Today, my class and I are diving into a fun activity called the Opposites Game, using a line from a famous poet, Emily Dickinson. I write on the board: “My life had stood a loaded gun.” The challenge is for my students to think of words that mean the opposite of each word in the line.
Immediately, the room buzzes with ideas. One student shouts, “Flower!” Another disagrees, suggesting, “No, it’s a book.” A third student jumps in, “The opposite of a gun is a pillow. Or maybe a hug, but definitely not a book.” This sparks a lively debate, with everyone eager to share their thoughts.
Each student has their own idea of what the opposite should be. Some say it’s a song, a prayer, or a promise, like a wedding ring or even a baby. Others think of a whisper, a star, or saying “I love you” into someone’s hand.
The classroom is filled with laughter and playful teasing. “Are you serious? You should be the president of Stupid-land!” one student jokes. Another suggests, “It’s a teddy bear, a sword, or a perfect peach.” Yet another insists, “Go back to the first one, it’s a flower, a white rose.”
When the bell rings, I reach for the eraser, but a student stops me. “Nothing’s decided,” she says. “We’re not done here.” I leave the board covered in their creative answers.
The next day, the debate continues. Some students have formed clubs based on their favorite answers: the Flower club, the Kitten club, and two boys who call themselves The Snowballs. Others stick to the original game, trying to create something poetic.
They come up with more ideas: “It’s a diamond, it’s a dance, the opposite of a gun is a museum in France. It’s the moon, it’s a mirror, it’s the sound of a bell and the hearer.”
As the discussion heats up again, I decide to challenge them. “Maybe all of you are right,” I suggest. “Maybe it’s everything we said and everything we didn’t say. It’s words and the spaces for words.”
They start to see each other’s perspectives. “It’s everything in this room and outside this room, down the street and in the sky. It’s everyone on campus and at the mall, and all the people waiting at the hospital and at the post office. And, yes, it’s a flower, too. All the flowers. The whole garden.”
Finally, I add, “The opposite of a gun is wherever you point it.” They laugh and say, “Don’t write that on the board. Just say poem. Your death will sit through many empty poems.”
This game shows us that sometimes, there isn’t just one right answer. It’s about exploring ideas and seeing things from different angles. The Opposites Game helps us think creatively and understand that words can mean many things, depending on how we look at them.
Choose a line from a poem or a book you like and write it down. Then, think of words that mean the opposite of each word in the line. Write your own “opposite” poem and share it with the class. This will help you explore language and creativity.
Draw or paint a picture that represents the original line from Emily Dickinson’s poem. Then, create another artwork that represents the opposite of that line. Display both pieces side by side and explain your choices to the class. This activity encourages visual thinking and interpretation.
Form small groups and choose one word from the poem. Each group will argue for what they believe is the best opposite of that word. Present your arguments to the class and vote on the most convincing opposite. This will help you practice persuasive speaking and critical thinking.
Play a game where one student says a word from the poem, and the next student must quickly say an opposite word. Continue around the circle without repeating words. This fast-paced activity will improve your vocabulary and quick thinking.
Write a short story using the original line from the poem as the opening sentence. Then, write another story using your opposite line as the opening. Share your stories with the class and discuss how the different perspectives change the narrative. This will enhance your storytelling skills and understanding of perspective.
Here’s a sanitized version of the provided transcript:
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**”The Opposites Game” for Patricia Maisch**
Today, my students and I play the Opposites Game with a line from Emily Dickinson. I write on the board, pausing for them to call out antonyms:
“My life had stood a loaded gun,” it goes.
They respond with various answers:
“Flower,” says one.
“No, Book,” says another.
“That’s not right,” a third chimes in, “the opposite of a gun is a pillow. Or maybe a hug, but not a book.”
With that, the others gather their thoughts, and suddenly it’s a lively discussion.
No one can agree; for every student, there’s a final answer.
“It’s a song, a prayer, a promise, like a wedding ring, and later a baby. Or what’s that person who delivers babies? A midwife? Yes, a midwife.”
“No, that’s not it. You’re so wrong.”
“It’s a whisper, a star, saying ‘I love you’ into your hand and then touching someone’s ear.”
“Are you serious? You should be the president of Stupid-land! When’s the election?”
“It’s a teddy bear, a sword, a perfect peach.”
“Go back to the first one, it’s a flower, a white rose.”
When the bell rings, I reach for an eraser, but a girl snatches it from my hand.
“Nothing’s decided,” she says. “We’re not done here.”
I leave all the answers on the board. The next day, some of them have stopped talking to each other; they’ve taken sides.
There’s a Flower club, a Kitten club, and two boys calling themselves The Snowballs.
The rest stick with the original game, which was to try to write something like poetry.
“It’s a diamond, it’s a dance, the opposite of a gun is a museum in France. It’s the moon, it’s a mirror, it’s the sound of a bell and the hearer.”
The discussion starts again, more lively exchanges, and finally a new club forms.
For the first time, I dare to push them.
“Maybe all of you are right,” I say. “Well, maybe. Maybe it’s everything we said. Maybe it’s everything we didn’t say. It’s words and the spaces for words.”
They’re looking at each other now.
“It’s everything in this room and outside this room, down the street and in the sky. It’s everyone on campus and at the mall, and all the people waiting at the hospital and at the post office.
And, yes, it’s a flower, too. All the flowers. The whole garden.
The opposite of a gun is wherever you point it.”
“Don’t write that on the board,” they say. “Just say poem. Your death will sit through many empty poems.”
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This version maintains the essence of the original text while removing any inappropriate or potentially offensive language.
Opposites – Words that have completely different meanings from each other. – In literature, authors often use opposites like light and dark to create contrast in their stories.
Game – An activity that one engages in for amusement or fun, often involving a set of rules. – The students played a vocabulary game to help them remember new words from the novel they were reading.
Ideas – Thoughts or suggestions about what to do or how to solve a problem. – The teacher encouraged the students to share their ideas about the themes in the book they were studying.
Flower – The part of a plant that is often brightly colored and has a pleasant smell, used in literature as a symbol of beauty or growth. – In the poem, the flower symbolized the fleeting nature of life.
Poem – A piece of writing that expresses emotions, experiences, or ideas, especially in short lines using rhythm and sometimes rhyme. – The students wrote a poem about their favorite season, using vivid imagery and descriptive language.
Debate – A formal discussion on a particular topic where opposing arguments are presented. – In English class, there was a lively debate about whether the main character made the right decision at the end of the story.
Creative – Having the ability to use imagination to produce new and original ideas or things. – The creative writing assignment allowed students to invent their own endings to the classic tale.
Perspectives – A particular attitude or way of viewing something; a point of view. – The novel was interesting because it was told from multiple perspectives, giving readers insight into each character’s thoughts.
Students – Individuals who are studying at a school or college. – The students were excited to start their new literature project on Shakespeare’s plays.
Literature – Written works, especially those considered of superior or lasting artistic merit. – In literature class, they explored different genres, including poetry, drama, and novels.
