2. Splash Screen Unit 3 Introduction Unit 3 Introduction Click the mouse button or press the space bar to continue

3. Unit 3 Looking Ahead Big Ideas Literary Analysis Model: The Charge of the Light Brigade by Alfred, Lord Tennyson Unit 3 Wrap-Up Unit Menu Genre Focus: Poetry

4. Unit 3 According to Nicaraguan poet Daisy Zamora, poetry is “a way of feeling life.” How does poetry help us “feel” life? Poetry captures intense experiences or creative perceptions of the world in a musical language. If prose is like talking, poetry is like singing. Each part in Unit Three focuses on a Big Idea that can help you connect the selection to your life. Intro Looking Ahead

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6. Unit 3 Nature Inspires Many poets take their subjects from nature. A flower, a bug, a morning, or an entire day— from these natural elements poets draw lessons about the human condition. The poems in Part 1 react to nature in various ways. As you read them, ask yourself, How much of the world around me do I really see? Big Idea

7. Unit 3 Nature Inspires Big Idea This painting by Marc Chagall has a dreamlike quality. What elements of nature are depicted? How does the dreamlike quality suggest inspiration? Answer: You should list elements such as the rooster, the tree, and the lake. The fantastic nature of the painting may suggest inspiration.

8. Unit 3 Perhaps the most important thing life teaches us is that there is always more to learn. Every experience brings a new lesson. The selections in this part explore the wisdom gained from some of life’s greatest teachers— love, family, and nature. As you read these poems, ask yourself, What lesson has each speaker learned? Big Idea Life Lessons

9. Unit 3 Big Idea Life Lessons Many of Andrew Gadd’s artworks are allegorical— they have meaning beyond the literal. What does this painting literally show? What might this painting represent figuratively? Answer: The painting literally shows some kids watching something. Answers will vary as to the figurative meaning.

10. Unit 3 Family members sometimes seem to give one another endless grief, but the real truth about families lies in their healing power. The poems in Part 3 explore the strength of families. As you read the poems, ask yourself, what about my family might others find inspiring? Big Idea The Strength of Family

11. Unit 3 Big Idea The Strength of Family This piece of art by Michael Escoffery uses bright colors and unexpected shapes. Do you think the title, “Circle of Love,” is a good title for the image? Why or why not? Answer: You should support your answer.

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13. Unit 3 Genre Focus For pages 454–460 9.3 Understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support understanding.

14. Unit 3 Mexican poet Octavio Paz believes that “the poem is an original and unique creation, but it is also reading and recitation: participation.” Paz’s point is that poetry is meant to be read, understood, and enjoyed. Literary elements such as figurative language, rhyme, and rhythm help us to enjoy a poem. Genre Focus

15. Unit 3 In literature structure is the organization of images, ideas, and words. Poets often organize the ideas in their poems into stanzas—the “paragraphs” of poetry. Each stanza is made up of lines, or rows of words that may or may not form sentences. Form, or the external pattern of a poem, often dictates such elements as rhythm, meter, and rhyme. Genre Focus Organization

16. Unit 3 Rhythm is the pattern of stressed and unstressed syllables in a line of poetry. A poem’s rhythm can be regular or irregular. Meter is the regular pattern of stressed and unstressed syllables that can establish the rhythm of a poem. Genre Focus Rhythm and Meter

17. Unit 3 Rhyme is the repetition of the same stressed vowel sounds and any succeeding sounds in two or more words. For example, stop rhymes with drop. Internal rhyme occurs when two words in the same line rhyme. End rhyme occurs at the end of lines. In this passage, the end rhymes are underlined. Genre Focus Rhyme

18. Unit 3 Imagery is descriptive language that appeals to one or more of the five senses: sight, sound, touch, taste, and smell. Some images appeal to more than one sense. Genre Focus Imagery

19. Unit 3 A figure of speech is a word or expression that is not meant to be taken literally. Similes, metaphors, and personification are all figures of speech. A simile uses the word like or as to compare two seemingly unlike things. A metaphor compares two or more different things by stating or implying that one thing is another. Genre Focus Figures of Speech

20. Unit 3 Personification attributes human characteristics to an animal, object, or idea. Genre Focus Figures of Speech

21. Unit 3 Genre Focus Metaphor Read the excerpt from “An Indian Summer Day” by Vachel Linsday. In what ways is the sun similar to a smoldering fire? Answer: The sun slowly lightens the land as it rises.

22. Unit 3 Genre Focus Metaphor Read the excerpt from “An Indian Summer Day” by Vachel Linsday. What effect do you think the author wanted the metaphor to have? Answer: Possible answers: for the reader to feel the moment of the sunrise; to create a visual effect of the light moving across the plain.

