Lesson

This poem is found on p. 20 in Echoes 12 . Prior to reading the poem research the following items

  • Joy Kogawa’s Life History
  • The Evacuation and Internment of Canadians of Japanese Descent in World War II

Photo credit: John Flanders

Be prepared to discuss your findings using Elluminate Live!

In looking at the Echoes 12 Glossary of Literary Terms or Reference points parallelism, imagery and repetition are three more poetic devices which aim to convey messages and themes.

Parallelism is defined by Reference points as "similar constructions or treatments placed side-by-side for effect. The following is an example of parallelism:

"In the beginning Wayne Gretzky laced up his skates for Canada. In the first period he had scored two goals. By the end of the game he had a hat trick."

This is an example of grammatical parallelism. The repetition of the pronoun "he" maintains consistency throughout the brief paragraph. It also provides emphasis for the subject's dominance of this particular game.

Imagery is defined as both the pattern of images in a work and all language used to represent objects, actions, feelings, thoughts and so on.

Repetition is simply the effect that repeating lines or phrases which contributes to the emphasis of the poet's theme.

With these techniques in mind proceed to read the poem. You should also review the devices of irony, and point of view. At this point you may begin the assigned activities.

Activity

Students must complete the following activities relating to Joy Kogawa’s “Where There’s a Wall”:

  • Answer the following questions: 1.) What is the significance of the title “Where There’s a Wall”? Support your response with evidence from the poem. 2.) #3 on p.28 in Echoes 12. 3.) How does the background information regarding the evacuation of Japanese Canadians contribute to your understanding of the poem? 4.) Using the information provided in the previous questions develop a theme for the poem "Where There's a Wall". Post each response to the online discussion forum.
  • Create an image which conveys the same theme as Joy Kogawa’s poem. Should you be uncomfortable with your own artwork, find an image on the World Wide Web which would express the same feelings and emotions.

These assigned activities will help you achieve the following objectives:

  • Students will be able to interpret, select, and combine information using a variety of strategies, resources and technologies
  • Students will respond personally to a range of texts
  • Students will respond critically to a range of texts, applying their understanding of language, form, and genre.
  • Students will be able to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

Test Yourself

Please contribute the following self-assessment pieces:

  • Contribute your own personal insight to at least one other student posting. Use the following list of do's and don'ts when commenting on other students' works:
Do's Don'ts
Be polite Belittle or put down your virtual classmate
Give justification for your comment Make a comment for the sake of insulting your classmate
Constructively analyze your classmates response Just agree with everything your classmates say
  • Post examples of each literary device that was covered in this lesson

The following curriculum outcomes can be reached through this self-assessment activity:

  • Students will be able to reflect critically on and evaluate their own and others’ uses of language in a range of contexts, recognizing elements of verbal and non-verbal messages that produce powerful communication
  • Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.