On Reading Poems to a Senior Class at South High, By: D.C. Berry

Original
Before
I opened my mouth
I noticed them sitting there
as orderly as frozen fish
in a package.

Slowly water began to fill the room
though I did not notice it
till it reached
my ears

and then I heard the sounds
of fish in an aquarium
and I knew that though I had
tried to drown them
with my words
that they had only opened up
like gills for them
and let me in.

Together we swam around the room
like thirty tails whacking words
till the bell rang
puncturing
a hole in the door

where we all leaked out

They went to another class
I suppose and I home

where Queen Elizabeth
my cat met me
and licked my fins
till they were hands again.

First Reaction
- This poem by D.C. Berry is about a teacher and his students reading poems together in class. At first, Berry compares the students to frozen fish because they are perhaps motionless. As the poem progresses, the students become more active and more interactive in class. The poem ends with the teacher going to his house and being greeted by his cat.

Paraphrased
Before
I begin
I noticed them sitting there
Like a bunch of frozen fish
In a package.

Slowly water begins to fill the room
And I didn’t notice
Till it reached
My ears

Then I heard the sounds
Of students listening
And I knew that I had to
Drown them
With my words
That they opened up
Like their “gills”
To listen to me

Together in unison, we “swam”\
Like in a fish school
Till the bell rang
Making
A hole in the door

Where we all exited the classroom

They went to another class
And I went home

Where my cat
Queen Elizabeth welcomed me
And licked my finsTill they were hands again.

Syntax and Word Choice
- This poem is written in free style, meaning no rhyme sequence or specific pattern. The word choice is simple and easy to understand.
Imagery
- One of the more noticeable images is the aquarium. In the poem, Berry compares the classroom to an aquarium and the students as fish. Berry states that, “Slowly water began to fill the room,” meaning that his words are being to bring life into the classroom.
Figurative Language
- Berry uses similes and metaphors to show how he influences his students. Berry’s words give the students meaning and they engage in the lesson at hand. One example of a simile in the poem is, “Together we swam around the room / like thirty tails whacking words.” Another example of figurative language is, “...where Queen Elizabeth/ my cat met me /and licked my fins…”
Tone
- The overall tone of the poem is slow and bland to exciting and noticeable. As the teacher starts to bring excitement to his classroom, so does the students.
Theme
- One theme that can be derived from this poem is the notion that a teacher can bring out students’ potentials and have them engage in the discussion.

Conclusion
- After re-reading and analyzing On Reading Poems to a Senior Class at South High, I can tell that the teacher was somewhat surprised that he actually got the students to listen to his lectures. The stereotype that students are supposed to listen and learn is emphasized in this poem.