VIEWS: 178 PAGES: 18 POSTED ON: 7/30/2010
ELA 20 Name: Poetry Exploring Poetry: Reading & Responding Instructions: Read each of the poems in this booklet and respond to the questions that follow. The questions are designed to get you ready for the unit quiz you will write on March 26, as well as prepare you for the poetry section on your final exam. These will also give you an idea of what to expect regarding poetry in ELA 30. You will hand in this completed booklet for a quality and completion grade on March 26, before you write the unit quiz. ELA 20 Name: Poetry BORED Margaret Atwood All those times I was bored out of my mind. Holding the log while he sawed it. Holding the string while he measured, boards, distances between things, or pounded 5 stakes into the ground for rows and rows of lettuces and beets, which I then (bored) weeded. Or sat in the back of the car, or sat still in boats, sat, sat, while at the prow, stern, wheel 10 he drove, steered, paddled. It wasn't even boredom, it was looking, looking hard and up close at the small details. Myopia. The worn gunwales, the intricate twill of the seat 15 cover. The acid crumbs of loam, the granular pink rock, its igneous veins, the sea-fans of dry moss, the blackish and then the graying bristles on the back of his neck. Sometimes he would whistle, sometimes 20 I would. The boring rhythm of doing things over and over, carrying the wood, drying the dishes. Such minutiae. It's what the animals spend most of their time at, 25 ferrying the sand, grain by grain, from their tunnels, shuffling the leaves in their burrows. He pointed such things out, and I would look at the whorled texture of his square finger, earth under the nail. Why do I remember it as sunnier 30 all the time then, although it more often rained, and more birdsong? I could hardly wait to get the hell out of there to anywhere else. Perhaps though 35 boredom is happier. It is for dogs or groundhogs. Now I wouldn't be bored. Now I would know too much. Now I would know. ELA 20 Name: Poetry Response Questions for “Bored” by Margaret Atwood 1. Identify at least three (3) details in the poem that reinforce the speaker’s feeling of boredom. 2. The idea of “Myopia.” introduced in line14 and continued in lines 15-16 with “the intricate twill of the seat / cover” is further reflected best in the words a. “Sometimes he would whistle sometimes / I would” (20-21). b. “The boring rhythm of doing / things over and over, carrying / the wood, drying / the dishes” (21-24). c. “I would look at / the whorled texture of his squared finger, earth under / the nail” (28-30). d. “Why do I remember it as sunnier / all the time then, although it more often / rained, and more birdsong?” (30-32). 3. Explain why you chose the response you did for number 2. 4. What does the speaker mean by saying, “Now I would know too much. / Now I would know.”? (Note: These final lines of the poem reveal the poet’s purpose in writing the poem so it’s important to discern their meaning.) 5. Myopia can be defined as “a lack of foresight” or “narrow-mindedness”. Explain why the poet’s choice of this particular word is appropriate when considering the main idea of the poem. ELA 20 Name: Poetry RICHARD CORY E.A. Robinson Whenever Richard Cory went downtown We people on the pavement looked at him: He was a gentleman from sole to crown, Clean favored, and imperially slim. And he was always quietly arrayed, And he was always human when he talked: But still he fluttered pulses when he said, “Good morning,” and he glittered when he walked. And he was rich – yes, richer than a king – And admirably schooled in every grace: In fine, we thought that he was everything To make us wish that we were in his place. So on we worked, and waited for the light, And went without the meat, and cursed the bread; And Richard Cory, one calm summer night Went home and put a bullet through his head. Response Questions for “Richard Cory” by E.A. Robinson 1. Apply the rhyme scheme to this poem. Be sure to account for rhyme other than true rhyme to maintain a pattern. Remember that rhyme scheme should be written at the end of each line, using lower case letters. 2. Describe Richard Cory as the speaker of the poem sees him. Be sure to quote some phrases from the poem to back up your ideas. 3. What is the message or theme of this poem? How do you know? ELA 20 Name: Poetry OZYMANDIAS Percy Bysshe Shelley I met a traveller from an antique land Who said: "Two vast and trunkless legs of stone Stand in the desert . . . Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them, and the heart that fed: And on the pedestal these words appear: 'My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!' Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away." Ozymandias: according to a Greek historian of the first century B.C. the statue of Ozymandias was the largest in Egypt. visage: face The hand that mocked them: the hand of the sculptor who reproduced the passions. the heart that fed: the heart of Ozymandias from which the passions came. Response Questions for “Ozymandias” by Percy Bysshe Shelley 1. What kind of king was Ozymandias when he was alive? Provide details from the poem to support your response. 