1. AUTUMN Helen Keller

2. Objective 7.RL.2 Determine a theme or central idea of a text and analyze the development over the course of the text provide an objective summary of the text.

3. Focus Question How did the setting of the poem, “Autumn” help you to determine the theme or central message?

4. Visual Literacy Labeling: What do you see? Compare/Contrast: SameDifferent Analyze: What is the main idea? Summarize: Overall, what do you think is happening in this picture?

5. Step 1 & 2 of CRP  Step 1 – Read the text all the way through  Step 2 – identify unknown words and phrases  Highlight things that stick out to you  Circle and Draw arrows to words/phrases that are connected  Similar emotions/definitions  Phrases, ideas, words, images that are related

6. Review Figurative Language  Simile  Comparing 2 things using “like,” “as,” or “as though,” etc. (My love is like a red, red rose)  Alliteration  Repetition of consonant sounds at the beginning of words (Tricky Tongue Twister)  Metaphors  Portraying a person, place, thing, or action as being something else, even though it is not actually that “something else” (All the world is a stage)  Personification  Giving human characteristics to non-human things (The sun smiled at me)  Symbolism  An object, person, situation, or action that means more than itself (rose = love, seasons = growing up, flag = patriotism)

7. Step 3 of CRP  Identify Figurative Language  Bracket figurative language  Identify the type  symbolism  personification  metaphors  simile  alliteration  Define its connotative meaning

8. Question #1 Which sentence tells the reader about the autumn setting? a. “And far away the mountains against the blue sky stand” b. “The wooded waysides are luminous with brightly painted leaves” c. “And down from his ice-bound realm in the north” d. “The mists of the morning hide the golden face of day” What clues from the poem support your answer? Cite you evidence.______________________________________________

9. Question #2 Read the sentences The golden-rods, too, are here, whole armies of them, With waving plumes, resplendent with gold: a. What type of figurative language is used? b. What does it mean? a. Many of the golden-rode flowers are unable to be seen because of their dull color. b. Many of the golden-rod flowers are loosing their golden petals due to the wind. c. There is a large amount of golden-rod flowers fluttering in the wind. d. There is a small number of golden-rod flowers swaying in the breeze.

10. Question #3 Read the sentences. The little birds southwest going Linger, like travelers at an Inn, And sip the perfumed wine. a. What type of figurative language is used? b. What does it mean? a. The birds stop to drink nectar from the flowers. b. The birds are tired of flying so they stop to rest. c. The birds fly to a great many different places in winter. d. The birds don’t drink nectar in the winter as they travel.

11. Question #4 Read the sentences. And with rustle and whir the leaves descend, And like little frightened birds Lie trembling on the ground. a. What type of figurative language is used? b. What does it mean? a. The birds are alarmed by an impending storm. b. The birds are startled because the leaves are falling. c. Leaves are rustling after they fall down to the earth. d. Leaves are falling off the trees as the wind blows

12. Question #5 Read the sentences. Comes Winter, with snowy locks, and tear-drops frozen on his cheeks; For he is the brother of Death, and acquainted with Sorrow. a. What type of figurative language is used? b. What does it mean? a. During winter, you can make a snowman look like a person. b. Winter is a time to celebrate as spring will be coming soon. c. Winter brings cold and sadness as plants die or go dormant. d. During winter, many people cry over the loss of autumn.

13. Question #6 a. Which line contains alliteration? A. "Apple and peach-trees bend beneath their burdens of golden fruit." B. "Comes Winter, with snowy locks, and tear-drops frozen on his cheeks." C. "There is not death What seems so is transition." D. "Ere yet the storm-winds have loosed their fury." b. Rewrite the sentence without the alliteration by substituting different words for the alliteration words. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ c. What impact does the use of alliteration have on the stanza where the line is located in the poem?_____________________________________________________________________

14. Question #7 Read the line from the poem. The wooded waysides are luminous with brightly painted leaves; a. What is the meaning of the word luminous as it is used in the sentence ? a. forested b. pictured c. shining d. Gloomy b. Which words from the sentence best help clarify the meaning of the word luminous? a. wooded waysides b. brightly painted c. painted leaves d. The wooded

15. Question #8 Read the lines from stanza 5. She sleeps unconscious of the sorrow that must be And dreams perchance of sylvan music, And the splendor that was, and will again be here; a. What is the meaning of the word splendor? a. senseless b. previous c. dullness d. Magnificence b. Which phrases from stanzas 1 and 2 best help clarify the meaning of the word splendor? c. Who is the author referring to in stanza 5?

