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Poetry Packet Belonging to: _______________________________________________________________ Day One SWBAT analyze figurative language and text structures to explain how they contribute to a text’s themes or main ideas (stanzas). Word: Embroidered (adj.) Definition: To decorate with needlework Rewrite Word:
My Sentence: She spent the afternoon embroidering her skirt with multicolored thread.
Comment [L1]: DO NOW: 10 minute complete, 5 minute review = 15 MINUTES
Your Sentence: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Cloths of Heaven
Word Charge:
Comment [L3]: Neutral
William Butler Yeats (1899) Had I the heavens’ embroidered cloths, Enwrought with golden and silver light, The blue and the dim and the dark cloths Of night and light and the half-light, I would spread the cloths under your feet; But I, being poor, have only my dreams; I have spread my dreams under your feet; Tread softly because you tread on my dreams. Who might the narrator be speaking to in this poem? UNDERLINE one line that lets you know. The narrator might be speaking to _____________________________________________________________ Because ___________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Comment [L2]: The narrator might be speaking to someone he loves (like a boyfriend/girlfriend) because he’s saying that he would lay the cloths of heaven in all of their beauty at his/her feet. However, since he cannot do that, he says that he’s giving him/her his dreams instead. Since dreams are important to everyone, we can only assume that he’s speaking to someone who’s important to him.
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Stanza: a group of lines of poetry, like a paragraph, set off usually by a blank space. Poets create stanzas for a reason; the lines belong together. It’s up to you (as the reader) to determine why those particular lines belong together. Are the lines all talking about the same topic? Are they elaborating on something from a previous stanza? Are they the next logical event in a narrative? Example:
Bird
Comment [L4]: Two pounds. Two claps. Two snaps. Comment [L5]: ML: 3 minutes
Gold
A linnet in a gilded cage, – Branch A linnet on a bough, – In frosty winter one might doubt Which bird is luckier now.
First Stanza
But let the trees burst out in leaf And nests be on the bough, Which linnet is the luckier bird, Oh who could doubt it now?
Second Stanza
-
“A Linnet in a Gilded Cage” by Christina Rossetti
Comment [L6]: When we’re reading, we circle any words that we don’t know. When we circle words that we don’t know, we know that we either have to: a) look those words up in a Dictionary (or ask someone what they mean) or b) try to figure them out using context clues. For this unit, I’ll be giving you the definitions because there are going to be lots of words that you don’t know. When I give you a definition, you should write it next to the circled word. Review LINNET, GILDED, and BOUGH Comment [L7]: Students circle the words and write in the definitions themselves
First Stanza Linnet in the Cage
Comment [L8]: TURN AND TALK: Which bird is lucky in the first stanza? Why? ANSWER: In the first stanza, the linnet in the cage is lucky because she’s indoors in the middle of winter. The linnet on the tree branch is unlucky because she needs to stay outdoors where it’s cold.
Linnet on the Bough
Comment [L9]: Complete first chart together
Second Stanza
Comment [L10]: COMPLETE INDEPENDENTLY (2 minutes): Which bird is lucky in the second stanza? Why? ANSWER: In the second stanza, the linnet in the cage is unlucky because she needs to stay cooped up indoors. She can’t be free. The linnet on the tree branch is lucky because she can fly free in the nice weather.
Lucky
Lucky
Unlucky
Unlucky
Linnet in the Cage Linnet on the Bough
Why do you think Rossetti breaks the poem into two stanzas? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L11]: Quick Write (3 minutes): Rossetti breaks the poem into two stanzas to contrast the conditions of the two linnets. She gives an example of a time during which each linnet is lucky and unlucky. (STRETCH: Which linnet do you think Rossetti believes is luckier overall? ANSWER: The linnet on the bough. She ends with her being the lucky one. Also the phrase “Which linnet is the luckier bird, / Oh who could doubt it now?” strongly suggests that the linnet on the bough is the luckier of the two.)
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The Passionate Shepherd to His Love Christopher Marlowe (Before 1593)
Comment [L13]: Two pounds. Two claps. Two snaps.
Come live with me and be my love, And we will all the pleasures prove, That hills and valleys, dales and fields, And all the craggy mountain yields.
Comment [L14]: Valleys Comment [L15]: Rough Comment [L16]: Surrenders
There we will sit upon the rocks, And see the shepherds feed their flocks By shallow rivers, to whose falls Melodious birds sing madrigals. And I will make thee beds of roses, With a thousand fragrant poises, A cap of flowers and a kirtle Embroidered all with leaves of myrtle:
Comment [L12]: Read aloud (teacher): 2 minutes Annotation: 5 minutes Read aloud (students): 3 minutes
Comment [L17]: Pleasant sounding Comment [L18]: Type of song without musical accompaniment
Arcadia (Thomas Eakins, 1883)
Comment [L19]: Flowers Comment [L20]: Long dress Comment [L21]: Type of shrub (bush)
A gown made of the finest wool, Which from our pretty lambs we pull; Fair lined slippers for the cold, With buckles of the purest gold; A belt of straw and ivy buds, With coral claps and amber studs; And if these pleasures may thee move, Come live with me, and be my love. The shepherd swains shall dance and sing For thy delight each May morning: If these delights thy mind may move, Then live with me, and be my love.
Comment [L22]: Pink stones Comment [L23]: Red-orange stones Comment [L24]: You
The Arcadia or Pastoral State (Thomas Cole, 1834)
a. What does the shepherd want from the nymph? b. How does the shepherd try to get what he wants? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L25]: Lovers Comment [L26]: Your
Comment [L27]: Quick Write: The shepherd wants the nymph to be his lover. He offers the nymph material goods in order to get what he wants from her (dresses, shoes, entertainment, etc).
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Why do you think Marlowe breaks the poem into the stanzas as he does? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L28]: Quick Write: Marlowe breaks the poem into stanzas that describe all of the things that he’s going to give to the nymph. He originally asks her to move in with him and then keeps adding to the list of what he’s willing to give her. Perhaps this shows us that the nymph rejected his offer or looks disinterested. (REVIEW FOR DAY TWO WHEN READING “THE NYMPH’S REPLY.”)
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Day Two SWBAT analyze figurative language and text structures to explain how they contribute to a text’s themes or main ideas (repetition). Word: Folly (n.)
My Sentence: Trying to walk home in a blizzard is absolute folly.
Definition: Foolishness
Your Sentence: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Rewrite Word:
Ode on a Distant Prospect of Eton College
Word Charge:
Comment [L30]: Negative
Thomas Gray (Excerpt, 1742)
Yet ah! why should they know their fate? Since sorrow never comes too late, And happiness too swiftly flies. Thought would destroy their paradise. No more; where ignorance is bliss, 'Tis folly to be wise. Ignorance: Lack of knowledge or education Bliss: Complete happiness Line from the Text
In Your Own Words
“Ignorance is bliss”
DO NOT COMPLETE (YET): What lesson might Gray be trying to teach the reader? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
How is this an example of folly? _________________________________________________ _________________________________________________ _________________________________________________
Comment [L29]: Students might say that Gray believes that it’s foolish to be wise because you’ll be much happier not knowing anything. (In reality, Gray was being nostalgic for his youth at Eton College when he was young and didn’t know anything. He’s not necessary advocating for a lifetime of ignorance.)
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Repetition: the return of a word, phrase, or stanza in any form of literature. Pay attention to what an author chooses to repeat. These words and phrases usually have significance to the meaning of the poem. Re-read Marlowe’s “The Passionate Shepherd to His Love.” Double-underline words, phrases, and/or stanzas that you notice are repeated. Why do you think Marlowe chose to repeat those words, phrases, and/or stanzas? _________________________________________________________________________________________________________________
Comment [L31]: Marlowe repeats “live with me, and be my love” multiple times. He repeats this line because it’s what his protagonist (the shepherd) wants, and this is a persuasive poem in which he’s trying to get what he wants.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ DURING READING: What are three reasons that the nymph gives to the shepherd to explain why she will not accept his offer. Underline the reasons in the text.
The Nymph’s Reply to the Shepherd Sir Walter Raleigh (Before 1599) Written in Response to Marlowe’s Poem
Comment [L32]: R1: See example underlined in the text. R2: The gifts that he give her won’t keep her satisfied for long. “Soon break, soon wither, soon forgotten, – / In folly ripe, in reason rotten.” R3: She wants someone who will continue to love and provide for her even when she’s elderly and sick. “But could youth last and love still breed, / Had joys no date nor age no need”)
If all the world and love were young, And truth in every shepherd’s tongue These pretty pleasures might me move To live with thee and be thy love. Does the nymph accept the shepherd’s proposal? How do you know? USE THE TEXT. _______________________________________________________ _______________________________________________________ _______________________________________________________
Time drives the flocks from field to fold, When rivers rage and rocks grow cold; And Philomel becometh dumb; The rest complains of cares to come.
Portrait of Sir Walter Raleigh
Comment [L33]: An enclosed pen for sheep Comment [L34]: A Greek heroine who was turned into a bird Comment [L35]: Someone who cannot speak STRETCH: What is happening in this line – “And Philomel becometh dumb”? The birds stop singing as time goes by.
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The flowers do fade, and wanton fields To wayward winter reckoning yields: A honey tongue, a heart of gall, Is fancy’s spring, but sorrow’s fall.
Comment [L36]: Many Comment [L37]: Not following rules Comment [L38]: Destruction Comment [L39]: Bitterness
Portrait of Sir Walter Raleigh
The gowns, thy shoes, thy beds of roses, Thy cap, thy kirtle, and thy posies Soon break, soon wither, soon forgotten, – In folly ripe, in reason rotten. Thy belt of straw and ivy buds, Thy coral clasps and amber studs, All these in me no means can move To come to thee and be thy love.
