Issue Belfast Confetti ‘Wordle’ to students. Explain that the Wordle contains the entire poem, with the prepositions removed. All that’s there is the core vocabulary; these lexical words provide the meaning of the poem.
Tell students that you want them to sort the words into lexical sets (groups of words that are associated by meaning), categories essentially. Ask students to invent their own groupings and categories and find their own associations: for example, punctuation or place names. Students may then decide to create thematic categories. Through this activity students can ‘discover’ patterns of meaning, for instance underlying metaphors, before reading the poem and seeing them revealed in the true context of the whole text.
Tell students that you want them to sort the words into lexical sets (groups of words that are associated by meaning), categories essentially. Ask students to invent their own groupings and categories and find their own associations: for example, punctuation or place names. Students may then decide to create thematic categories. Through this activity students can ‘discover’ patterns of meaning, for instance underlying metaphors, before reading the poem and seeing them revealed in the true context of the whole text.
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