16. Question #9 A symbol is a concrete object that represents an abstract feeling, idea, or belief. What do the seasons symbolize in the poem? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

17. Imagery

18. Question #10 Based on the imagery in the poem, what inferences can you make about the author's feelings toward Autumn? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

19. Question #11 Analyze the word choice in stanzas 1 and 3 for mood/tone. What is mood/tone of stanza 1? What evidence from the text supports your answer? ___________________________________________ AnticipationMelancholySuspenseful ExcitedHeartbrokenSplendid CalmGloomyFearful ConcernSorrowfulDistraught SentimentalPridefulOptimistic AnticipationMelancholySuspenseful ExcitedHeartbrokenSplendid CalmGloomyFearful ConcernSorrowfulDistraught SentimentalPridefulOptimistic

20. Question #12 What is the mood/tone of stanza 3? What evidence from the text supports your answer? ___________________________________________ ___________________________________________ ___________________________________________ AnticipationMelancholySuspenseful ExcitedHeartbrokenSplendid CalmGloomyFearful ConcernSorrowfulDistraught SentimentalPridefulOptimistic AnticipationMelancholySuspenseful ExcitedHeartbrokenSplendid CalmGloomyFearful ConcernSorrowfulDistraught SentimentalPridefulOptimistic

21. Question #13 a. How does the mood/tone change from Stanza 1 to Stanza 3? ____________________________________________________ ____________________________________________________ b. What is happening in the poem that contributes to the change? ____________________________________________________ ____________________________________________________

22. Question #14: Summarize WHAT DO WE THINK OUR TEXT IS ABOUT SO FAR…  identify at least 3 key details in each stanza  create a 1 sentence summary (IN YOUR OWN WORDS)

23. Oranges Example “Oranges” portrays a boy going on his first date. He nervously picks her up and they walk together to a convenient store so she can pick out a candy. At the counter, the boy does not have enough money so he pays with what he does have- a nickel and an orange. The clerk accepts his payment and they walk, hand-in- hand, another few blocks while she eats her candy and he eats an orange. Through the main character, “Oranges” reveals the ideas of poverty, maturity, and determination.

24. Question #15 Part A Which of the following is a theme found in the poem? a. Autumn is silenced forever when winter brings death and sorrow that destroys autumn's beauty. b. Autumn's beauty will always remain because winter cannot interfere with the power of its loveliness. c. Autumn does not die when winter comes, but is transformed to a different state and will come again. d. Autumn is a time of year that is full of life with blooming flowers, brilliantly colored leaves and sunshine.

25. Question #15 Part B Which detail from the poem best supports the answer to Part A? a. "And a mysterious hand has stripped the trees;” b. "There is not death What seems so is transition.” c. "There is a beautiful spirit of gladness everywhere.” d. "But so exquisitely blended are the lights and shades,"

26. Poem Types/Forms Ask yourself: What does it look like? (Blocky? Elegant? Ragged?) What is the line length? (Uniform? Uneven? Short? Staggered?) Is there a rhyme scheme? Is there a pattern in the rhythm in the lines

27.  Ballad – A ballad is a songlike poem that tells a story, often one dealing with adventure and romance. Ballads have four to six line stanzas, with regular rhythms and rhyme schemes. Many have a refrain, a line or group of lines repeated at the end of each stanza.  Blank verse – Blank verse is unrhymed verse written in iambic pentameter. Shakespeare wrote in blank verse often. Another example is Milton’s Paradise Lost.  Couplet – A couplet is two lines of poetry that rhyme at the end; often a complete thought. An example is: Jack be nimble, Jack be quick/Jack jump over the candlestick.  Free verse – Free verse has no strict verse pattern, rhyme, fixed metrical foot, or fixed number of feet/verse.