Comment [L40]: AFTER READING: The nymph won’t live with the shepherd because she thinks that he’s sweet-talking her but doesn’t actually love her. We find that in the text here. She says that he has a “honey tongue,” that he’s saying exactly what she wants to hear. But he also has a “heart of gall.” He doesn’t really have feelings for her. So he might love her now (“fancy’s spring”) but he won’t later (“sorrow’s fall”). Comment [L41]: To shrivel up and die
But could youth last and love still breed, Had joys no date nor age no need, Then these delights my mind might move To live with thee and be thy love.
Portrait of Christopher Marlowe
Comment [L42]: Be produced (made)
Why does the nymph refuse to accept his love? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ How are the portrayals of the nymph different from one another? Marlowe’s Portrayal
Raleigh’s Portrayal
Comment [L43]: Marlowe's portrayal of the nymph is much different than Raleigh's potrayal. Marlowe's nymph remains silent through the poem, letting the shepherd do all of the talking. The shepherd in Marlowe's poem assumes that the nymph will be drawn in by his material goods (clothes, shoes, etc). Meanwhile, in Raleigh's poem, the nymph does the talking, rejecting the shepherd. She also proves that she's much more practical than Marlowe's shepherd thought. She recognizes that a long-term relationship cannot be built on the exchange of material goods and proves herself to be extremely practical with her concerns about the future. She also believes that the shepherd's love isn't true.
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Sir Walter Raleigh was a famous explorer, writer, and courtier (which meant that he served in the royal courts). He was from an upper-class family and ended up getting arrested for marrying without Queen Elizabeth I’s permission. Read about how gentlemen like Raleigh would have “courted” and married a woman back in the Elizabethan era. Based on this information, think about why Raleigh might have written his “Nymph’s Reply.”
Traditions of Elizabethan Courtship (Excerpt) Courtship in the Elizabethan era was when ladies of the court were wooed and won by lords of the court through gestures such as frequent visits, gifts, and compliments. The man generally asked a woman’s father for permission to court his daughter, which showed that the man was seriously considering marriage. In saying “yes” to a courtship proposal, the father was granting the man permission to visit his daughter, give her gifts, accompany her to formal social events, etc. Back then, the woman possessed little right in choosing her husband. In wealthy families especially, matrimony (marriage) was arranged by the families of the bride and groom in order for the two sides to benefit from one another. Marriages were arranged to gain wealth and social connections. Women who married men who were from less wealthy or less powerful families were seen as “marrying beneath them.”
Think about how women in the Elizabethan era chose their husbands. How does this relate to “The Nymph’s Reply to the Shepherd”? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L44]: Women in the Elizabethan era didn’t choose their husbands; her family chose her husband for her. Raleigh’s nymph definitely makes the decision herself. While Elizabethan families married off their daughters for money, Raleigh’s nymph refuses all of the shepherd’s offers of wealth and insists that she wants to marry for love only.
_________________________________________________________________________________________________________________ Why do you think Raleigh might have written his poem? Use information from “Traditions of Elizabethan Courtship” to support your argument. _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L45]: We know from the background information that Raleigh was arrested for getting married without permission from the queen. He might have written his poem because he felt that people should be able to marry because they're in love with each other -- instead of getting married for material gain or to please their families (which men and women generally did in Elizabethan times).
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Would you consider Raleigh to be a feminist (someone who believes men and women should have equal rights)? Why or why not? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L46]: Raleigh probably could be considered a feminist. He has his female protagonist (the nymph) reject her suitor when women in Elizabethan times generally didn't have that right. He seems to believe that women should have more of a voice in choosing whom they marry.
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Day Three SWBAT analyze figurative language and text structures to explain how they contribute to a text’s themes or main ideas (rhyme). Word: Envy (n.) Definition: Jealousy Rewrite Word:
My Sentence: When her parents bought her a brand-new car, I envied her good fortune. Your Sentence: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
In Memoriam A.H.H.
Word Charge:
Comment [L48]: Negative
Alfred, Lord Tennyson (1849) I envy not in any moods The captive void of noble rage, The linnet born within the cage, That never knew the summer woods; In envy not the beast that takes His license in the field of time, Unfetter'd by the sense of crime, To whom a conscience never wakes; Nor, what may count itself as blest, The heart that never plighted troth But stagnates in the weeds of sloth: Nor any want-begotten rest. I hold it true, whate'er befall; I feel it, when I sorrow most; 'T is better to have loved and lost than never to have loved at all.
What lesson does Tennyson want to teach the reader? (CIRCLE ONE) a. Laziness is not a positive attribute. b. You should never want too many things. c. Don’t block yourself off from your feelings. d. Thinking is more important than feeling. UNDERLINE the line that best expresses this lesson.
How is this an example of envy? _________________________________________________ _________________________________________________ _________________________________________________ Void: Emptiness, containing nothing Rage: Anger License: Permission Unfetter’d: Free, released Plighted: Seriously promised Troth: Faith or loyalty Stagnates: Become still, inactive Sloth: Laziness Begotten: Producing Whate’er: Whatever Befall: Happens ‘T is (or ‘tis): It is
Comment [L47]: Might be a good time to point out that the closing lines of a poem are frequently where students will find the most important information (like the theme)
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Rhyme: the repetition of sounds in a text. End rhymes have words that rhyme at the end of lines. Example: A linnet in a gilded cage, – A linnet on a bough, – In frosty winter one might doubt Which bird is luckier now. Internal rhymes have words that rhyme within a line. Example: Sister, my sister, O fleet sweet swallow. Rhyme serves many purposes in poems: Setting a mood or tempo (making the reader go faster or slower) Drawing the reader’s attention to certain words or phrases Giving the poem a sing-song quality Re-read the following selection from Raleigh’s “The Nymph’s Reply to the Shepherd.” What do you notice about the rhyme? (Try saying the last word of every line quietly to yourself.) If all the world and love were young, And truth in every shepherd’s tongue These pretty pleasures might me move To live with thee and be thy love. Time drives the flocks from field to fold, When rivers rage and rocks grow cold; And Philomel becometh dumb; The rest complains of cares to come.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ Why do you think Raleigh chose to use rhyme in this manner? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L49]: The rhyme creates a sing-song quality, which might even be mocking the shepherd. The rhyme makes it sound like she might accept his offer (since rhyme's frequently associated with romance and childishness) but then Raleigh DOESN'T rhyme two lines that say "These pretty pleasures might me move / To live with thee and be thy love." Raleigh chooses not to rhyme her rejection of the shepherd to draw the reader's attention to it.
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(1849) During Reading Task: Double-underline two examples of repetition. Squiggle-underline one example of internal rhyme. Circle one example of end rhyme. It was many and many a year ago, In a kingdom by the sea, That a maiden there lived whom you may know By the name of Annabel Lee; And this maiden she lived with no other thought Than to love and be loved by me.
Comment [L50]: ABABCB pattern in first stanza, ABCBDB pattern in most other stanzas
I was a child and she was a child, In this kingdom by the sea: But we loved with a love that was more than love – I and my Annabel Lee; With a love that the winged seraphs of heaven Coveted her and me.
Comment [L53]: Repetition
Comment [L51]: Repetition Comment [L52]: Repetition
Comment [L54]: Angels Comment [L55]: Envied
And this was the reason that, long ago, In this kingdom by the sea, A wind blew out of a cloud, chilling My beautiful Annabel Lee; So that her high-born kinsmen came And bore her away from me, To shut her up in a sepulcher In this kingdom by the sea. The angels, not half so happy in heaven, Went envying her and me – Yes! that was the reason (as all men know, In this kingdom by the sea) That the wind came out of the cloud one night, Chilling and killing my Annabel Lee. But our love it was stronger by far than the love Of those who were older than we – Of many far wiser than we – And neither the angels in heaven above, Nor the demons down under the sea,
Comment [L56]: Wealthy Comment [L57]: Relatives Comment [L58]: Took Comment [L59]: Tomb
Annabel Lee (Edmund Dulac, 1912)
Comment [L60]: Internal rhyme
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Could ever dissever my soul from the soul Of the beautiful Annabel Lee.
Comment [L61]: Seperate Comment [L62]: Internal rhyme
For the moon never beams without bringing me dreams Of the beautiful Annabel Lee; And the stars never rise but I feel the bright eyes Of the beautiful Annabel Lee; And so, all the night-tide, I lie down by the side Of my darling – my darling – my life and my bride, In the sepulcher there by the sea – In her tomb by the sounding sea.
Complete the cause and effect chart.
Cause
Comment [L63]: Internal rhyme
Portrait of Virginia Poe (who may have been the inspiration for Annabel Lee)
Effect
Annabel Lee and the narrator loved each other.
The angels became jealous of Annabel Lee and the narrator.
Edgar Allan Poe uses rhyme in “Annabel Lee” to show that the narrator is still childish. Write down two pieces of text evidence that support this statement. _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L64]: The angels became jealous of their love.
Comment [L65]: They sent a storm to kill Annabel Lee. (Worth noting that the narrator then proceeds to go to her tomb and lie down next to her decaying corpse each night.)
Comment [L66]: He attributes Annabel Lee's death to the angels being jealous of their love for one another (instead of simply acknowledging that Annabel Lee became ill and died). Despite the fact that Annabel Lee was his childhood sweetheart and he appears to have long since grown up, he still goes down to her tomb and lies next to her corpse, insisting that not even death can seperate them. He also insists that, despite the fact that this is a childish love, it's much stronger than the love of others ("of those who were older than we -- / Of many far wiser than we --").
