Thoughts at Paliani

On the plain below, dozens of cloth windmills spin,
the air clean enough to see through. Like the waterfall you
slipped behind, or left through, years ago.

Light fills the convent garden, the ancient myrtle tree
covered with hundreds of hopes for recovery: bright ribbons
knotted to branches while the ill keep faltering.

One wish gives rise to another, and dominoes click in the shade
on a tile table. The nun, who has lived here since she was three,
picks fleas from the dog then pours our thick coffee. The oldest peer
from their half-curtained screens. They cook for themselves, eat alone,
and pray for the world.

It’s a long stream water makes falling, each drop coalescing. That spring
you died, the moss on the banks seemed greener, spray going farther
than thought.

Katherine Soniat
from her forthcoming book The Swing Girl
Used by permission of the poet.


LESSON PLANS

For an Art Class

Lesson Plan for Katherine Soniat’s “Thoughts at Paliani”
by Nancy Jaynes

Background: Read the poem aloud.

Students follow along.

Ask students to work together to highlight or circle the clear visual images in the poem.

Students will share ideas with the bigger group.

Ask the students to choose which images create a sense of place.

What is the geography of this setting?

On the board, write the words that lend a strong sense of geography.

Students may work alone or with a partner to create a collage of one of the visual images in the poem.

Materials may include old magazines, tissue paper, waxed paper or recycled plastic, etc.

For a Geography Class

Lesson Plan for Katherine Soniat’s “Thoughts at Paliani”
by Nancy Jaynes

Background: Read the poem aloud. Students follow along. Ask students to work together to highlight or circle the clear visual images in the poem. Students will share ideas with the bigger group. Ask the students to choose which images create a sense of place. What is the geography of this setting? On the board, write the words that lend a strong sense of geography.

Students may work alone or with a partner to create a collage of one of the visual images in the poem. (Materials may include old magazines, tissue paper, waxed paper or recycled plastic, etc.)

After the collage project has been completed, students will research the geography of Paliani and complete a handout that includes the following questions:
1 . On what continent is Paliani located?
2 . Give its specific location using latitude and longitude.
3 . Describe its climate.
4 . Describe the main landforms of the region.
5 . Describe the predominant vegetation in the region.
6 . Describe the crops that are grown in the region around Paliani.
7 . What is the major language spoken there?
8 . What is the dominant religion there?
9 . What is the major source of power (energy) in this region?
1 0 .What natural resources are available in this region, and/or what are tourist attractions of the area?

After answering these questions in list format, students would use their completed question sheet to create a travel brochure for the area. Students would be shown examples of travel brochures, and must include some but not all of the factual information from the question sheet.

For an English Class

Lesson Plan for Katherine Soniat’s “Thoughts at Paliani”
by Nancy Jaynes

Background:
Read the poem aloud. Students follow along. Talk about vocabulary- “coalescing,” and “peer.”

Ask students to work together to highlight or circle the clear visual images in the poem. Students will share ideas with the bigger group.

Ask the students to choose which images create a sense of place. What is the geography of this setting? On the board, write the words that lend a strong sense of geography/place.

Relate action to mood:
Ask students what the mood of the poem is. What creates the mood? What actions are taking place in this poem?

Analyze the poem’s structure:
What are some divisions that you see in the poem? What’s its physical layout on paper?

If students don’t observe this, point out that each stanza is three lines long (define “tercet”), except for one stanza, which is five lines long. Ask students what significance there is in this arrangement of lines. Ask students why the poet would give more weight to one of the stanzas. Allow students to share thoughts.

Ask students if they notice any recurring images.

What is mentioned in the opening stanza that is also referred to in the closing stanza? What’s the symbolism associated with flowing water? Is there a sense of mystery in this poem, or something that seems ambiguous, something that provokes curiosity? What questions are unanswered? What do you think about the last two sentences in the last tercet of the poem? What sort of note does the poem end on? Is it mournful?

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