The Rime of the Ancient Mariner By Samuel Taylor Coleridge (1772-1834)

Standards Assessed L. 05 Demonstrate understanding of figurative language, word relation- ships, and nuances in word meanings. L. 05.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Figurative Language: Describing one thing by comparing it with something else. Simile Metaphor Personification Alliteration Symbolism Hyperbole Onomatopoeia Imagery Rhyme Rhythm Idioms Clichés Parallelism Allusion

Word Relationships Choices authors make with words are: Denotation Important Affect the meaning Help express the purpose, intent, and/or point-of-view Denotation Connotation Nuances A subtle or slight degree of difference, as in meaning, feeling, or tone; gradation Word Order “the electric trains, men- carrying, were plunging home through the rain from New York.” (from Fitzgerald’s The Great Gatsby) Why does Fitzgerald separate “men-carrying” in commas after “electric trains”? Word Order: short discussion – possible ideas ~ to be clear that men weren’t carrying the electric trains; to show these were passenger trains & not toy trains; focus on the men so we know it isn’t cargo. Might even question what or who is “plunging home”? Is it the trains or the men? Nuances definition from http://www.answers.com/topic/nuance

The Rime of the Ancient Mariner Preparation: On page 774, read the “Literary Focus” & “Reading Focus”. When you’re finished reading those sections, you should understand: Ballad & Archaic (as in archaic words) On page 775, read “Read with a Purpose” & “Build Background”. On page 776, read “Argument”.

Guided Practice Figurative language Part & Line #s Excerpt from poem Meaning/Affect Metaphor I, 41- 50 And now the STORM- BLAST came, & he was tyrannous & strong:…& south-ward (continually) we fled. Storm that drives ship south compared to winged predator on hunt. Ship is like animal @ ground level that runs in the “shadow” of the predator to escape it. All information in the figurative language & meaning/affect columns comes from Shmoop.com Simile I, 51- 54 And now there came both mist and snow,…As green as emerald. Comparing an iceberg in Arctic Ocean to the color of an emerald.

Guided Practice Figurative language Part & Line #s Excerpt from poem Meaning/Affect Simile & Metaphor I, 63- 66 At length did cross an Albatross,…We hailed it in God’s name. Simile: bird compared to a _____ w/a _____ _____; Metaphor: _____ is often compared to a _____ Imagery I, 75- 78 In mist or cloud, on mast or shroud, …Glimmered the white Moonshine.” The moon is ______ _______ shining through the _____ 1. Simile: Bird compared to a person with a Christian soul. Metaphor: Jesus is often compared to a bird. 2. The moon is white light shining through the fog.

Guided Practice Figurative language Part & Line #s Excerpt from poem Meaning/Affect Parallelism II, 91 -102 …For all averred, I had killed the bird… The _____ of the last 4 lines of these stanzas is the same, starting w/ “for all averred,” & continuing w/ “_____ __ _____.” The structure of the last 4 lines of these stanzas is the same, starting w/ “for all averred,” & continuing w/ “bird to slay.” Symbol: The albatross becomes the defining symbol of the Mariner’s mistake. As a symbol of sin, it is compared explicitly to the cross on which Jesus was crucified. _____ II, 97-102 Nor dim nor red, like God’s own head,…That bring the fog and mist. The albatross becomes the defining _____ of the Mariner’s _____. As a _____ of _____, it is compared explicitly to the cross on which _____ was crucified.

Guided Practice Figurative language Part & Line #s Excerpt from poem Meaning/Affect Alliterative Repetition II, 103-104 The fair breeze blew, the white foam flew,/ The furrow followed free; Repeated “_____” _____ (good weather – think light breeze) Metaphor II, 111 - 114 All in a hot and copper sky,…No bigger than the Moon. When things start to go badly for the crew, the _____ color is compared to _____, &, more ominously, its size is the ______ as the sun. Repeated “f” sounds (good weather – think light breeze) When things start to go badly for the crew, the sun’s color is compared to blood, &, more ominously, its size is the same as the sun.

Guided Practice Figurative language Part & Line #s Excerpt from poem Meaning/Affect _____ II, 119-122 Water, water, every-where,…Nor any drop to drink. The ship’s shrunken _____ _____ become the central _____ of the terrible _____ the _____ _____ _____ _____ _____. Image: The ship’s shrunken wood boards become the central image of the terrible dryness the killing of the albatross produces. Along w/image, lines 119 & 121 use repetition. Shows the men surrounded by water, but according to line 122, they can’t drink it (ocean water is dangerous/deadly to drink). Simile: The skeleton-like Ghost Ship makes the sun look like a prisoner staring through the bars of a dungeon. _____ III, 177-180 And straight the Sun was flecked with bars,…With broad and burning face. The skeleton-like Ghost Ship makes the sun [finish in your words]

Guided Practice Figurative language Part & Line #s Excerpt from poem Meaning/Affect _____ IV, 263-271 The moving Moon went up the sky,…A still and awful red. The moon acts like a woman (called she). _____ IV, 277-281 Within the shadow of the ship…Was a flash of golden fire. [Explain in your own words referencing the poem.] Personification Along w/personification is the use of simile. The moonlight is compared to the late spring frost in the month of April. Simile: When the Mariner finally learns to pray, the curse is broken & the albatross falls “like lead” into the ocean.

Reflection Write: Looking back through your chart, what did you notice about Coleridge’s use of figurative language? For what purpose does he use figurative language? Give specific examples from The Rime of the Ancient Mariner to support your answer in one or two paragraphs. Share: Be prepared to share your response with the class. Summative: You will be assessed on your ability to locate figurative language and explain the purpose for its use. I plan to allow 8-12 minutes for students to look through their charts then write a paragraph or two. I may have them share with a partner before calling on some to share with the class. I may collect the papers then share with the class annonymously.