My Mother Pieced Quilts Essay Definition

Meaning Of Teresa Palomo Acosta's "My Mother Pieced Quilts"

Various threads are needed to form one unique quilt. Similarly, a mother quilts together the best and diverse threads of life to form one unique identity in which a child lives with forever. In the poem "My Mother Pieced Quilts" by Teresa Palomo Acosta, the mother chooses the different aspects of the quilt, forms those aspects to make one quilt, and releases that one quilt on which it lives. In the beginning, the mother must choose the best treads to form the quilt.

The mother chooses how to make her offspring through choosing what she will fit best. Just in the beginning of the poem, the mother must decide which piece fits best in her quilt. The mother "[. . .] shaped patterns square and oblong and round / positioned / balanced" (13-15) and each shape is a different piece and each piece is quilted together to form one quilt. This relates to human life in that the mother the act of choosing the best shapes relates to choosing the best characteristics to put into the final product of a child's identity. The mother not only has to choose shapes, but also has to decide on the colors of the pieces. She has to consider "whether to put the lilac purple of easter against the red plaid of winter-going- / into-spring / whether to mix a yellow with blue and white [. . .]" (31-33). The different choices of colors symbolize the various types of personalities in which a child is form with. The mother must choose the different shapes and colors or the different characteristics and personalities in order to form one quilt or one identity that...

Loading: Checking Spelling

0%

Read more

Memoir of My Mother Essay

1532 words - 6 pages It seemed like a normal day when I entered Mrs. A’s AP Language and Composition class, but little did I know that she was going to assign a very important project that was going to take forever. I took my seat and wrote down what was on the board. Then I sat patiently and waited for Mrs. A to come explain what we were doing today. When the tardy bell rang, Mrs. A glided into the room and gave us all a stack of papers. She then proceeded to...

The Influence of My Mother Essay

548 words - 2 pages It took a long time to value the exceptional influence my mother has been on my life. She is the type of person who has thoughtful discussions about the importance of building a united family. The type of mother who always has time to listen when I need to express my feelings. The type of benevolent individual who loves to help anyone who is in need. Growing up with such a strong role model, I developed many of her convictions and interests. I...

The Burial of My Mother

1844 words - 7 pages The phone rang early the morning of July 21, 2013. It was a call from my brother-in-law telling me the news of my mother's death. The news came as no surprise. She was diagnosed with terminal cancer in May of 2013, and her death had been expected. I had been trying to prepare myself for this day ever since I had heard the diagnosis. Once I awoke, I packed and started the journey home from State University, where I had been staying with...

The Actual Meaning of My Papa's Waltz by Theodore Roethke

838 words - 3 pages The Actual Meaning of "My Papa's Waltz" by Theodore Roethke Poetry is made to express the feelings, thoughts, and emotions of the poet. The reader can interpret the poem however they see fit. Critics are undecided about the theme of Theodore Roethke's "My Papa's Waltz." Some people believe that the poem is one of a happy exchange between a father and son. The more convincing interpretation is that it has a hidden message of parental abuse....

My Viewpoint on “My Philosophy about that…” and the Meaning of “Philosophy”.

617 words - 2 pages My Philosophy Vs. Philosophy"MY PHILOSPHY" VS. THE MEANING OF "PHILOSPHY"My Philosophy on That Is…A common phrase heard today is" My philosophy on that is…" This phrase is widely thrown around and used to express a person's particular viewpoint on the subject being...

"The Autobiography of My Mother" by Jamaica Kincaid as an anticolonial text

1528 words - 6 pages Colonialism and its impacts on the political, economy, and social lives are of great thematic importance for Jamaica Kincaid. Many of her works - fiction as well as non-fiction - deal with the aftermath of colonialism. She uses literature mainly as a means of unveiling deeply hidden truths about the impact of colonialism in Caribbean islands. If in 'A Small...

Tough obstacle.This essay about my personal experience about learning the writing skills with the help of my mother.

931 words - 4 pages When I read this essay title, I didn't know which one to pick. Since the day we were born, we started to have experiences. Some people make mistakes during their experiences, but they will learn a lesson or benefit from the experience. An unforgettable experience that I will never forget is my experience with writing. When I was very little, I had a problem with my writing. I would say that I really paid a lot to earn my writing skill. What I...