2. What is the message or theme of this poem? (Try describing what the traveler saw in your own words. This may help you get to the theme.) ELA 20 Name: Poetry 3. Give at least 3 words or phrases from the poem that support your idea of the theme of the poem and explain how these examples reveal the theme. THE LONG HILL Sara Teasdale (1884-1933) I must have passed the crest awhile ago And now I am going down-- Strange to have crossed the crest and not to know, But the brambles were always catching the hem of my gown. All the morning I thought how proud I should be To stand there straight as a queen, Wrapped in the wind and the sun with the world under me-- But the air was dull, there was little I could have seen. It was nearly level along the beaten track And the brambles caught in my gown-- But it’s no use now to think of turning back, The rest of the way will be only going down. This poem is an example of an extended metaphor. Rather than making a comparison in one phrase or sentence, the entire poem compares a literal thing with an idea or concept. ELA 20 Name: Poetry Response Questions for “The Long Hill” by Sara Teasdale 1. What is the poem’s denotation? (What is literally or physically happening in the poem?) 2. What is the poem’s connotation? (What is the speaker suggesting or describing?) 3. Look at the following individual words within the poem. Explain what their connotations could be. the brambles the hill the crest the beaten track 4. Now that you’ve explored the metaphor of the poem, re-read it. What specific comments is the speaker making about her journey? ELA 20 Name: Poetry A BIRTHDAY Christina Rossetti (1830-1894) My heart is like a singing bird Whose nest is in a water'd shoot; My heart is like an apple-tree Whose boughs are bent with thick-set fruit; My heart is like a rainbow shell That paddles in a halcyon sea; My heart is gladder than all these, Because my love is come to me. Raise me a daïs of silk and down; Hang it with vair and purple dyes; Carve it in doves and pomegranates, And peacocks with a hundred eyes; Work it in gold and silver grapes, In leaves and silver fleurs-de-lys; Because the birthday of my life Is come, my love is come to me. halcyon – calm, peaceful, happy vair – grey & white squirrel fur Response Questions for “A Birthday” by Christina Rossetti 1. Identify as many examples of imagery as you can in this poem. (Mark them on the poem.) 2. In your own words, summarize what the speaker in the poem is saying. 3. What is meant by the title, “A Birthday.” (Is the speaker referring to an actual birthday, or does it refer to something else?) ELA 20 Name: Poetry MIRROR Silvia Plath I am silver and exact. I have no preconceptions. What ever you see I swallow immediately Just as it is, unmisted by love or dislike. I am not cruel, only truthful--- The eye of a little god, four-cornered. 5 Most of the time I meditate on the opposite wall. It is pink, with speckles. I have looked at it so long I think it is a part of my heart. But it flickers. Faces and darkness separate us over and over. Now I am a lake. A woman bends over me, 10 Searching my reaches for what she really is. Then she turns to those liars, the candles or the moon. I see her back, and reflect it faithfully. She rewards me with tears and an agitation of hands. I am important to her. She comes and goes. 15 Each morning it is her face that replaces the darkness. In me she has drowned a young girl, and in me an old woman Rises toward her day after day, like a terrible fish. Response Questions to “Mirror” by Sylvia Plath 1. The speaker of the poem is a. Sylvia Plath. b. the mirror. c. a woman. d. an unknown person. 2. The predominant figure of speech in the poem is a. alliteration. b. allusion. c. personification. d. metonymy. 3. All of the following lines clearly present the speaker as unbiased except a. “I have no preconceptions” (1). b. “unmisted by love or dislike” (3). c. “I am not cruel, only truthful” (4). d. “The eye of a little god” (5). ELA 20 Name: Poetry 4. The image introduced in line 10 with the words, “Now I am a lake” is continued in all of the following lines except a. “A woman bends over me, searching my reaches for what she really is” (10-11). b. “Then she turns to those liars, the candles or the moon” (12). c. “In me she has drowned a young girl” (17). d. “an old woman / Rises toward her day after day, like a terrible fish” (17- 18). 5. Suggest the main idea of the poem. 6. What is the effect of the image of “a terrible fish” and how is it connected to the main idea of the poem? SILVER Author Unknown Slowly, silently, now the moon Walks the night in her silver shoon;* This way and that, she peers and sees Silver fruit upon silver trees; One by one the casements catch Her beams beneath the silvery thatch; Couched in his kennel like a log, With paws of silver sleeps the dog; From their shadowy cote the white breasts peep Of doves in a silver-feathered sleep; A harvest mouse goes scampering by, With silver claws and silver eye; And moveless fish in the water gleam, By silver reeds in a silver stream. *shoe ELA 20 Name: Poetry Response Questions for “Silver” by Unknown 1. Find one good example of alliteration. Write it here. 2. Find a simile. Write it here. 3. What particular figure of speech (other than simile or alliteration) is exemplified by the whole of this poem? 4. The poet uses still another device for emphasis (other than the four mentioned above). What is it? 5. What vowel sounds and consonant sounds are dominant in this poem? What do these vowel and consonant sounds contribute to the effect of the poem? 6. What is the predominant color in this poem? Why do you suppose the poet chose this particular colour? 