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Day Four SWBAT analyze figurative language and text structures to explain how they contribute to a text’s themes or main ideas (simile and metaphor). Word: Dreary (adj.)
My Sentence: The foggy November day was dreary.
Definition: Dull, lifeless, depressing
Your Sentence: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Rewrite Word:
The Rainy Day
Word Charge:
Henry Wadsworth Longfellow (1841) The day is cold, and dark, and dreary; It rains, and the wind is never weary; The vine still clings to the mouldering wall, But at every gust the dead leaves fall, And the day is dark and dreary. My life is cold, and dark, and dreary; It rains, and the wind is never weary; My thoughts still cling to the mouldering past, But the hopes of youth fall thick in the blast, And the days are dark and dreary. Be still, sad heart, and cease repining; Behind the clouds is the sun still shining; Thy fate is the common fate of all, Into each life some rain must fall, Some days must be dark and dreary.
DO NOT COMPLETE (YET): Explain the extended metaphor used in this poem.
How is this an example of dreariness? _________________________________________________ _________________________________________________ _________________________________________________ What two things are being compared in “The Rainy Day”? Thing #1
Thing #2
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ How is the day described differently at _____________________________________________________________ the beginning and end of the poem? _____________________________________________________________ _____________________________________________________________ Beginning End _____________________________________________________________ _____________________________________________________________
Comment [L67]: Negative
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Simile: a comparison between two unlike things using the words “like” or “as.” O my love’s like a red, red rose. (Robert Burns, 1794)
Thing #1
Thing #2
Means
Comment [L68]: Thing #1: Love Thing #2: Rose Means: My love is beautiful and fresh. (Also perhaps my love is tempoary and will quickly fade.)
Death lies on her, like an untimely frost. (Romeo and Juliet, William Shakespeare, 1591)
Thing #1
Thing #2
Means
Comment [L69]: Thing #1: Death Thing #2: Untimely frost Means: Death has come to her too early and left her cold and lifeless.
Metaphor: a comparison between two unlike things without using the words “like” or “as.” And take my tears, which are love’s wine. (John Donne, 1896)
Thing #1
Plot (The Freytag Pyramid)
Thing #2
Means
Comment [L70]: Thing #1: Tears Thing #2: Love's wine Means: The tears sustain love/the tears make love sweeter/love becomes drunk on saddness.
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Henry Wadsworth Longfellow (1842) During Reading Task: Double-underline five examples of simile. It was the schooner Hesperus, That sailed the wintery sea; And the skipper had taken his little daughter, To bear him company. Blue were her eyes as the fairy flax, Her cheeks like the dawn of day, And her bosom white as the hawthorn buds, That ope in the month of May.
Comment [L71]: Simile
The Skipper he stood beside the helm, His pipe was in his mouth, And he watched how the veering flaw did blow The smoke now West, now South. Then up and spake an old Sailor, Had sailed the Spanish Main, "I pray thee, put into yonder port, for I fear a hurricane. Last night the moon had a golden ring, And to-night no moon we see!" The skipper, he blew whiff from his pipe, And a scornful laugh laughed he. Colder and louder blew the wind, A gale from the Northeast, The snow fell hissing in the brine,
Illustration by John Gilbert
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And the billows frothed like yeast. Down came the storm, and smote amain The vessel in its strength; She shuddered and paused, like a frighted steed, Then leaped her cable's length. "Come hither! come hither! my little daughter, And do not tremble so; For I can weather the roughest gale That ever wind did blow." He wrapped her warm in his seaman's coat Against the stinging blast; He cut a rope from a broken spar, And bound her to the mast. "O father! I hear the church bells ring, Oh, say, what may it be?" "Tis a fog-bell on a rock bound coast!" – And he steered for the open sea. "O father! I hear the sound of guns; Oh, say, what may it be?" “Some ship in distress, that cannot live In such an angry sea!" "O father! I see a gleaming light. Oh say, what may it be?" But the father answered never a word, A frozen corpse was he. Lashed to the helm, all stiff and stark, With his face turned to the skies, The lantern gleamed through the gleaming snow On his fixed and glassy eyes. Then the maiden clasped her hands and prayed That saved she might be; And she thought of Christ, who stilled the wave,
On the Lake of Galilee. And fast through the midnight dark and drear, Through the whistling sleet and snow, Like a sheeted ghost, the vessel swept Tow'rds the reef of Norman's Woe.
Comment [L72]: Who is the bolded "she"? (The ship) Comment [L73]: Simile Comment [L74]: Simile
And ever the fitful gusts between A sound came from the land; It was the sound of the trampling surf, On the rocks and hard sea-sand. The breakers were right beneath her bows, She drifted a dreary wreck, And a whooping billow swept the crew Like icicles from her deck.
Comment [L75]: Simile
She struck where the white and fleecy waves Looked soft as carded wool, But the cruel rocks, they gored her side Like the horns of an angry bull.
Comment [L76]: Simile
Her rattling shrouds, all sheathed in ice, With the masts went by the board; Like a vessel of glass, she stove and sank, Ho! ho! the breakers roared!
Comment [L77]: Simile
At daybreak, on the bleak sea-beach, A fisherman stood aghast, To see the form of a maiden fair, Lashed close to a drifting mast. The salt sea was frozen on her breast, The salt tears in her eyes; And he saw her hair, like the brown seaweed, On the billows fall and rise. Such was the wreck of the Hesperus, In the midnight and the snow! Christ save us all from a death like this, On the reef of Norman's Woe
Comment [L78]: Simile
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CONFLICT
Is the skipper responsible for his daughter’s death? Use specific evidence from the text to support your answer. _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L79]: Exposition: The skipper and his daughter are going to sea. Conflict: The sailor says that he sees a hurricane coming but the skipper insists that they go to sea anyway. Rising Actions: She hears the fog-bells ringing, she hears the gunshots of a distressed ship, she sees a gleaming light (lighthouse?), etc. Climax: Her father freezes to death. Falling Actions: She prays for help, the crew gets swept off of the deck, the ship runs into the jagged rocks and sinks, etc. Resolution: The girl dies and washes up on the shore.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ When does Longfellow use the most examples of simile? Why does he do that? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L80]: Longfellow uses the most examples of simile when describing the daughter. He does that so that the reader can clearly visualize her and therefore empathize with her. She's our protagonist and we're meant to feel the tragedy of her death.
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Day Five SWBAT use specific text evidence to explain how lines in a text contribute to its theme. Word: Rage (n.) Definition: Very strong, uncontrolled anger Rewrite Word:
My Sentence: She raged against her parents for not letting her go out with her friends. Your Sentence: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Do Not Go Gentle Into That Good Night
Word Charge:
Comment [L81]: Negative
Dylan Thomas (1951) Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light Though wise men at their end know dark is right, Because their words had forked no lightning they Do not go gentle into that good night Good men, the last wave by, crying how bright Their frail deeds might have danced in a green bay, Rage, rage against the dying of the light. Wild men who caught and sang the sun in flight, And learn, too late, they grieved it on its way, Do not go gentle into that good night. Grave men, near death, who see with blinding sight Blind eyes could blaze like meteors and be gay, Rage, rage against the dying of the light. And you, my father, there on the sad height, Curse, bless, me now with your fierce tears, I pray. Do not go gentle into that good night. Rage, rage against the dying of the light.
How is this an example of rage? _________________________________________________ _________________________________________________ _________________________________________________
What do you think the “dying of the light” means? (Think of who Thomas is talking to here.)
Why should someone “rage” against the “dying of the light”?
Comment [L82]: He means that the elderly should fight to live at the end of their lives. They’re raging against their own deaths. Thomas gives numerous reasons why men should “not g gentle into that good night” – but it seems to be mostly because they realize that they’re not leaving behind any meaningful legacy (“because their words had forked no lightning,” “their frail deeds might have danced in a green bay,” etc).
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Release the kraken! (Or the squid – if the kraken’s not available)
Survey (Look at the pictures, titles, headings, etc) Question (Read questions that need to be answered or write one question that you have about the text if there are no questions)
Underline (Underline important information or information that helps you answer the question)
Interact (Annotate – circle vocabulary words, write comments and questions in the margins, make connections with other texts, etc)
Details (Use TWO text details in your answers) When we read texts (stories, poems, nonfiction articles, etc), we use SQUID to make sure that we’re getting the most information possible out of that text. For INTERACT:
Skill Connections Questions Interesting Information Unknown Vocabulary
Symbol © ? !
Number of Attempts 2 2 2 As many as needed
Completed? (Check off when you’re done) Auguries Tyger
Comment [L83]: Review SQUID. We’re using SQUID for all texts this year. However, please keep in mind that SQUID looks different in different situations. You’re going to interact more with a text when you’re at home and have unlimited time; you’re going to interact less with a text when you’re working on a state test and only have eight minutes to complete a passage. However, the steps remain the same regardless of where you are.
21 Comment [L84]: MAKE SURE TO DO THE STEPS OF SQUID. DON'T SKIP STRAIGHT TO READING THE POEM.
SquId
Auguries of Innocence
Comment [L85]: Signs of what will happen in the future, omen
William Blake (1803, Excerpt) To see a world in a grain of sand And a heaven in a wild flower, Hold infinity in the palm of your hand, And eternity in an hour. A robin redbreast in a cage Puts all heaven in a rage.
Comment [L86]: Skip down to the Says-MeansMatters chart because this will be the most important line of the excerpt (and because Thomas Harris totally used this one in Red Dragon). Means: God doesn't want to see his animals caged. FOR MATTERS, we want to think about how this line could connect to a bigger idea. How does this line connect to the theme? How does this line connect to our deeper understanding of a character? Is there any symbolism in this line that features prominently into the text? Matters: God wants all of his creatures to be free and unharmed.
