English · Class 9 · The Spirit of Adventure · Term 2

The Snake Trying: Nature's Defense

Analyzing D.H. Lawrence's 'The Snake Trying' to explore themes of nature's defense mechanisms and human perception.

• CBSE Learning Outcomes
• CBSE: The Snake Trying - Class 9

About This Topic

The Snake Trying by D.H. Lawrence captures a tense encounter at a water trough, where the speaker watches a snake drink and then flee. Class 9 students analyse the poet's vivid imagery of the snake's 'thin long body' curving suddenly, its 'earth-coloured' scales gleaming. They trace the creature's desperate escape, linking it to nature's defence mechanisms against human intrusion.

In the CBSE curriculum's The Spirit of Adventure unit, this poem sharpens skills in poetic analysis. Students evaluate the speaker's shift from cultural prejudice and fear to awe and guilt, questioning human dominance over wildlife. Key symbols like the snake's lithe form represent vulnerability and primal grace, prompting discussions on empathy and perception.

Active learning excels here because the poem's sensory details invite embodiment. When students perform the snake's movements or debate the speaker's emotions in groups, they grasp abstract themes through physical and social engagement. Such approaches make the poem's moral resonance personal and enduring.

Key Questions

1. Analyze how the poet uses vivid imagery to depict the snake's movement and its attempt to escape.
2. Evaluate the speaker's changing attitude towards the snake throughout the poem.
3. Explain the symbolic significance of the 'thin long body' and the 'sudden curving of thinness'.

Learning Objectives

• Analyze the use of sensory imagery in depicting the snake's movement and its escape.
• Evaluate the speaker's evolving emotional response to the snake from fear to guilt.
• Explain the symbolic meaning of the snake's physical description and actions within the poem.
• Compare the snake's natural defense mechanisms with human intrusion as presented in the poem.

Before You Start

Introduction to Poetry Analysis

Why: Students need a basic understanding of poetic devices like imagery and metaphor to analyze the poem effectively.

Figurative Language in Literature

Why: Familiarity with terms such as simile, metaphor, and personification is essential for understanding the poet's techniques.

Key Vocabulary

Imagery	The use of vivid and descriptive language to create mental pictures for the reader, appealing to the senses.
Personification	Attributing human qualities or actions to inanimate objects or animals, often used to make them seem more relatable or understandable.
Metaphor	A figure of speech that directly compares two unlike things without using 'like' or 'as', suggesting a deeper resemblance.
Juxtaposition	Placing two contrasting elements side by side to highlight their differences and create a specific effect or meaning.
Symbology	The use of symbols to represent ideas or qualities, where an object or creature stands for an abstract concept.

Watch Out for These Misconceptions

Common Misconception

The snake appears as an aggressor throughout.

What to Teach Instead

Lawrence depicts it as defensive, escaping human threat. Group role-plays let students embody both perspectives, revealing the snake's vulnerability and reducing anthropocentric bias.

Common Misconception

The speaker's attitude stays fearful.

What to Teach Instead

It evolves to admiration and regret. Timeline activities in small groups help students plot emotional changes with evidence, clarifying the arc through visual mapping.

Common Misconception

The poem lacks deeper symbols.

What to Teach Instead

The 'thin long body' symbolises nature's resilient grace. Drawing tasks make symbols concrete, as students connect visuals to text during peer sharing.

Active Learning Ideas

Pair Work: Imagery Mapping

Students read the poem aloud in pairs and highlight sensory images of the snake's movement. They sketch these on chart paper, noting words like 'curving' and 'flickering'. Pairs present one image to the class, explaining its effect on mood.

30 min·Pairs

Small Groups: Attitude Timeline

Divide the poem into stanzas; each group creates a timeline of the speaker's feelings from fear to admiration. They add quotes and drawings. Groups share timelines on the board for class synthesis.

40 min·Small Groups

Whole Class: Role-Play Defence

Select volunteers as speaker and snake; others suggest movements based on imagery. Perform the escape scene twice, first with fear, then respect. Class discusses attitude shifts post-performance.

35 min·Whole Class

Individual: Symbol Reflection

Students draw the snake's body symbolising defence, label with quotes, and write a short paragraph on personal views of animals. Share selectively in plenary.

25 min·Individual

Real-World Connections

• Wildlife conservationists often encounter snakes in their natural habitats and must understand their behaviour and defense mechanisms to ensure both human and animal safety. This requires observing animals without disturbing them, much like the speaker in the poem.
• Documentary filmmakers specializing in nature, such as those working for National Geographic or the BBC, use careful observation and cinematic techniques to capture animal movements and interactions, similar to how Lawrence uses poetic devices to portray the snake's flight.

Assessment Ideas

Exit Ticket

Provide students with a short excerpt from the poem. Ask them to identify one example of imagery and explain what sense it appeals to. Then, ask them to write one sentence about how the speaker's attitude changes in that specific excerpt.

Discussion Prompt

Pose this question to the class: 'How does the speaker's initial fear of the snake reflect common human reactions to the natural world? What does the poem suggest we should do instead?' Facilitate a discussion where students share their interpretations and connect them to the poem's themes.

Quick Check

Ask students to write down two adjectives that describe the snake's movement as depicted in the poem. Then, ask them to write one word that describes the speaker's final feeling towards the snake. Review responses for understanding of key descriptions and emotional shifts.

Frequently Asked Questions

How does D.H. Lawrence use imagery in The Snake Trying?

Lawrence employs tactile and visual imagery, such as the snake's 'earth-coloured' scales and 'sudden curving of thinness', to convey fluid grace amid peril. These details immerse readers in the scene, heightening tension and evoking empathy. Students analysing them learn how poets build atmosphere and character perception in 60 words.

What is the symbolic significance of the snake's body in the poem?

The 'thin long body' symbolises nature's delicate yet powerful defence, contrasting human clumsiness. Its curving motion represents instinctual survival and beauty in adversity. Discussing this fosters critical thinking on wildlife respect, aligning with CBSE themes of perception shifts.

How does the speaker's attitude change in The Snake Trying?

Initially driven by cultural fear, the speaker feels revulsion but shifts to guilt and reverence as the snake flees gracefully. This arc critiques prejudice. Close reading with annotations helps students track tone via diction like 'sorry' and 'beautiful'.

How can active learning help students understand The Snake Trying?

Active methods like role-playing the snake's escape or mapping imagery in pairs make sensory details experiential, bridging text to emotion. Group timelines reveal attitude shifts collaboratively, while performances build empathy. These reduce passive reading, enhancing retention of themes like nature's defence, as students connect personally to the speaker's transformation in 65 words.