Unit I: Finding Yourself “A Day’s Wait” By Ernest Hemingway 1899-1961

“A Day’s Wait” by Ernest Hemingway Author note: Ernest Hemingway Loved hunting Age 17 worked at a newspaper After WWII, he traveled and went to Paris Hemingway’s writings were based on his life experiences Famous writings: “For whom the Bell Tolls” and “A Farewell to Arms”

“A Day’s Wait” by Ernest Hemingway Terms Plot: the pattern or events of a short story Conflict: a struggle between two opposing forces Internal conflict: a struggle between two opposing forces inside the mind External conflict: a struggle between two opposing forces outside the mind Conflict of story: boy being emotional vs boy being brave Internal conflict

“A Day’s Wait” by Ernest Hemingway C. Setting: time and place of literary work 1. setting of story: boy at home with father in the fall of the year or early winter, in Germany or France D. Exposition: introduces and sets up characters and setting of story 1. exposition of story: set up of relationship of father and son in European setting, more distant than American. E. Climax: high point of interest in the story 1. climax of story: boy asks how long it will be before he dies. F. Resolution: the ending or solving of the conflict 1. resolution of story: father explains the two scales of temperature of Fahrenheit and Celsius G. Foreshadowing: clues that hint that something will happen to create suspense 1. the boy is detached and repeats “so far” and seems to expect something worse to happen (like die).

“A Day’s Wait” by Ernest Hemingway H. Suspense: the feeling of anxious uncertainty of an outcome 1. suspense of story: the boy waits to die, feeling sad and detached 2. most boys would sleep to recover I. Inciting incident: the doctor takes the boy’s temp and says it is 102 degrees and this leads to the rising action of the story J. Theme: a central or main idea or message in a story 1. theme of story: the major problems in our lives force us to examine who we are in this story, and the boy’s illness causes him to discover his inner reserve of strength. 2. no dialog identifies the speaker, no names, just papa and the boy, affectionately referred to as “Schatz” K. Title: the boy waited a day to die, when he thought he had too high of temp

“The Writer” by Richard Wilbur (1921 - ) Poetry Terms: Allusion: a reference to a well-known person, place, event, literary work etc. Allusion of poem: the house is a famous ship Free verse: no regular rhythm or rhyme scheme, no stress, but certain number of lines - no refrain, no repetition Stanza: formal division of lines Stanza of poem: three lines per stanza called a tercet Sensory language: words that appeal to senses Sensory language of poem: 1. humped and bloody = sight 2. commotion = sound 3. clamor = sound 4. hard floor = touch 5. lifted a sash = touch

“The Writer” by Richard Wilbur (1921 - ) H. Simile: comparison of 2 unlike things using “like” or “as” I. Simile of poem: 1. “drop like a glove” 2. “like a chain hauled over a gunwhale” J. Metaphor: comparison of 2 unlike things NOT using “like” or “as” K. Metaphor of poem: 1. “her life is a great cargo” L. extended metaphor: a metaphor used throughout the entire poem M. Extended metaphor of poem: 1. father compares house to ship 2. father compares daughter to a starling (bird) N. Speaker: imaginary voice to give us message assumed by writer O. Speaker of poem: father P. Setting: time and place of story Q. Setting of poem: 1. house 2. stairwell 3. daylight 4. daughter’s late teens – early 20’s

“The Writer” by Richard Wilbur (1921 - ) II. Terms Continued: A Theme of poem: when situations test you, you may find your strength. Look past appearances to find your identity. B. Symbol: a thing or object represents another thing or idea C. Symbol of poem: 1. the ship on a voyage stands for the daughter’s voyage through life D. Title of poem: refers to poet’s daughter who is trying to become a writer and is having a hard time

“Flint” by Christina Rossetti (1830 – 1884) I. Poetry terms: A. Sensory language of poem: 1. green as grass = sight 2. red as blood= sight 3. fiery spark = sight B. Simile of poem: 1. “green as grass” 2. “red as blood” 3. “as blue as heaven” C. Theme of poem: many things are plain or unattractive, but capable of great importance, or their “beauty” is just below the surface, and needs a “spark” to get it out! D. Speaker of poem: the author, Christina Rossetti E. Stanza of poem: four-line stanza called a quatrain F. End rhyme of poem: the ends of lines rhyme and “blood” and “mud” G. NOTE: in comparing flint to jewels, all are stones, but the jewels are colorful and pretty, and flint is muddy, but which is the true jewel that offers the most?

“Oranges” by Gary Soto (1952 - ) Poetry terms: A. Narrative poem: a story told in a poem with all the elements of a short story 1. conflict: buying chocolate vs. not enough money 2. climax: girl picks chocolate 3. resolution: boy pays with nickel and orange 4. inciting incident: asking girl to choose what item she wants 5. setting: a store; boy and girl 12 years old; winter; cold; daylight hours 6. theme: what appears to be one thing on the outside, can be looked at in a different way—find the positive after an examination of the facts B. sensory language of poem:

“Oranges” by Gary Soto (1952 - ) 1. cold = touch 2. frost cracking = touch; sound 3. car hissing = sound 4. breath before me = sight C. Signal words: words that tell order and how something is important 1. first, then = tell the order the boy does thing D. simile of poem: 1. “tiered like bleachers” 2. “fog hanging like coats between them” E. Metaphor of poem: 1. “bright orange against a gray December sky” compares oranges to fire F. Stanza of poem: two unevenly written stanzas with differing number of lines G. free verse: no pattern, no rhyme, not special beats or stress H. Speaker of poem: a 12 -year old boy