A dove-house fill'd with doves and pigeons Shudders hell thro' all its regions. A dog starv'd at his master's gate Predicts the ruin of the state. A horse misused upon the road Calls to heaven for human blood. Each outcry of the hunted hare A fibre from the brain does tear. A skylark wounded in the wing, A cherubim does cease to sing. The game-cock clipt and arm'd for fight Does the rising sun affright. Every wolf's and lion's howl Raises from hell a human soul.
Says A robin redbreast in a cage Puts all heaven in a rage
Means
Matters
Comment [L87]: I'm going to make a text-totext connection here. Does anyone remember a poem that we've read this year that has a similar theme? (Christina Rossetti's "Linnet in a Gilded Cage" -- MAPP merits for the author's name) I want to make sure that I'm writing down the details of the connection in my margins. (c) Rossetti's "Linnet": Two birds are caged but would be happier if they were freed Can anyone make a connection from history? (African Americans were "caged" during slavery and wanted to be free, women have been "caged" throughout history and only recently received the right to have lives outside the home, homosexuals were "caged" until their relationships were declared legal -- although, in many states, they're still "caged," etc) Comment [L88]: ! Blake says that mistreating animals means that your entire country will fall apart eventually! Be kind to your animals! Comment [L89]: Angel Comment [L90]: Stop Comment [L91]: Frighten (What word do you see in "affright"? What do you think this word means?) Comment [L92]: ? Previous examples were about humans hurting animals. But wolves and lions howl naturally. What does Blake mean?
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What do you think is the THEME of “Auguries of Innocence”? What message or lesson do you think Blake is trying to get across to the reader? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L93]: The theme of “Auguries of Innocence” is that all living creatures deserve respect and freedom. (Respect the natural order. PERFECT CONNECTION TO YEAR-LONG EQ: Blake wants us to respect and uphold what is natural in the world instead of forcing it to conform to our whims.)
_________________________________________________________________________________________________________________
SquId
The Tyger William Blake (1794, from Songs of Experience) Tyger! Tyger! burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare seize the fire? And what shoulder, and what art. Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand? and what dread feet? What the hammer? what the chain? In what furnace was thy brain? What the anvil? what dread grasp Dare its deadly terrors clasp? When the stars threw down their spears, And watered heaven with their tears, Did he smile his work to see? Did he who made the Lamb make thee?
Who is he?
Immortal: Living forever Symmetry: Same on both sides Aspire: To work for something great Seize: To take by force Sinews: Tissue connecting muscles Dread: To fear greatly Furnace: Machine producing heat Anvil: Heavy iron block where metal is shaped
Comment [L94]: WHAT DO WE KNOW ABOUT “HE”? God (“Did he who made the Lamb make thee?”, might be worth mentioning that the Lamb with a capital L symbolizes Jesus Christ; “What immortal hand or eye / Could frame thy fearful symmetry?”
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Tyger! Tyger! burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry? What do you think is the THEME of “The Tyger”? What message or lesson do you think Blake is trying to get across to the reader? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L95]: The theme in “The Tyger” is that God has carefully constructed all things, even the things that are fearful or dreadful. CONNECT TO PARADISE LOST AT A LATER DATE AND TO THE BIBLE AS/IN LITERATURE MINI-UNIT LATER IN THE YEAR. According to Job, God created Satan to serve in the Court of Heaven as a system of checks and balances on his authority (the adversary). And, of course, in Genesis, God created the serpent to tempt humans into original sin. Why would God create tempters? Why would God create sin? For exactly the same reason that God created “The Tyger.”
All of the illustrations for today were drawn by William Blake. Take a look at this famous painting (currently housed at the Brooklyn Museum) entitled The Great Red Dragon and the Woman Clothed in the Sun, also by William Blake:
Based on the two poems (“Auguries of Innocence” and “The Tyger”) and the three illustrations, what are some inferences that you can make about William Blake? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L96]: Devout Christian, interested in sin and wickedness (and mankind’s response)
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Day Six SWBAT analyze figurative language and text structures to explain how they contribute to a text’s themes or main ideas (personification). Word: Implore (v.) Definition: Beg someone to do something Rewrite Word:
My Sentence: He implored her to TiVo My Little Pony: Friendship is Magic for him. Your Sentence: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
De Profundis Clamavi
Word Charge:
Comment [L108]: Neutral
Charles Baudelaire (1857)
Comment [L97]: Implore
J'implore ta pitié, Toi, l'unique que j'aime,
Comment [L98]: Pity Comment [L99]: Unique (What does it mean if someone’s unique? That they’re one of a kind. In French, “l’unique” means “the one”)
Du fond du gouffre obscur où mon coeur est
Comment [L100]: Amity (friendship), amigo (friend)
tombé.
Comment [L101]: Obscure (hidden)
C'est un univers morne à l'horizon plombé, Où nagent dans la nuit l'horreur et le blasphème
How is this an example of imploring? _________________________________________________ _________________________________________________ _________________________________________________
Comment [L102]: Corazon (heart), coronary (heart disease) Comment [L103]: Universe Comment [L104]: Morning (being sad that someone has died) Comment [L105]: Horizon Comment [L106]: Horror Comment [L107]: Blasphemy
Even if you don’t speak any French, you can probably still figure out some parts of the first stanza of Baudelaire’s poem. Look for words that look like other words that you already know in English (or in Spanish). Write them UNDERNEATH the French word. Example:
J'implore ta pitié, Toi, l'unique que j'aime,
Pity
Based on the words that you were able to identify, what do you think Baudelaire’s poem is about? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
Comment [L109]: Even without understanding anything other than the first line, we can get that he’s begging pity (feeling sorry for someone) from the one that he loves. Then there’s a lot of depressing verbiage about how much he hates his life. Overall, Baudelaire is depressed, probably because the one that he loves has broken his heart.
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Personification (or Prosopopoeia in Ancient Greek): when inanimate objects or abstractions (like love or wisdom) are given human qualities or are represented as possessing human form. Example:
Two Sunflowers Move in the Yellow Room Nancy Willard (1981, from A Visit to William Blake’s Inn) “Ah, William, we’re wearing of the weather,” Said the sunflowers, shining with dew. “Our traveling habits have tired us. Can you give us a room with a view?” They arranged themselves at the window And counted the steps of the sun, And they both took root in the carpet Where the topaz tortoises run. How is this an example of personification? _________________________________________________________________________________________________________________
Comment [L110]: The sunflowers are asking for a room and saying that their traveling has made them tired. Sunflowers neither talk nor get tired.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ William Blake wrote two volumes of poetry that were published together: Songs of Innocence and Songs of Experience. Think about what it might mean if someone is “innocent” and if someone is “experienced.” Innocence Experience Which volume would “Two Sunflowers Move in the Yellow Room” fit into the best – Songs of Innocence or Songs of Experience? Why? USE SPECIFIC EVIDENCE FROM THE TEXT. _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L111]: “Two Sunflowers Move in the Yellow Room” (decidedly not written by William Blake although frequently misattributed to him) would definitely belong in Songs of Innocence. Songs of Experience has to do with the dreadful and the wicked; this poem about sunflowers is very childish and playful (kind of the definition of innocence).
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SquId How does the author build suspense in each stanza? Underline as you read and write your answers in the boxes.
The Raven Edgar Allan Poe (1845)
Once upon a midnight dreary, while I pondered weak and weary, Over many a quaint and curious volume of forgotten lore, While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door. `'Tis some visitor,' I muttered, `tapping at my chamber door Only this, and nothing more.'
Comment [L112]: Time of day (midnight), description of environment (dreary)
Ah, distinctly I remember it was in the bleak December, And each separate dying ember wrought its ghost upon the floor. Eagerly I wished the morrow; - vainly I had sought to borrow From my books surcease of sorrow - sorrow for the lost Lenore For the rare and radiant maiden whom the angels named Lenore Nameless here for evermore.
Comment [L113]: Description of environment (bleak December), diction ("separate dying ember wrought its ghost upon the floor"), plot points (dead girlfriend, Lenore) -- What else did Poe write? Does Lenore remind you of anyone? Based on what we remember from "Annabel Lee," what can we predict might happen in this poem?
And the silken sad uncertain rustling of each purple curtain Thrilled me - filled me with fantastic terrors never felt before; So that now, to still the beating of my heart, I stood repeating `'Tis some visitor entreating entrance at my chamber door Some late visitor entreating entrance at my chamber door; This it is, and nothing more,'
Comment [L114]: Plot points (curtains are mysteriously rustling), reaction of character ("filled me with fantastic terrors never felt before," "to still the beating of my heart", repeating that there's only a visitor at his door)
Presently my soul grew stronger; hesitating then no longer, `Sir,' said I, `or Madam, truly your forgiveness I implore; But the fact is I was napping, and so gently you came rapping, And so faintly you came tapping, tapping at my chamber door, That I scarce was sure I heard you' - here I opened wide the door; Darkness there, and nothing more. Deep into that darkness peering, long I stood there wondering, fearing, Doubting, dreaming dreams no mortal ever dared to dream before But the silence was unbroken, and the darkness gave no token, And the only word there spoken was the whispered word, `Lenore!' This I whispered, and an echo murmured back the word, `Lenore!' Merely this and nothing more.
