In the third class of this lesson plan based on Warsan...

Guiding students to analyze instances of chiasmus that highlight the use of either irony or duality in the poem’s message.

Proposing that students identify examples of synecdoche (e.g., part representing the whole), a central strategy in this poem’s figurative construction, and explaining how they convey bodily trauma.

Asking students to identify the repetition of expressions such as “no one” and explaining how anaphora (as defined in classical rhetoric) contributes to the poem’s emotional rhythm and cumulative argument.

Asking students to identify the repetition of expressions such as “no one” and explaining how anaphora (as defined in classical rhetoric) contributes to the poem’s emotional rhythm and cumulative argument.