The Best Part Of Me Poem Examples? Trust The Answer

If you want to write a beautiful therapeutic and personal poem, then Where I Come From Poem is perfect. You create text that represents specific moments in your life that contribute to who you are today. This poem encourages tolerance and awareness of our own personal experiences and can be rewritten over and over again. Imagine being able to express where you are from without simply naming a city, state or country. This poem is about YOU!

prescribe

Use the categories below to list specific details that relate to you. The key is to make this as specific and personal as possible. Use nicknames or words that only you or your family use. Don’t worry that readers won’t know what you’re talking about.

a) Names of parents and significant relatives

b) Special foods or meals

c) Family specific games or activities

d) Nostalgic songs

e) Stories, novels or poems that you will never forget

f) Sentences that were repeated many times

g) The best things that have been said to you

h) The worst things that have been said to you

i) Ordinary household items

j) family traditions

k) family characteristics

l) Family inclinations

m) Religious symbols or experiences

n) Specific story(s) about a specific family member that influenced you

o) Accidents or traumatic experiences

p) Losses

q) pleasures

r) location of memories, images or memorabilia

From your lists, select the elements you want to include in your poem. You don’t have to include everything you’ve listed, and you can always add other categories or items that you want to include in your poem.

Use the resource link to read the original poem “Where I’m From” by George Ella Lyons. You will find that this poem mentions objects, people and situations that are unfamiliar to you. That’s perfectly fine, because this poem is personal and special for the poet, not for the audience.

Compose

Start with: I’m from ___. (Insert one of the items you listed when prescribing.)

Continue in the next line with: From___ and ____. (Fill in each blank with items from your list.)

Continue with: I am from ____ and ______. (Fill in the blanks as before.) Continue this format until you have completed your poem.

End the poem with an explanation of where you keep symbols, objects, boxes, or pictures that represent some or most of the themes you included in your poem.

Read your poem again and make any changes or edits. This poem can be rewritten over and over again, and you’ll likely find yourself thinking of more things to add to your poem even after you’ve finished.

Place a copy of this poem in a scrapbook or memory book for future generations to read.

Gift this poem to your parents or children. You will cherish it forever.

Feel free to change the format of the poem. I have presented only one suggested format for writing this poem.

Writing this poem can evoke emotions you weren’t prepared for. Consider writing this poem as a means of free therapy.

If you discover traumatic experiences that you have forgotten, please see a therapist or talk to someone you trust.

Line by line analysis of Elizabeth Brewster’s Where I Come From

Line by line analysis of “Where I come from” by Elizabeth Brewster – This is a free verse. The poem has no rhyme scheme. In fact, it reads like prose.

1) The poet begins with a very profound statement, saying that people and their personalities are made up of traits that are unique to the places they come from.

2-3) She talks about how people display personality traits that are unique to regions they come from, such as jungles, mountains, coastal areas and the tropics. She means that a region has an enormous influence on the personality of the indigenous people.

4) The poet begins her description with an environment in which she does not feel at home. She describes the cities and how the residents feel comfortable with the smell of smog due to pollution. She uses olfactory imagery here.

5) Brewster further hints at a scent she knows but misses in her urbanized apartment. She talks about the missing scent of tulips in spring.

6) The poet describes the city with vivid visual images of the landscape, drawn in limited areas due to lack of space.

7) It describes the human need for peace and serenity in the midst of fast-paced city life. Brewster talks about artificial landscape features like fountains, which are an integral part of modern urban architecture. She also uses olfactory imagery to describe the typical scent of museums.

8) The city’s synthetic appearance is described by her observation that even art is locked away in museums and people must flick through guidebooks to satisfy their artistic aspirations.

9) She uses olfactory images to describe the typical smell that emanates from offices and factories.

10) She describes with tactile images the chromed offices and the scents associated with urban life.

11) She even mentions the typical smell of the subway at rush hour.

12-13) Brewster uses the second stanza like a sextet of a sonnet, in which she states the true intention behind the writing of the poem. She reveals the fact that the Canadian forests with their miles of pine trees are what she is familiar with and longs for.

14) She describes the contrast of blueberries growing against a background where farmland has been burned to increase fertility.

15) Unlike the buildings in the city, she describes the farmhouses in the country as old wooden buildings that need painting.

16) She uses kinesthetic imagery to describe open courtyards where chickens and ducks roam freely.

17-18) As she describes the scene and uses auditory imagery to indicate the gurgling produced, she also talks about the old and run-down schools that offer an open view of wild violets growing in the countryside.

19-20-21) Brewster highlights her strong feelings and emotions about human identity associated with regions through a metaphor in which she personifies happy and sad memories as spring and winter dominating the human mind. She talks about how reminders of familiar things help us get through tough times. The poet reveals where her heart beats. She believes that if you open the door of the (metaphorical) mind, you would feel the familiarity of the cold winds blowing across the snowfields like her.