Comment [L115]: Plot points (no one's knocking at his door even though he distinctly heard someone) Comment [L116]: Reaction of character ("dreaming dreams no mortal ever dared to dream before," whispers Lenore which is then returned to him on an echo) -- HE obviously thinks that the ghost of his dead girlfriend has come back to him (and the echo gives that sense that someone or something's out there) Comment [L117]: CFU: Where did the word "Lenore" come from? (The narrator whispered the word and it echoed back)
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Back into the chamber turning, all my soul within me burning, Soon again I heard a tapping somewhat louder than before. `Surely,' said I, `surely that is something at my window lattice; Let me see then, what thereat is, and this mystery explore Let my heart be still a moment and this mystery explore; 'Tis the wind and nothing more!'
Comment [L118]: Do the rest of the poem as IP. Write down how the author builds suspense in each stanza.
Open here I flung the shutter, when, with many a flirt and flutter, In there stepped a stately raven of the saintly days of yore. Not the least obeisance made he; not a minute stopped or stayed he; But, with mien of lord or lady, perched above my chamber door Perched upon a bust of Pallas just above my chamber door Perched, and sat, and nothing more. Then this ebony bird beguiling my sad fancy into smiling, By the grave and stern decorum of the countenance it wore, `Though thy crest be shorn and shaven, thou,' I said, `art sure no craven. Ghastly grim and ancient raven wandering from the nightly shore Tell me what thy lordly name is on the Night's Plutonian shore!' Quoth the raven, `Nevermore.' Much I marveled this ungainly fowl to hear discourse so plainly, Though its answer little meaning - little relevancy bore; For we cannot help agreeing that no living human being Ever yet was blessed with seeing bird above his chamber door Bird or beast above the sculptured bust above his chamber door, With such name as `Nevermore.' But the raven, sitting lonely on the placid bust, spoke only, That one word, as if his soul in that one word he did outpour. Nothing further then he uttered - not a feather then he fluttered Till I scarcely more than muttered `Other friends have flown before On the morrow he will leave me, as my hopes have flown before.' Then the bird said, `Nevermore.' Startled at the stillness broken by reply so aptly spoken, `Doubtless,' said I, `what it utters is its only stock and store, Caught from some unhappy master whom unmerciful disaster Followed fast and followed faster till his songs one burden bore Till the dirges of his hope that melancholy burden bore Of "Never-nevermore."'
How does the narrator’s outlook change in these two stanzas?
Comment [L119]: The narrator's outlook changes drastically here. He thinks that he's "blessed" to have a bird above his chamber door named Nevermore. Then he refers to the bird as a "friend" and says that the raven will leave tomorrow morning "as my hopes have flown before." (Things get ominous when the raven replies "nevermore.")
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Skill Connections Questions Interesting Information Unknown Vocabulary
Symbol © ? !
Number of Attempts
Completed? (Check off when you’re done)
Comment [L120]: Students should interact with the rest of the poem, marking one connection, one question, one bit of interesting information, and circling any unknown vocabulary.
1 1 1 As many as needed
But the raven still beguiling all my sad soul into smiling, Straight I wheeled a cushioned seat in front of bird and bust and door; Then, upon the velvet sinking, I betook myself to linking Fancy unto fancy, thinking what this ominous bird of yore What this grim, ungainly, ghastly, gaunt, and ominous bird of yore Meant in croaking `Nevermore.' This I sat engaged in guessing, but no syllable expressing To the fowl whose fiery eyes now burned into my bosom's core; This and more I sat divining, with my head at ease reclining On the cushion's velvet lining that the lamp-light gloated o'er, But whose velvet violet lining with the lamp-light gloating o'er, She shall press, ah, nevermore! Then, methought, the air grew denser, perfumed from an unseen censer Swung by Seraphim whose foot-falls tinkled on the tufted floor. `Wretch,' I cried, `thy God hath lent thee - by these angels he has sent thee Respite - respite and nepenthe from thy memories of Lenore! Quaff, oh quaff this kind nepenthe, and forget this lost Lenore!' Quoth the raven, `Nevermore.' `Prophet!' said I, `thing of evil! - prophet still, if bird or devil! Whether tempter sent, or whether tempest tossed thee here ashore, Desolate yet all undaunted, on this desert land enchanted On this home by horror haunted - tell me truly, I implore Is there - is there balm in Gilead? - tell me - tell me, I implore!' Quoth the raven, `Nevermore.' `Prophet!' said I, `thing of evil! - prophet still, if bird or devil! By that Heaven that bends above us - by that God we both adore Tell this soul with sorrow laden if, within the distant Aidenn, It shall clasp a sainted maiden whom the angels named Lenore Clasp a rare and radiant maiden, whom the angels named Lenore?' Quoth the raven, `Nevermore.'
Who is she?
Comment [L121]: Lenore
Comment [L122]: Worth noting that I have no idea what "quaff this kind nepenthe" means and I still managed to read and understand this poem. YOU DON'T HAVE TO KNOW EVERY WORD TO UNDERSTAND THE POEM. (NOTE: "Quaff this kind nepenthe" means "drink this drug that helps you forget sorrowful memories," i.e. memories of the lost Lenore)
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`Be that word our sign of parting, bird or fiend!' I shrieked upstarting `Get thee back into the tempest and the Night's Plutonian shore! Leave no black plume as a token of that lie thy soul hath spoken! Leave my loneliness unbroken! - quit the bust above my door! Take thy beak from out my heart, and take thy form from off my door!' Quoth the raven, `Nevermore.' And the raven, never flitting, still is sitting, still is sitting On the pallid bust of Pallas just above my chamber door; And his eyes have all the seeming of a demon's that is dreaming, And the lamp-light o'er him streaming throws his shadow on the floor; And my soul from out that shadow that lies floating on the floor Shall be lifted - nevermore!
How does “The Raven” utilize (use) personification? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L123]: The raven is personified in this poem. He speaks to the narrator, saying “nevermore.” And even though the narrator acknowledges that the choice of word was probably coincidental, the raven seems to be responding to what the narrator says.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ Why do you think the author chose to use personification in this poem? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L124]: The author uses personification to a) set up the raven as the antagonist (the force working against the narrator) and b) to evoke the memory of Lenore. The raven could be seen as being symbolic of Lenore, asking the narrator to forget her “nevermore.” The raven could also be personified to symbolize the voice inside of the narrator’s own mind that drives him insane after the loss of Lenore (a more psychological reading of the text). Displacement of one’s innermost thoughts onto another.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ What other poem did we read that Poe wrote? (Look back in the packet.) _________________________________________________________________________________________________________________
Comment [L125]: Annabel Lee
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How are these two poems similar? How are they different? Similarities
Differences
What are some THEMES that you think particularly interested Poe based on these two poems? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L126]: Both have a dead girlfriend (Annabel Lee and Lenore), both continue to “see” their dead girlfriends (Annabel Lee’s corpse, Lenore’s possible spirit), both have a narrator who cannot escape the past, both blame supernatural forces for common occurrences (angels murdered Annabel Lee, raven was sent by God or perhaps death); both of the narrators see God and the angels as being vengeful and spiteful (How is that similar to/different from Blake?) Comment [L127]: “Annabel Lee” ends with the narrator resolving to never leave his dead girlfriend; “The Raven” ends with the narrator gradually losing his mind in his grief; “Annabel Lee” has a more childish and perhaps even playful mood, “The Raven’ seems more depressing and dreary (text evidence please); the narrator in “Annabel Lee” chooses to linger with the dead, it seems more forced on the narrator in “The Raven” Comment [L128]: Poe appears to be interested in death and remembrance (How do we move on after a loved one has died? What happens if we cannot move on?)
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ How does the repetition in “The Raven” connect to the theme of the poem? HOW TO ANSWER THIS QUESTION: a. Double-underline the most important example of repetition in the poem. b. Think about what that word means and how that word might connect to the theme. c. Write down answer on the lines below. _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L129]: “Nevermore” connects back to the narrator’s feelings that he cannot escape the dead, that he’ll be forever trapped in this loop of remembrance (which are the same feelings that the narrator freely gives himself up to in “Annabel Lee”).
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Day Seven SWBAT analyze figurative language and text structures to explain how they contribute to a text’s themes or main ideas (alliteration). Word: Colossal (adj.)
My Sentence: The pyramids in Egypt are a colossal work of architecture.
Definition: Very great size Rewrite Word:
Your Sentence: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
The New Colossus
Word Charge:
Comment [L131]: Neutral
Emma Lazarus
Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!"
How is this an example of colossal? _________________________________________________ _________________________________________________ _________________________________________________
How does Emma Lazarus describe the following?
Brazen Giant
Mighty Woman
Brazen: Not embarrassed by bad behavior Astride: With one leg on each side Exiles: Being forced to leave one’s home Beacon: A light that guides people Pomp: A show of magnificence Masses: A group of people Yearning: To desire Wretched: Very miserable or unhappy Refuse: Worthless things, trash Teeming: To become filled Tempest-tost: Thrown about by storms
Comment [L130]: The “brazen giant” conquers new lands and tries to spread himself out all over the world. The “brazen giant” also focused on their history/prestige (“storied lands”) and their shows of magnificence (“pomp”). The “mighty woman,” meanwhile, is lighting the way for the exiles and the refuse (the people who are not wanted, who are forced to leave home). She is creating a welcoming environment that’s open to everyone. MAPP MERIT: Where is “The New Colossus” by Emma Lazarus engraved? (On the pedestal of the Statue of Liberty)
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Alliteration: the repetition of consonant sounds. Example: I saw it there, but I saw nothing in it, except the rising of the boiling bubbles. (Inferno, Dante, 1302)
Comment [L132]: Boiling bubbles (alliterates with B)
Double-underline the words that use alliteration. The daily diary of the American dream (Wall Street Journal slogan) Don’t dream it. Drive it. (Jaguar slogan) I have stood still and stopped the sound of feet (“Acquainted with the Night,” Robert Frost, 1928) For the sky and the sea, and the sea and the sky (“The Rime of the Ancient Mariner, Samuel Taylor Coleridge, 1797) Fly o’er waste fens and windy fields (“Sir Galahad,” Alfred Tennyson, 1842) Alliteration usually draws the reader’s attention to a certain line or a certain series of words. The reader needs to reflect on why the author wanted those words to be noticed. What makes those words particularly important? Think about: How do those words connect to a theme? How do those words give us important information about a character? How do those words help set the mood?