28.  Haiku – Haiku is a Japanese verse form made up of seventeen syllables in three lines. The skill in writing haiku is in capturing a moment in nature and its associated feelings within this small structure. (Some haiku poems have varying syllables because of how Japanese translates into English.)  Limerick- A limerick is a type of light, humorous verse. Often nonsensical in nature, it is a five- line poem in which lines 1, 2, and 5 rhyme each other, and lines 3 and 4 rhyme each other. The rhythm of a limerick is also important. The lines that rhyme have the same rhythm, as well as the same number of syllables. The purpose of most limericks is to make you laugh, and the rhyme and rhythm add much to a limerick’s humor.  Lyric Poetry – Lyric poetry expresses the poet’s observations and feelings. Lyric poems tend to be musical in nature. In fact, lyric poems get their name from the lyre, a harp-like musical instrument whose music was used to accompany such poems in ancient Greece. A lyric poem is usually about something the poet cares a great deal about.  Narrative Poetry – This type of poetry tells a story. A narrative poem presents events in much the same way that a short story does, using plot, characters, and dialogue.  Sonnet – A sonnet is a poem of 14 lines in a regular rhyme scheme. It was invented in Italy in the early 13th century. The structure lends itself to the concise expression of thought and emotion. Shakespeare’s sonnets consist of three quatrains, abab cdcd efef, or abba cddc effe, and a couplet gg. English sonnets are normally in 10-syllable lines.

29. Free Verse  An open form of poetry, it does not use consistent meter or patterns, rhyme, or any other musical patterns. It thus tends to follow the rhythm of natural speech.

30. Question #16 What type of poem is this? ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ What evidence from the poem supports your answer. Cite your evidence. ______________________________________________ ______________________________________________ ______________________________________________

31. Question #17 How does the structure of this poem relate to its meaning? a. Keller emphasizes the difference between the autumn and winter. b. Keller emphasizes the subject of flowers throughout the poem. c. Keller emphasizes the symbolism of light throughout the poem. d. Keller emphasizes the danger of frost by personifying winter. What evidence from the poem supports your answer?

32. Quesotin #18 Does this poem have rhyme scheme? Why or why not? ___________________________________________ ___________________________________________ ___________________________________________ Rhyme Scheme: the pattern of rhyme between lines of a poem or song

33. Question #19 From what point of view is this poem written? A. First person from the point of view of the author B. First person from the point of view of Autumn C. third person limited D. third person omniscient What evidence from the poem supports your answer to the above question?

34. Question #20 Who is the poet addressing in the poem, if anyone? Why do you think that he or she wrote the poem? ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

35. Question #21 What is the big idea of the poem? What is the theme or message of the poem? Cite evidence and support your answers using key details from the poem. REMEMBER TO KEEP YOUR CONCLUSIONS FIRMLY GROUNDED IN THE TEXT OF THE POEM Using outside information (history, biographies, etc.) often can help us understand the poem, but the best way “in” (at first, anyway) is always through the door of the poem itself. REMEMBER TO KEEP YOUR CONCLUSIONS FIRMLY GROUNDED IN THE TEXT OF THE POEM Using outside information (history, biographies, etc.) often can help us understand the poem, but the best way “in” (at first, anyway) is always through the door of the poem itself.

36. Question #22 How does the setting change throughout the poem? A. At first, the author illustrates the charm of autumn; by the end winter has overcome autumn with the hope of its return. B. At first, the author is apprehensive about the thought of winter; by the end is filled with joy over the absence of the autumn. C. At first, the author is timid regarding the description of autumn; by the end describes autumn changes thoroughly. D. At first, the author is feeling dread about the change in seasons; by the end is filled with relief at the coming of winter. What clues from the poem support your answer? Cite your evidence.

37. Question #23 How does the time of year contribute to the conflict in the poem? ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

38. Question #24 Text-to-self: Text to Text: Text-to-world: