atomic Me is an extended metaphor. (A metaphor is a<br />
direct comparison of one thing with another.) There are four stanzas in the poem.<br />
A six-line stanza is called a ‘sestet’. Each sestet below ends with two rhyming<br />
lines. These are called couplets. For variation and emphasis, the poet has ended<br />
with four lines.<br />
science – outer space, health – values (selfishness, compassion)<br />
Page 23<br />
1. energy, recklessness, impulse, risk<br />
2. I leap, I’m free; a cosmic blast across your path<br />
3. shooting sparks; force field<br />
4. supplied with electrical energy;<br />
Answers will vary but may include given responsibility; asked for payment; prosecuted; filled<br />
5. (a) impulsive (b) unique<br />
(c) cosmic (d) blueprint<br />
(e) genetic (f) surge<br />
6. Emphasises the impulsive, random nature of the feelings and actions in the poem<br />
7. Teacher check<br />
• What is the attitude of the person in Atomic Me to herself<br />
or himself? What is the attitude to others? Find lines in the<br />
poem to justify your opinion.<br />
• The themes of this poem are energy, freedom and<br />
recklessness. What do you think is the dominant theme and<br />
why?<br />
©R.I.C. Publications<br />
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Small-group Work<br />
• Students write a short group sestet (six-line poem) starting<br />
each line with the letters in ‘atomic’. The group decides on<br />
the rhyming pattern. They could then make the poem into a<br />
collage and present it to the class.<br />
• As a group, students create actions to Atomic Me and<br />
perform it for the class or other classes.<br />
Individual Writing<br />
• Students choose a topic and think of some associated idea<br />
they can compare it with. For example, the sun – gives life.<br />
They could also try a season, an animal or an inanimate<br />
object. Students start by making a list of words that apply<br />
to both the topic and the idea they have associated with it.<br />
They then write a paragraph, making an extended metaphor.<br />
• Students write a short poem about the human race.<br />
R.I.C. Publications www.ricgroup.com.au 21 <strong>Discovering</strong> <strong>Poetry</strong><br />
ISBN 978-1-86311-834-7
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