Comment [L133]: Daily, diary, dream (alliterates with D) Comment [L134]: Don’t, dream, drive (alliterates with D). Worth noting that the two it’s aren’t an example of alliteration even though they both start with the letter I. Right here, the author uses repetition of structure – the repetition being a verb followed by “it.” Comment [L135]: Stood, still, stopped, sound (alliterates with S) Comment [L136]: Sea and sky (alliterates with S), also utilizes repetition of structure Comment [L137]: Fly, fens, fields (alliterates with F), as well as waste and windy (alliterates with W)
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SquId
OZymandias Percy Bysshe Shelley (1818) Squiggle-underline two examples of alliteration. I met a traveler from an antique land Who said: ‘Two vast and trunkless legs of stone Stand in the desert. Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them and the heart that fed. And on the pedestal these words appear – “My name is Ozymandias, king of kings: Look on my work, ye Mighty, and despair!” Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away. Why do you think Shelley used alliteration in those particular lines? (HINT: Think about what the lines are describing.) _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L138]: Old Comment [L139]: Large Comment [L140]: Two and trunkless Comment [L141]: Sunk and shattered Comment [L142]: Face Comment [L143]: Frown Comment [L144]: Cold and command Comment [L145]: Survive and stamped Comment [L146]: Teased Comment [L147]: Base Comment [L148]: Not alliteration – repetition Comment [L149]: You Comment [L150]: Give up hope Comment [L151]: Broken down object Comment [L152]: Boundless and bare Comment [L153]: Lonely Comment [L154]: Lone and level (the last two examples are probably the best because of the intentional proximity of the alliteration) Comment [L155]: Shelley used alliteration in these particular lines to describe both Ozymandias and the refuse of his kingdom. He wants to draw attention to the kind of man that Ozymandias was (cold command) and then draw attention to the contrast between his narcissism and what actually happened to his kingdom (boundless and bare, lone and level, etc). Ozymandias thought that his kingdom would stand forever; in reality, his kingdom fell apart into nothingness.
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SquId
On Romanticism
Percy Bysshe Shelley is an example of a Romantic poet. Romanticism was a literary and artistic period which began in the mid-late 1700s as a reaction against the logical and scientific thought of the day. These poets tried to create writing that valued emotion over reason. Wordsworth, another famous Romantic poet, defined poetry as “the . . . overflow of powerful feelings.” Romantic poetry also valued the pastoral (country life) over the urban (city life).
Comment [L156]: What does it mean if romanticism was a reaction against the logical and scientific thought of the day? (It means that everyone was into scientific experiments and facts at the time. The romantics weren’t into that at all; they were rebelling against that.)
Snow Storm: Hannibal and his army crossing the Alps (JMW Turner, 1812)
Which one is more of a Romantic poet: Marlowe or Raleigh? Why do you think that?
Comment [L157]: CFU: Give me three things that define romanticism. 1.Valuing emotion over reason/logic 2.Lots of powerful feelings 3.Liked the country instead of the city What surprisingly DOESN’T define romanticism? Romanticism in literature has nothing to do with love
“Nature” meant many things to the Romantics. Nature was considered a work of art, constructed by God. While the Romantics had a deep appreciation for the beauty of nature, they were also awed by its uncontrollable and unpredictable power. Many Romantics recognized the fact that nature was capable of crushing and destroying man Why would “Ozymandias” be considered an example of Romanticism? USE TEXT EVIDENCE. _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L158]: Marlowe is definitely more of a Romantic poet. He talks about life in the country with his nymph. He only values his own feelings of love (instead of Raleigh who values the practical concerns of the nymph). He may have powerful feelings (although Raleigh’s nymph doesn’t think so). MAKE SURE NO STUDENTS WRITE SOMETHING LIKE: “MARLOWE IS THE MORE ROMANTIC POET BECAUSE HE LOVES THE NYMPH.”
Comment [L159]: “Ozymandias” would be considered an example of romanticism because, despite the fact that Ozymandias was a great and powerful king, his kingdom eventually succumbed to nature and was left as a vast desert.
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What do you think is the THEME of “Ozymandias”? What message or lesson do you think the author is trying to get across to the reader? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L160]: The theme of “Ozymandias” is that you shouldn’t be too full of yourself. (FUTURE CONNECTION: HUBRIS! THE ODYSSEY! PARADISE LOST!) Even the most powerful leader is nothing compared to the force of nature.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ Look at the painting by JMW Turner – Snow Storm: Hannibal and his army crossing the Alps. Would this painting be considered an example of Romanticism? Why or why not? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L161]: Yes, this would be considered an example of Romanticism because in this painting, Hannibal (the great general from Carthage) is almost overtaken by the force of the storm. (Hannibal was able to cross the Alps and almost conquer Rome though. In his case, nature did not overpower him and, on the contrary, helped him get the advantage over the greatest civilization of all time.)
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ Percy Bysshe Shelley wrote “Ozymandias” in competition with his friend Horace Smith, who published his poem a month after Shelley’s in the same magazine (read below). It takes the same subject and tells the same story – almost.
On a stupendous leg of granite, discovered standing by itself in the deserts of Egypt, with the inscription inserted below Horace Smith (1818) In Egypt’s sandy silence, all alone, Stands a gigantic Leg, which far off throws The only shadow that the Desert knows: “I am great OZYMANDIAS,” saith the stone, “The King of Kings; this mighty City shows The wonders of my hand.” The City’s gone Nought but the Leg remaining to disclose The site of this forgotten Babylon.
We wonder, and some Hunter may express Wonder like ours, when thro’ the wilderness Where London stood, holding the Wolf in chase, He meets some fragments huge, and stops to guess What powerful but unrecorded race Once dwelt in that annihilated place.
Comment [L162]: Says
Comment [L163]: Nothing Comment [L164]: Show Comment [L165]: Ancient city Comment [L166]: Destroyed
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What does the Hunter see at the end of the poem? (Be specific!)
Comment [L167]: The remains of London! Total Planet of the Apes moment!
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ How do the endings make “Ozymandias” and “On a Stupendous Leg of Granite . . .” different? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ As previously mentioned, “Ozymandias” and “On a Stupendous Leg of Granite . . .” were written in competition with each other. Which poem would you choose as the winner? GIVE TWO SPECIFIC REASONS WHY. _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L168]: “Ozymandias” is about the tragedy of one king who thought himself to be great but his kingdom fell. “Ozymandias” is a tale of hubris and arrogance. “On a Stupendous Leg of Granite . . .” meanwhile compares our society to Ozymandias’ (recognizing that NYC/LA/DC are currently what London was back then – centers of finance, media, and politics). Smith makes us, as readers, take a good look at ourselves and our society and ask if we suffer from arrogance as well. Smith tells a cautionary tale here (or perhaps simply brings our attention to the cyclical nature of things).
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Day Eight SWBAT compare and contrast how two stories in different genres develop similar ideas or themes. Word: Infernal (adj.) Definition: Hellish Rewrite Word:
My Sentence: Take these infernal ponies back to the bowels of HELL! Your Sentence: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Inferno
Word Charge:
(Excerpt from Canto III) Dante Alighieri Translation by Henry Wadsworth Longfellow "Through me the way is to the city dolent; Through me the way is to eternal dole; Through me the way among the people lost. Justice incited my sublime Creator; Created me divine Omnipotence, The highest Wisdom and the primal Love. Before me there were no created things, Only eterne, and I eternal last. All hope abandon, ye who enter in!" These words in sombre colour I beheld Written upon the summit of a gate Who says the words in the quotation marks? UNDERLINE WHERE YOU FOUND IT.
________________________________________________________ ________________________________________________________ Where do you think the narrator is going? UNDERLINE TWO PIECES OF TEXT EVIDENCE.
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
Comment [L172]: Negative
Comment [L169]: Where do we know him from?! “The Rainy Day,” “Wreck of the Hesperus” – OH MY GOD, POETS POP UP EVERYWHERE!
How is this an example of infernal? _________________________________________________ _________________________________________________ _________________________________________________ Comment [L170]: It’s written on the gate: “These words in sombre colour I beheld / Written upon the summit of a gate”
Dolent: Sorrowful Dole: Sorrow Incited: Stirred up, persuaded Sublime: Raised aloft, high up Omnipotence: Unlimited power, allknowing Eterne: Eternal, lasting forever Sombre: Dull, depressing, serious Summit: Highest point
Comment [L171]: Somewhere dark and depressing and hopeless: “Through me the way is to the city dolent” (TRANSLATE THAT: Go through those gates to get to the sorrowful city), “Through me the way among the people lost”, “All hope abandon, ye who enter in!” (MENTION: This is more frequently translated as “Abandon all hope ye who enter here” and has been used in tons of books and movies) MAPP merit for someone who points out that the title of the poem is INFERNO. The middle part of the inscription above the gate is extremely confusing. Let’s move on with the lesson but we’re actually going to come back to that middle part later in the lesson.
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I’m Confused! Even the best readers sometimes get confused when they’re reading. Maybe the text uses a lot of “jargon” (subject-specific vocabulary) that you don’t know – like epidemiologist or antebellum. Maybe the text has difficult sentence structures. Maybe the author even tried to make the text confusing so that the reader would be caught off-guard! (Authors actually do that sometimes!) Here are some ways that you can “work through” a difficult text:
Recognize that you’re confused. The best readers know when to admit that they have no idea what’s going on in the text. (Never be too proud to admit that you don’t know!) However, the best readers also have the determination to keep on reading!
Mark where you’re confused. Draw a ? in the margin next to the part that confused you. This will help you know where to come back to later.
Try to get some context. Let’s take a look at a difficult line that we’re going to be reading today from John Milton’s Paradise Lost (Book 1). Be it so, since he Who now is Sovran can dispose and bid What shall be right: farthest from him is best Whom reason hath equaled, force hath made supreme Above his equals. You should have drawn a giant question mark next to that one! This sentence can seem really overwhelming to readers who don’t know what’s happening in the poem. But once you get some context (know what happened before this line), suddenly everything gets a lot easier. My best bet is to flip to the back of the book or (on a test passage) read the italicized introduction paragraph to find out more about this text: In Paradise Lost, Satan – one of the most powerful archangels – has challenged God and has been thrown out of Heaven into Hell.
Look up some challenging vocabulary. There are a lot of difficult words in this poem; Sovran, dispose, and bid stand out immediately. We can use the Dictionary to figure out some of this challenging vocabulary. o Sovran: someone in charge of a country (like a king or emperor) o Dispose: to decide o Bid: to command That makes this line a little bit easier: Be it so, since he Who now is king can decide and command
Comment [L173]: This entire unit has focused on strategies to use when you’re confused: “translating” confusing words, identifying what words like “he” and “she” actually mean, annotating texts so that you can monitor your comprehension, etc. Today, we’re going to review some of the steps that you can take when you’re confused. We’re also going to read part of my favorite poem (and just in general favorite TEXT) of all time: John Milton’s Paradise Lost. Comment [L174]: This is the LP for the day, typed out and given to students so that they have it for a reference. Just read it out loud and go through the steps. When they clean out their binders, this will be on a colored “cheat sheet” that lists strategies to use when confused, as well as all of the authors and texts (with brief summaries/famous lines) that we’ve read during this unit along with important vocabulary (like alliteration). Those stay in their binders the entire year.
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What shall be right: farthest from him is best Whom reason hath equaled, force hath made supreme Above his equals. Let’s go one step further and take out Ye Olde English. o Shall: will o Hath: has Be it so, since he Who now is king can decide and command What will be right: farthest from him is best Whom reason has equaled, force has made supreme Above his equals. Looking a little bit more manageable? Let’s keep going!
Identify those antecedents. Antecedents are words like “him,” “you,” and “it.” We need to make sure that we know what antecedents are standing in for. Let’s take a look at the beginning of our line: Be it so, since he Who now is king can decide and command What will be right . . . Who is the “he” that’s being talked about? Who might be seen as a “king”? Who can decide and command what will be right?
Work through what’s left over. Be it so, since God Who now is king can decide and command What will be right: farthest from him is best Whom reason has equaled, force has made supreme Above his equals.
Says Farthest from him is best Whom reason has equaled, force has made supreme Above his equals
Means
Matters
Comment [L175]: MEANS: Satan wants to be far away from God. MATTERS: Satan doesn’t want to be near the individual who just beat him in battle and banished him to Hell. Comment [L176]: MEANS: God is only better than Satan because of strength; however, their intellect makes them equals. MATTERS: This is probably why Satan chose to rebel against God in the first place. He believes that the two of them are equals and therefore wonders why he shouldn’t be in charge of Heaven. He thinks that the only reason why God won is because he has greater strength (not because he’s omnipotent and the creator of everything). We can see that Satan has a fatal misunderstanding of the situation here.
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From the Hebrew Bible (Old Testament) The LORD is my shepherd; I shall not want. He maketh me to lie down in green pastures He leadeth me beside the still waters. He restoreth my soul: He leadeth me in the paths of the righteousness for his name’s sake. Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me; Thy rod and thy staff they comfort me. Thou prepares a table before me in the presence of mine enemies: Thou anointest my head with oil; My cup runneth over. Surely goodness and mercy shall follow me all the days of my life: And I will dwell in the house of the LORD forever.
Says
Means
Comment [L177]: Go through the steps together. 1) Mark for confusion. 2. Look for context. (Underneath the title, we see that “Psalm 23” is from the Hebrew Bible.) 3. Look up challenging vocabulary. (See below.) 4. Identify antecedents. (Who is the “he” here? Obviously, God. Look back at the first line: “The LORD is my shepherd; I shall not want.” The two characters involved in this poem are God and the narrator.) 5. Work with what’s left over. Comment [L178]: Green field Comment [L179]: Refreshes Comment [L180]: What is right Comment [L181]: Slender stick used by a shepherd Comment [L182]: Rub with oil
Matters
The LORD is my shepherd; I shall not want. He maketh me to lie down in green pastures He leadeth me beside the still waters. Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me
What are some inferences that you can make about the author of this psalm? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L183]: To live somewhere
Comment [L184]: MEANS: The narrator won’t want anything as long as he believes in God. God will give him food and water and everything else that I need. MATTERS: The author believes that the Lord is good and righteous and provides for the people who believe in him. Comment [L185]: MEANS: Even when the narrator is surrounded by death and wickedness, he won’t be afraid because he knows that God will protect him. MATTERS: The author’s inferring that God’s stronger than all of those other forces in the world like death and wickedness. (Author: Didn’t God CREATE death and wickedness in the first place?) Comment [L186]: The author really believes in his God and, in fact, probably holds his God to be superior over all others.
41 Comment [L187]: Since we’ve already set up the groundwork for Paradise Lost, students should complete this with a partner and then answer the short responses for HW.
Paradise Lost Book 1, Lines 242-263 John Milton (1674) Satan (a powerful archangel) has just led a rebellion against God. He and his followers have been thrown out of Heaven and into Hell. Is this the Region, this the Soil, the Clime, Said then the lost Arch-Angel, this the seat That we must change for Heav’n, this mournful gloom For that celestial light? Be it so, since he Who now is Sovran can dispose and bid What shall be right: farthest from him is best Whom reason hath equaled, force hath made supreme Above his equals. Who’s saying all of this?
Farewell happy Fields Where Joy forever dwells: Hail horrors, hail Infernal world, and thou profoundest Hell Receive thy new Possessor: One who brings A mind not to be chang’d by Place or Time. The mind is its own place, and in itself Can make a Heav’n of Hell, a Hell of Heav’n. What matter where, if I be still the same, And what I should be, all but less than he Whom Thunder hath made greater? Here at least We shall be free; th’Almighty hath not built Here for his envy, will not drive us hence: Here we may reign secure, and in my choice To reign is worth ambition though in Hell: Better to reign in Hell, than serve in Heav’n.
Paradise Lost (Gustav Doré, 1866)
Clime: Climate (what the weather’s like in a particular place) Seat: Place where you live Mournful: Sad Celestial: Heavenly Profoundest: Deepest Hence: From here
Comment [L188]: Worth pointing out that this is one of the most famous lines of poetry ever written
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Says
Means
Matters
Is this the Region, this the Soil, the Clime, Said then the lost Arch-Angel, this the seat That we must change for Heav’n, this mournful gloom For that celestial light?
Comment [L189]: MEANS: Do we really have to give up Heaven for this awful place? MATTERS: This shows that Satan doesn’t really want to leave Heaven. He might be thinking that he just made a mistake. (It’s a great opening for Satan because we get to see a little bit behind the steadfast inflexible exterior that Satan puts up. Milton does a fantastic job at making him vulnerable in these opening lines, which really sells him as the anti-hero of the text.)
Hail horrors, hail Infernal world, and thou profoundest Hell Receive thy new Possessor: One who brings A mind not to be chang’d by Place or Time. The mind is its own place, and in itself Can make a Heav’n of Hell, a Hell of Heav’n.
Comment [L190]: MEANS: Satan will make the best of Hell since he’s stuck there anyway. MATTERS: Satan’s reworking his feelings about Hell so that he doesn’t have to acknowledge that he’s made a mistake. He’s saying that he can make “a Heav’n of Hell,” which obviously isn’t true but his arrogance makes him believe it anyway. He also says that the mind can make “a Hell of Heav’n,” arguing that he wasn’t happy in Heaven (untrue for the most part).
Here at least We shall be free; th’Almighty hath not built Here for his envy, will not drive us hence: Here we may reign secure, and in my choice To reign is worth ambition though in Hell How does Satan feel about Hell at the beginning of the poem? How does he feel about Hell at the end of the poem? Beginning of Poem
End of Poem
Comment [L191]: MEANS: Satan can rule freely here because God doesn’t care what’s happening in Hell and won’t try to kick them out. MATTERS: Satan just wants to be in charge. We see him at his most power-hungry during the “Better to reign in Hell than serve in Heav’n” segment. It’s not about being a better leader; it’s just about being the leader period.
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Why do you think his opinion changes? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L192]: He doesn’t want to leave Heaven for Hell at the beginning of the poem. At the end of the poem, he says that he’s glad to be the leader of Hell and that he’ll turn Hell into a Heaven. His opinion changes because he essentially has time to talk himself into preferring Hell. He lies to himself to make himself feel better.
_________________________________________________________________________________________________________________ How does Satan view God differently than the narrator in “Psalm 23”? Satan
Narrator in “Psalm 23”
Why do you think that is? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L193]: The narrator in “Psalm 23” has made the decision to subjugate himself to God: The LORD is his shepherd. He recognizes that God is superior to him and that he will profit from worshipping him. Satan, meanwhile, believes that he and God are equals and so he’s bitter that God gets to be in charge while he doesn’t. He has not accepted God’s superiority and therefore is unwilling to follow him. (This kind of makes sense since, even in the Bible, Satan was created to serve as kind of a checks and balances system, which we’ll talk about later in the year.)
GENIUS ROUND: Let’s go back to the inscription above the Gates of Hell from Dante’s Inferno: Canto III. Justice incited my sublime Creator; Created me divine Omnipotence, The highest Wisdom and the primal Love. Before me there were no created things, Only eterne, and I eternal last. All hope abandon, ye who enter in!
Incited: Stirred up, persuaded Sublime: Raised aloft, high up Omnipotence: Unlimited power, all-knowing Eterne: Eternal, lasting forever
Taking into account what we’ve read today, what might this mean? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L194]: Justice (punishing Satan for his disobedience) caused God to create Hell: “Justice incited my sublime Creator.” The inscription also takes particular care to attribute the creation of Hell to God; he is the “I” referenced in the inscription: “Before me there were no created things, / Only eterne, and I eternal last.” (The disenfranchisement of Satan makes sense considering what we find in the final circle of Hell: that Satan’s imprisoned in ice, his three heads chomping on the traitors Brutus, Cassius, and Judas Iscariot.
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Day Nine SWBAT analyze figurative language and text structures to explain how they contribute to a text’s themes or main ideas (onomatopoeia and hyperbole). WORD DRILL: WRITE THE VOCABULARY WORD UNDERNEATH THE PICTURE
WORD BANK
________________________________________
________________________________________
Embroidered Folly Envy Dreary Rage Implore Colossal Infernal
________________________________________
Comment [L195]: Rage Comment [L196]: Envy
________________________________________
Comment [L197]: Colossal Comment [L198]: Infernal
________________________________________
________________________________________
Comment [L199]: Embroidered Comment [L200]: Folly
________________________________________
________________________________________
Comment [L201]: Implore Comment [L202]: Dreary
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Onomatopoeia: the use of words that suggest, by their sounds, the object OR the imitation of natural sounds by words like “bang” or “buzz.”
The Bells
Comment [L203]: Trick with onomatopoeia: these are “comic book words.” If you can’t see them be written in big colorful type in a comic book (like BAM! or POW!) then they’re not an example of onomatopoeia.
Edgar Allan Poe (1849) Quick! This poem was written by Edgar Allan Poe! What can you expect to find? _________________________________________________________________________________________________________________
Comment [L204]: Themes of death and remembrance, an eerie and chilling mood, some mystical and supernatural plot elements, perhaps a dead girlfriend (Thanks, Annabel Lee and Lenore!)
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ Squiggle-underline all the examples of onomatopoeia you can find. I. Hear the sledges with the bells – Silver bells! What a world of merriment their melody foretells! How they tinkle, tinkle, tinkle In the icy air of night! While the stars that oversprinkle All the heavens seem to twinkle With a crystalline delight; Keeping time, time, time In a sort of Runic rhyme, To the tintinnabulation that so musically wells From the bells, bells, bells, bells, Bells, bells, bells – From the jingling and tinkling of the bells. II. Hear the mellow wedding bells – Golden bells! What a world of happiness their harmony foretells! Through the balmy air of night How they ring out their delight! – From the molten-golden notes, And all in tune,
What a liquid ditty floats To the turtle-dove that listens, while she gloats On the moon! Oh, from out the sounding cells, What a gush of euphony voluminously wells! How it swells! How it dwells On the Future! – how it tells Of the rapture that impels To the swinging and the ringing Of the bells, bells, bells – Of the bells, bells, bells, bells, Bells, bells, bells – To the rhyming and the chiming of the bells! III. Hear the loud alarum bells – Brazen bells! What a tale of terror, now, their turbulency tells! In the startled ear of night How they scream out their affright! Too much horrified to speak, They can only shriek, shriek Out of tune,
Comment [L205]: ONO.
Comment [L206]: ONO. Comment [L207]: ONO.
Comment [L208]: ONO.
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In a clamorous appealing to the mercy of the fire, In a mad expostulation with the deaf and frantic fire, Leaping higher, higher, higher, With a desperate desire, And a resolute endeavor Now – now to sit, or never, By the side of the pale-faced moon. Oh, the bells, bells, bells! What a tale their terror tells Of Despair! How they clang, and clash and roar! What a horror they outpour On the bosom of the palpitating air! Yet the ear, it fully knows, By the twanging, And the clanging, How the danger ebbs and flows; Yet the ear distinctly tells, In the jangling, And the wrangling, How the danger sinks and swells, By the sinking or the swelling in the anger of the bells – Of the bells – Of the bells, bells, bells, bells, Bells, bells, bells – In the clamor and the clanging of the bells! IV. Hear the tolling of the bells – Iron bells! What a world of solemn thought their monody compels! In the silence of the night, How we shiver with affright At the melancholy menace of their tone!
For every sound that floats From the rust within their throats Is a groan. And the people – ah, the people – They that dwell up in the steeple, All alone, And who, tolling, tolling, tolling In that muffled monotone, Feel a glory in so rolling On the human heart a stone – They are neither man nor woman – They are neither brute nor human – They are Ghouls: – And their king it is who tolls: – And he rolls, rolls, rolls Rolls A paean from the bells! And his merry bosom swells! With the paean of the bells! And he dances, and he yells; Keeping time, time, time, In a sort of Runic rhyme, To the paean of the bells: – Of the bells: Keeping time, time, time In a sort of Runic rhyme, To the throbbing of the bells – Of the bells, bells, bells: – To the sobbing of the bells: – Keeping time, time, time And he knells, knells, knells In a happy Runic rhyme, To the rolling of the bells – Of the bells, bells, bells – To the tolling of the bells – Of the bells, bells, bells, bells Bells, bells, bells, – To the moaning and the groaning of the bells.
Comment [L215]: ONO.
Comment [L209]: ONO. Comment [L210]: ONO. Comment [L211]: ONO. Comment [L212]: ONO. Comment [L213]: ONO.
Comment [L214]: ONO.
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What kind of bells is Poe talking about in each stanza? First Stanza
Comment [L216]: Sleigh bells
Second Stanza
Comment [L217]: Wedding bells
Third Stanza
Comment [L218]: Alarm/fire bells
Fourth Stanza
Comment [L219]: Funereal bells
UNDERLINE where you found the answers. Why does Poe use onomatopoeia in this poem? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L220]: Poe uses onomatopoeia to create the sounds of the bells for the reader. Since the poem is all about how the bells ring for different events, his choice to demonstrate those sounds for the reader makes sense.
_________________________________________________________________________________________________________________ What other literary devices does Poe use in this poem? WHY does he use them? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L221]: Poe uses repetition (the bells, bells, bells, bells), which shows how the bells ring repeatedly, once again mimicking the sounds of the bells. Poe also uses various devices like alliteration and internal/end rhyme to create a musicality that mimics the bells. Basically, all literary devices are used to help the reader hear the bells when they read the poem.
_________________________________________________________________________________________________________________ How does Poe’s portrayal of the bells change throughout the poem? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L222]: Poe starts off portraying the bells as something childish and innocent – the pleasant tinkling of the bells on a winter sleigh ride. By the end, he’s portraying the bells as a harbinger of darkness: “How we shiver with affright at the melancholy menace of their tone!” He also calls them “ghouls.” It’s all very Poe-esque. We could see this as Poe thinking of the bells as depicting the cycle of human life. The sleigh bells represent youthfulness, the wedding bells represent early adulthood (marriage, childbirth, etc), the fire/alarm bells represent tragedy (sickness, deaths of family, etc), and the funeral bells, of course, represent death. These are how the bells will ring for you throughout your life.
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Hyperbole: over exaggeration
Four Yorkshiremen Monty Python (the famous British sketch comedy troupe, 1974) Michael Palin: You were lucky. We lived for three months in a brown paper bag in a septic tank. We used to have to get up at six o’clock in the morning, clean the bag, eat a crust of stale bread, go to work down mill for 14 hours a day week in, week out. When we got home, our Dad would thrash us to sleep with his belt! Graham Chapman: Luxury. We used to have to get out of the lake at three o’clock in the morning, clean the lake, eat a handful of hot gravel, go to work at the mill every day for tuppence a month, come home, and Dad would beat us around the head and neck with a broken bottle, if we were lucky! Terry Gilliam: Well, we had it tough. We used to have to get out of the shoebox at twelve o’clock at night and lick the road clean with our tongues. We had half a handful of freezing cold gravel, worked 24 hours a day at the mill for four pence every six years, and when we got home, our Dad would slice us in two with a bread knife. Eric Idle: I had to get up in the morning at 10 o’clock at night, half an hour before I went to bed, eat a lump of cold poison, work 29 hours down mill, and pay the mill owner for permission to come to work, and when we got home, our Dad would kill us, and dance about on our graves singing “Hallelujah.” Michael Palin: But you try and tell the young people today that, and they won’t believe ya’. All: Nope, nope. How is this an example of hyperbole? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ What makes this sketch funny? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
Comment [L223]: Have students read the script and then show them Monty Python performing “Four Yorkshiremen” if there’s enough time (http://youtu.be/13JK5kChbRw). Comment [L224]: Because obviously, all of these men are over exaggerating to “one-up” the others. They’re all saying that they were poor but they’re competing to have been the poorest.
Comment [L225]: Because we get to gradually watch the hyperbole escalate over the course of the sketch. Also because these men are so obviously lying in order to “one-up” each other. Also because they’re working from a very real conversation that happens frequently: “When I was your age . . .” We all know that script so it’s funny to see it taken to such a ridiculous extreme.