23. Unit 3 Writers use sound devices to underscore the meaning of certain words, to enhance rhythm, and to add to the musical quality of the work. For example, a poet might use alliteration—repetition of consonant sounds at the beginnings of words—to draw the reader’s attention to the words and idea behind them. The repetition of a sound, word, phrase, line, or even an entire stanza is another frequently used sound device. Genre Focus Sound Devices

24. Unit 3 Genre Focus Sound Devices Read the excerpt from “Lineage” by Margaret Walker. How does the repetition of the s sound affect these lines of the poem? Answer: The grandmothers are closely connected to the words sturdiness, singing, and strong.

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26. Unit 3 Lit Analysis Model Reading Poetry How does the poem’s rhythm and rhyme affect you? Answer: Characterize these elements and explain your personal reactions.

27. Unit 3 Lit Analysis Model Reading Poetry When you read a poem, you should ask yourself the following questions:  What is the rhythm like—fast, slow, regular, or irregular?  What sound devices are used?  What effect do these elements have on the mood and on me?

28. Unit 3 Lit Analysis Model Repetition Note Tennyson’s use of repetition. The pounding rhythm of the poem echoes the sound of marching, drumming, hoof beats, and gunfire, bringing the battle to life and drawing the reader into the center of the drama. Writer’s Technique

29. Unit 3 Lit Analysis Model Imagery In addition to volleyed and thundered, what other words from this stanza evoke strong images? Answer: Possible answers: “jaws of Death” or “mouth of hell.”

30. Unit 3 Lit Analysis Model Mathew Brady (1823–1896) is probably best known for his striking Civil War photographs, but he started out as a portrait photographer. He photographed many famous people of his time including politicians and authors.

31. Unit 3 Lit Analysis Model When the Civil War began in 1861, Brady hired a team of photographers to document the war. Although Brady rarely photographed the war himself, the photos are attributed to him because he would not credit them to his staff members.

32. Unit 3 Interpret What effect does the repetition of words and lines have on the depiction of the battle? Answer: The repetition re-creates the sounds of battle and evokes a feeling of inevitability and omni-present danger. The soldiers must do their duty and ride into the fray even though they are surrounded. The relentless rhythm gradually builds a sense of impending doom. Lit Analysis Model Reading Check

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34. Unit 3 Guide to Reading Poetry ●Pay attention to the ways a poem may “refresh language” and make it seem new. ●Use your emotions, experiences, and imagination to help you create meaning in a poem. ●Read a poem at least three times: once for enjoyment, once for meaning, and once for structure and language. ●Respond to a poem as a whole before analyzing its details. Wrap-Up

35. Unit 3 ●Poems are organized into stanzas. Each stanza contains one or more lines. ●Imagery is descriptive language that appeals to the five senses: sight, sound, smell, touch, taste. ●Figurative language is language used for descriptive effect, often to imply ideas indirectly. Elements of Poetry Wrap-Up

36. Unit 3 ●A figure of speech is a word or expression that is not meant to be taken literally. ●Rhythm is the pattern of stressed and unstressed syllables in a line of poetry. ●Rhyme and other sound devices repeat certain sounds to create musical effects. Elements of Poetry Wrap-Up

37. Unit 3 Use what you have learned about reading and analyzing poetry to complete one of the following activities. Activities Wrap-Up 1. Speaking/Listening Memorize a stanza of Tennyson’s “Charge of the Light Brigade.” Practice your delivery in front of a mirror, and then recite your stanza for the class.

38. Unit 3 Activities Wrap-Up 2. Writing Write a brief essay explaining the difference between the terms metaphor and simile. Write your own examples of each type of figurative language to include. 3. Note Taking Try using the following study organizer to keep track of the Big Ideas in this unit.

39. Unit 3 Wrap-Up Make and label the Foldables Study Organizer. Then write notes about each literary element under each heading. Click on the link to the left for more on Foldables. Foldables Study Organizer

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41. Unit 3 You have been studying poetry, in many forms, since early childhood. For example, nursery rhymes are a form of poetry. What other types of poetry do you recall? Bellringer

42. Bellringer Transparency Unit 3 1.The quality of adventure in Mary Stewart’s writing has made her one of the world’s most widely read novelists. 2. Her spellbinding writing is carefully sprinkled with historical details. 3. Stewart tells Arthurian legend in remarkably engrossing tales.

43. Unit 3 Help To navigate within this Classroom Presentation Toolkit product: Click the Forward button to go to the next slide. Click the Previous button to return to the previous slide. Click the Section Back button to return to the beginning of the section you are in. If you are viewing a feature, this button returns you to the main presentation. Click the Home button to return to the Chapter Menu. Click the Help button to access this screen. Click the Speaker Off button to stop any playing audio. Click the Close button to end the chapter presentation. Click the Exit button to end the Classroom Presentation Toolkit. Classroom Presentation Toolkit features such as the Reference Handbook, Literature Online, and others are located in the left margin of most screens. Click on any of these buttons to access a specific feature.

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