Presentation on theme: "Unit II: A Common Thread"— Presentation transcript:
1 Unit II: A Common Thread “Rip Van Winkle”By Washington Irving
2 “Rip Van Winkle” by Washington Irving I. Author Note:-Major 19th century author-Uses humorII. Terms:Setting of story:New York StateHudson River ValleyAppalachian MountainsCatskill Mountains: low branch of AppalachianHighest peak of 4000 feetCatskills are 50 miles long and 30 miles widePassage of time of 20 yearsAs story moves, so does the setting, changes occurRip gets older, as does the setting after 20 years
3 “Rip Van Winkle” by Washington Irving B. Characterization: we learn about characters by what they say and do, and by what the author tells us1. direct characterization: what the author tells us about the character2. indirect characterization: what the character says and does, and what otherssay about him/her3. major character: one on whom the story focuses: Rip Van Winkle= we learn about him through direct characterization4. minor character: other less important characters without the focus: Dame, Wolf, Peter,Nicholas, Brom, Derrick, Judy
4 “Rip Van Winkle” by Washington Irving C. Compare:1. story stays in Hudson Valley2. Rip still same character3. Town is still the same4. Family is thereD. Contrast:1. gully of forest is later filled with water2. wall of ravine was open, later closed with rock slide3. Village was small, old families, and later larger with new families4. Rip’s home was lived in, and later abandoned and dilapidated5. King George III was rule, and later George Washington6. British colonies were there, and later America7. Dame was alive, later dead8. Gun was well oiled, and later rusty
5 “Rip Van Winkle” by Washington Irving E. Theme:F. Conflict in story:1. Rip vs. Dame = external2. Rip vs. Setting = external3. Rip vs. Setting = Internal4. Rip vs. village = externalG. Climax of story: Rip walks back into the village and meets his daughterH. Resolution of story: Rip goes back into his old lifestyle
6 “Mother to Son” by Langston Hughes (1902-1967) I. Terms:A. Theme of poem: If parents show strong qualities, they may inspire their children to do the same. Young people look up to adults for guidance, so set examples with good values, and shared dreams.B. Speaker: the imaginary voice assumed by the writer; the speaker is the character who tells the poemC. Speaker of the poem: a motherD. Symbol: anything that represents or stands for anotherE. Symbol of poem: staircase stands for the progression of life; the tacks, splinters, boards torn up, no carpet, abrupt turns stand for the trials and problems in life, but don’t give up!F. Dialect: the form of language spoken by people in a particular region, or groupG. Dialect of poem: black, from the south (I’se for I have) (cause for because) (landin’ for landing)
7 “Mother to Son” by Langston Hughes (1902-1967) H. Stanza: one division of lines in this poemI. Free verse: no pattern, no stress, no beats, no rhyme etc.J. Repetition of poem: the 2nd and last line to reinforce the idea that life has not been easy, and it will help her son to learn from her difficulties and her courage
8 “The Courage That My Mother Had” by Edna St. Vincent Millay (1892-1950) I. Terms:A. Theme of poem: Parents show strong qualities so that they may inspire their children to do the same, as shared dreams, and admire them.B. Speaker: the imaginary voice assumed by the writer; the speaker is the character who tells the poemC. Speaker of poem: a daughter whose mother has passed awayD. Symbol: anything that represents or stands for anotherE. Symbol of poem: the granite or rock stands for the mother’s courage and strength that is buried with herF. Simile: compares two unlike things using “like” or “as”G. Simile of poem: “…courage like a rock…”
9 “The Courage That My Mother Had” by Edna St. Vincent Millay (1892-1950) II. Poetry Information:A. Stanza: a formal division of lines in a poem, considered a unitB. Stanza of poem: a four-line division called a quatrainC. Rhyme scheme: a regular pattern of rhyming words in a poemD. Rhyme scheme of poem: abcbdfdfghgiE. half rhyme: words that somewhat rhymeF. half rhyme of poem: had = quarriedgrave = haveG. end rhyme; rhyming words at the ends of linesH. end rhyme of poem: “…mother wore” (line 5)“…treasure more” (line 7)
10 “The Courage That My Mother Had” by Edna St. Vincent Millay (1892-1950) III. Notes:A. The speaker finds she’d rather have granite/rock-hard strength and courage, than wealth and possessionsB. The speaker also implies that courage is a quality you have or you don’t have. Some say you can’t learn this quality, but that you are born with it.
11 “The Village Blacksmith” by Henry Wadsworth Longfellow (1807-1882) I. Terms:A. Theme of poem: Our lives are determined by the work we put into them, and how we respond to life determines who we truly are. Honesty, love, and hard work help us get through the difficulties that life presents.B. Symbol: one thing that stands for or represents something elseC. Symbol of poem:1. The sexton ringing bell stands for the signaling of the end of the day2. The noise of the blacksmith shop stands for the daily life and labor3. The blacksmith’s tear stands for his sadness and grief4. The flaming forge stands for our livesII. Poetry Information:A. Stanza: a formal division of lines in a poemB. Stanza of poem: a six-line division called a sestet
12 “The Village Blacksmith” by Henry Wadsworth Longfellow (1807-1882) C. Rhyme scheme: a regular pattern of rhyming words in a poemD. Rhyme scheme of poem: lines 2, 4, and 6 all rhyme with end rhymeE. Repetition: the use of more than once, of any element of language (sound, word, phrase)F. Repetition of poem:1. “his hair’ “his face” “his brow” in stanza 22. “you can” in stanza 33. “He goes…” “he hears…” in stanza 5G. alliteration: repetition of initial consonant sounds to draw attention to create musical effectsH. alliteration of poem:1. “…smithy stands” (line 22. “…bellows blow” (line 143. “…flaming forge” (line 21)4. “…parson pray and preach” (line 27)
13 “The Village Blacksmith” by Henry Wadsworth Longfellow (1807-1882) III. More Poetry + NotesA. simile: compares two unlike things using “like” or “as”B. simile of poem:1. “as strong as iron bands”2. “…like the tan”3. “like chaff from…..floor”IV. Notes:A. Toiling is done in stanzas 1-4, and he rejoices in stanza 5. He experiences sorrow in stanza 6, and in stanza 7-8 it is implied that life is a simple pattern of toiling, rejoicing, and sorrowing through honesty, love and hard work.B. Longfellow’s philosophy to life is working hard and honestly, rejoicing in one’s family and community, and resting.
14 “The Hummingbird That Lived Through Winter” by William Saroyan (1908-1981) I. Terms:A. Theme of story: Life continues on, like the wings of the hummingbird, even if one dies. The will and love of one can spur someone on, give support, and encourage them even if the will wasn’t there at first.B. Narrator: the speaker or character who tells the storyC. Narrator of story: the boyD. Symbol: anything that stands for or represents something elseE. Symbol of story:1. the birds stand for the spirit of life in each of us2. the bird, weak and pathetic, stands for the ‘dead of winter’3. the bird with health and vigor stands for the spirit of summertime4. winter stands for man’s resting time5. summer stands for renewal and energy, like the man’s garden6. the garden stands for the life of the old man, still enjoying it well
15 “The Hummingbird That Lived Through Winter” by William Saroyan (1908-1981) II. Story Information:A. conflict: a struggle between two opposing forcesB. conflict of story: the boy vs the man in viewing of natureC. characterization: the art of creating or developing a characterD. characterization of story:1. Dikran = deep love of nature, garden, has a neat house,2. boy = growing, learning, not sure about many thingsIII. Notes:A. The boy and man working together changes their views and they share a goalB. Dikran knows the bird needs freedom, just like he does with his garden, house, even if he is blindC. The last line of the story: It means that we call all live on, and the bird is symbolic of each of us and what is inside each and every one of us