The Sense of Sadness and Loss Expressed in the Two Poems, On My First Sonne and Refugee Mother and Child

1058 words - 4 pages The two poems successfully bring about the emotions of sadness and loss by conflicting feelings dealing with death. Both the poems are narrated from the parent’s view addressing his or her child that has died or is about to, and this brings about emotions of grief in the reader as well. The two poems set the mood and atmosphere in the first stanza. In “Refugee mother and child” Chinua Achebe says “for a son she would soon have to forget”...

Narrative Women in Context in Jamaica Kincaid's The Autobiography of My Mother and Virginia Woolf's The Voyage Out.

2643 words - 11 pages Narrative Women in Context in Jamaica Kincaid's The Autobiography of My Mother and Virginia Woolf's The Voyage Out.         When looking at literature as a symbolic representation of life, the absence of a mother figure within the narrative may have a direct correlation with the portrayal of society as strictly patriarchal. In Jamaica Kincaid's The Autobiography of My Mother, the loss of Xuela's mother and alienation from her...

'A Mother to her Waking Infant' by Joanna Baillie, Analyse the poem and comment on the poetic form and the language used and the way they contribute to the meaning and effects of the poem.

1532 words - 6 pages ‘A Mother to her Waking Infant’ was first published in 1790; the poem is narrated by a mother who is focusing her thoughts and words towards her newborn baby. The poem is directed solely at the child of the title, with the mother’s words starting as the child awakes, ‘Now in thy dazzling half-oped eye’. Joanna Baillie uses a number of...

The Ways Youth is Lost in Death of a Naturalist, Cold Knap Lake, On My First Sonne and The Song of the Old Mother

1270 words - 5 pages The Ways Youth is Lost in Death of a Naturalist, Cold Knap Lake, On My First Sonne and The Song of the Old Mother In 'Death of a Naturalist', 'Cold Knap Lake', 'On My First Sonne' and 'The Song of the Old Mother', each poet writes about a loss of youth, or a sense of youth no longer being present. The writer of each poem writes about childhood and children are portrayed. In 'Death of a Naturalist', Seamus Heaney writes...

Focus Question: How does language create sensory images?

Say, “Most of us have an object at home that has special meaning for us and perhaps our family. Think of a special object in your home—perhaps a picture, a piece of furniture, a watch or a ring, or a piece of sporting equipment. Why is it special? What memories does it bring to mind?” Explain that inanimate objects can have powerful emotions attached to them.

Say, “These objects have a history, and the history gives them meaning.” Explain that an article doesn’t have to have monetary value to be valuable. If possible, show students a personal item to model appropriate ideas. [IS.14 - All Students]

Introduce imagery by using the following example: “The wisps of fog trailed from the tree like grey ribbons, the edges singed by the glow of the dawning sun.” Write the sentence on the board/interactive whiteboard. [IS.15 - All Students] Ask students what they see if they close their eyes and picture the image.

Part 1

Refer to the image written on the board/interactive whiteboard. Ask, “Which senses came into play as you created your mental picture?” Explain that this is an example of imagery, or the use of language that appeals to the five senses. Ask what students can conclude about the setting and what feeling is evoked by the image. Ask, “What is suggested by the words ‘wisps’ and ‘trailed’? Why does the author compare the fog to ‘grey ribbons’? What is happening in the phrase ‘the edges singed by the glow of the dawning sun’?” (There is likely to be variety among the responses.) Say, “Not everyone sees exactly the same thing. The important thing is to focus on the senses and the emotions you feel.” [IS.16 - ELL Students] Explain that imagery can be one word, a group of words, or a paragraph.

Have students read “My Mother Pieced Quilts.” [IS.17 - Struggling Learners]  [IS.18 - All Students] You may wish to show an image of a quilt, using the suggested resources in Materials. Ask, “What is your first response to the poem? What do you most remember? What feelings come across through the poem?”

Distribute the Imagery Inventory worksheet (L-L-7-3_ Imagery Inventory_student.doc). Tell students to reread the poem and complete the worksheet. [IS.19 - All Students] Point out that the worksheet has a box for each sense. Say, “As you reread the poem, look for images that correspond to the different senses. When you find an image that appeals to the sense of sight, for example, note that image in the appropriate box. Don’t worry if some boxes are fuller than others or that a box may be empty.Just record the images that jump out at you.” After students have completed their inventories, ask them to discuss their results in small groups and then to underline two or three of the most important images. [IS.20 - All Students] Note that suggested answers are provided on the teacher copy of the Imagery Inventory (L-L-7-3_ Imagery Inventory_teacher.doc).

Part 2

Project on a computer screen a copy of the Imagery and Meaning student worksheet (L-L-7-3_ Imagery and Meaning_student.doc). Note that suggested answers are provided on the teacher copy (L-L-7-3_ Imagery and Meaning_teacher.doc). Say, “Now let’s see how the images work together to create meaning.” Ask one group for an image that was underlined and write this on the worksheet. Then ask students what they think of when they see the image. Explain that these are the associations. Write these in the column “Associations.”

After writing a few images and associations, ask if students can see any patterns emerging. For example, say, “The ‘October ripened canvases’ and the ‘faded curtain pieces’ contribute to the idea that the quilts seem worn and well used. Look at these images: the quilts are ‘cemented,’ the mother is a ‘river current/ carrying the roaring notes,’ she is a ‘caravan master’ with ‘needle artillery.’ What is the speaker saying about the mother and the quilts?” [IS.21 - All Students]Guide students to understand that the meaning of the poem is an accumulation of the meanings of these images. You may need to spend time studying the images and gathering students’ responses. Reiterate that associations have no wrong answers.

Read aloud the last four lines of the poem. [IS.22 - All Students] Say, “These lines state the poem’s strongest theme. Look at our list of images and associations. What images from this list most strongly support this theme?” Allow students time to discuss the theme in relation to imagery. See if students can “follow the thread” of a mother’s strength and love throughout the poem as expressed in her sewing of the quilts. Say, “The theme is the sum of the poem’s parts. In this case, a series of images clearly lead to the poem’s theme.”

Discuss how a study of images can enhance an understanding of any literary text. [IS.23 - All Students] Say, “A work may have a series of vivid images, such as this poem, or it may have a single dominant image.” Tell students that authors choose images carefully. Say, “Authors understand the power of imagery. Sometimes a single image is truly worth a thousand words.”

Extension

  • If students need additional practice grasping the abstract concept of imagery, refer to a popular commercial, such as one for an athletic product or a fast-food restaurant. Ask them to identify the company’s logo. Then ask what qualities or emotions are associated with that logo. (Examples: speed, satisfying taste, durability) Explain that an image from a poem or story works in the same way as the logo does.

  • Note any students who need help choosing images for the Imagery Inventory worksheet, and ask them to state the most important object they remember from the poem. Help them identify the sense most associated with that object.

  • Review theme, if necessary, to help students relate images to theme. Visually oriented students may benefit from viewing the poem projected on the board/interactive whiteboard. Use a pointer to direct students to images as they appear in the poem. Stop after each one to discuss its emotional significance.

  • Encourage students to apply their knowledge of imagery to other media, such as film or art. Tell them to think about a dominant image in the work, brainstorm associations to the image, and think about how the image enhances their understanding of the work. Then give students opportunities to create their own images. Tell them to choose one of their favorite places and an object that best represents that place. Remind students to think about the thoughts and feelings they want to evoke in others when they choose their images.

  • Have students take a sentence with very few details and rewrite it by adding vivid words and details that appeal to the senses.

  • Ask students to draw an image from a description you read to them.

  • Give students a simple paragraph such as the following: S/he left home in the morning. S/he walked on the road. With him/her was a pet. The weather was not so good. S/he missed the vehicle for school. While walking further s/he and the pet got lost in the woods. The woods were scary. S/he saw a house. The house looked scary. S/he heard some sounds. S/he went inside the house. There s/he and the pet saw some scary things. They left the house. Scary things followed them. They went through the forest. They finally got home. Then they were safe. Or were they?

Read the story aloud. Explain that this is just the shell of a story and that it could be a much better story by including exact, specific, and sensory details. Have students rewrite the story, keeping every idea from every sentence, but expanding the framework by adding details. Point out that students’ details should be vivid and keep the reader interested.

Categories: 1

0 Replies to “My Mother Pieced Quilts Essay Definition”

Leave a comment

L'indirizzo email non verrà pubblicato. I campi obbligatori sono contrassegnati *