Who I Am Poems (Introductory Level) Prepare and Match: This activity begins an active introspective process while continuing to provide opportunities for individuals to make connections with one another. Participants write short poems, beginning each line with “I am,” and encourage them to describe in their own words who they are and what is important to their identity. Objectives: In any attempt to raise awareness and encourage self-development, it is crucial to engage participants in activities that require introspection and self-reflection. It is also important to provide participants with opportunities to make connections across and even within identity boundaries. The Who I Am activity can provide a non-threatening starting point to encourage self-reflective thinking and introspection. It’s a safe way for participants to reflect on and share the influences that have shaped their identity. Also, the connection process continues as participants discover unexpected similarities and differences between themselves and others in the group. This activity can also be an excellent conclusion activity, allowing people to reconnect on a self-defined and human level at the end of an experience in which they discuss difficult issues. Instructions: Ask participants to take ten to fifteen minutes to write a poem entitled Who I Am. Point out that the only rule is that each line should begin with the words “I am…”. Leave it up to their interpretation as much as possible, but suggest that if they wish they can make statements about where they are from regional, ethnic, religious and so on; memories of different points in her life; interests and hobbies; mottos or creeds; favorite phrases; family traditions and customs; and what else defines who they are. Be sure to let them know they will be sharing their poetry. Notes for Facilitator: To ensure that everyone has an opportunity to tell his or her story, you might consider splitting the group into different small groups of 8-10 people if necessary. Give participants the opportunity to either read their poems or share parts of their poems from memory. Points to note: Because some individuals provide highly personal information, some may be reluctant to read their poetry, even in small groups. In such situations, it is sometimes effective to have moderators recite their poems first. Consider sharing your poem before asking students to write their own pieces. If you make yourself vulnerable, others will feel more comfortable doing the same. Make sure everyone has time to speak, whether they’re reading their poetry or sharing it from memory. Using this as a final activity doesn’t require much processing. Encourage applause and thank people for sharing their poems. If you are using this activity in the middle of a class or workshop, have some process questions ready. When everyone has shared, ask participants how it felt to share their poems. Ask what connections people made in this activity. What similarities did the poems have in common? Did any of this surprise you? You might also consider asking people to stand up and talk to someone they feel connected to through the poems. Example – My personal “I’m from” poem: I’m basketball on a snowy driveway.

I’m fish fingers, frozen crinkle cut fries, and frozen mixed vegetables.

I’m primarily white, upper-middle-class neighborhoods and interracial schools.

I am Donkey Kong, Ms. Pac Man, Atari 2600 and sports video games.

I’m soccer on Thanksgiving and New Years.

I am “unity in diversity” and “speak from my own experience”.

I’m Triple-Wahoos with three degrees from the University of Virginia.

I am diversity, multicultural education, identity, introspection, self-reflection and social action.

I am Daffy Duck, Mr. Magoo, Hong Kong Phooey, Foghorn Leghorn and other cartoons.

I’m Tae Kwon Do, Basketball, The Batting Cages, A Soccer Family And The Gym.

I am a wonderful family, close and loving and incredibly supportive.

I am movies based on real events and documentaries

I’m History Channel, CNN, ESPN, BRAVO and Home Team Sports.

I am passionate about education and empowerment, personal development and making connections. [ Back to awareness activities page ]

Imogene and Alafair were women in the neighborhood I grew up in in Harlan County, Kentucky. Alafair had a beauty salon in her garage, and Imogene gave out the best treats on Halloween – homemade popcorn balls, caramel apples, etc. As I love words, I enjoyed the sound of unusual names, especially common ones. (Their houses faced each other.)

George EllaLyon

Read more: http://wiki.answers.com

Writing a poem about yourself can be a fun, creative exercise, or a way for a new group of people to introduce themselves to each other. An autobiographical poem usually begins with your name on a single line and then lists various characteristics of your life, such as interests, family background, and desires. You can write a poem that describes you by collecting personality traits, relationships, feelings, and desires that are important to you.

personality

Thinking about your personality traits is a good way to start your poem. Read Write Think suggests brainstorming adjectives that describe yourself. For example, if you enjoy doing good things for others, you might write “caring” or “compassionate.” If you always seem to have a joke or humorous quip for everything, you could write “hilarious” or “funny.” After thinking about how you feel about people and about yourself, make a long list, and then choose the three or four most important qualities you want to include in your poem.

family

Your family is an important part of your identity. The next section of your poem can focus on one or two important relationships in your life. While A Different Place suggests starting with sibling or parent relationships, you can also think about other people who are important to you, such as best friends, spouses, children, pets, and significant others. You can continue your poem by listing one or two of these relationships. For example, the lines could read “Fred and Mary’s daughter,” “Brian’s best friend,” or “Owner of Mac the Dog.”

feelings

A poem that describes you should gradually reveal deeper aspects of your personality. The next few lines can do that by including your most common feelings and what evokes them. If you e.g. For example, if you have a passion for gardening, you might write, “Who feels joy among flowers.” Springfield Public Schools suggests thinking not only about your feelings, but also how those feelings drive you to behave, such as thinking about your feelings . B. Needs and things you give to others. Your next lines could be, “Who needs family time” and “Who makes hilarious jokes?”.

fears and desires

Like emotions and the actions that accompany them, you can also write about things that you want or don’t want in your life. Writing about your fears can be a good transition from discussing feelings to what you desire. Your fears can be as big or small as you like, provided you are happy to share them. You can write “who’s afraid of spiders” or “who’s afraid of rejection.” You can also consider wishes you have for yourself as well as for your community. For example, you might write, “Who wants to study art” or “Who wants people to accept each other.”