7. Mark the rhyme scheme on all 14 lines of the poem. 8. Why would the poet choose to use the archaic word “shoon”? ELA 20 Name: Poetry FIRE AND ICE Robert Frost Some say the world will end in fire, Some say in ice. From what I’ve tasted of desire I hold with those who favour fire. But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice. Response Questions for “Fire and Ice” by Robert Frost 1. What purpose do the line lengths serve in the poem? 2. What is the topic of the poem? 3. Symbolism is an important aspect of this poem. a. What do you think the fire represents? b. What do you think the ice represents? 4. Is the speaker in the poem casual or serious about the topic? What evidence do you have? 5. Is this an appropriate topic for our times? Explain. ELA 20 Name: Poetry LOVELIEST OF TREES, THE CHERRY NOW A.E. Housman (1859-1936) Loveliest of trees, the cherry now Is hung with bloom along the bough, And stands about the woodland ride* Wearing white or Eastertide. Now of my threescore** years and ten, 5 Twenty will not come again, And take from seventy springs a score, It leaves me only fifty more. And since to look at things in bloom Fifty springs are little room, 10 About the woodlands I will go To see the cherry hung with snow. *a narrow forest road **score = twenty years Response Questions for “Loveliest of Trees, The Cherry Now” by A.E. Housman 1. Name the example of imagery used in line 7. 2. Name the figure of speech used in line 12. 3. Mark the rhyme scheme of the poem. 4. Apply scansion to the second stanza (lines 5-8). 5. What is meant by the word “snow” in line 12? 6. What season of the year is being described in this poem? 7. How old is the speaker? How do you know? ELA 20 Name: Poetry 8. What can you deduce about the speaker’s personality from this poem? That is, what sort of person do you think she or he is, what does she or he value, etc.? 9. Express, as simply as you can, the theme or central idea of this poem. Do not merely re-tell what happens in the poem. SALMON-FISHING Robinson Jeffers The days shorten, the south blows wide for showers now, The south wind shouts to the rivers, The rivers open their mouths and the salt salmon Race up into the freshet. In Christmas month against the smoulder and menace 5 Of a long angry sundown, Red ash of the dark solstice, you see the anglers, Pitiful, cruel, primeval, Like the priests of the people that built Stonehenge, Dark silent forms, performing 10 Remote solemnities in the red shallows Of the river's mouth at the year's turn, Drawing landward their live bullion, the bloody mouths And scales full of the sunset Twitch on the rocks, no more to wander at will 15 The wild Pacific pasture nor wanton and spawning Race up into fresh water. ELA 20 Name: Poetry Response Questions for “Salmon-Fishing” by Robinson Jeffers 1. What time of the year (month) does the action of this poem take place? Provide two pieces of evidence from the poem to support your answer. 2. What figure of speech is used in line 3? 3. Find one example of alliteration. Write it here. 4. The speaker compares the fishermen to “the priests of the people that build Stonehenge.” What two figures of speech are used for this comparison? 5. What image or idea of the fishermen do you get from the speaker’s descriptions? Explain by referring specifically to the poem. 6. Find one word in the poem that indicates that the salmon are valuable. 7. Explain how the scales of the salmon could be “full of the sunset” (line 14). ELA 20 Name: Poetry CROSSING THE BAR Alfred Lord Tennyson (1809 – 1892) Sunset and evening star, And one clear call for me! And may there be no moaning of the bar, When I put out to sea, But such a tide as moving seems asleep, Too full for sound and foam, When that which drew from out the boundless deep Turns again home. Twilight and evening bell, And after that the dark! And may there be no sadness of farewell, When I embark; For though from out our bourne of Time and Place The flood may bear me far, I hope to see my Pilot face to face When I have crost the bar. Response Questions for “Crossing the Bar” by Alfred Lord Tennyson 1. Underline at least two (2) good examples of alliteration on the poem. 2. Find one example of onomatopoeia. Circle it in the poem. 3. What is the speaker referring to in this poem? (What is he talking about?) 4. What is the significance of the time of day mentioned in the poem? (In other words, how does the time of day reflect the topic of the poem?) 5. What is meant by the word “bar”? ELA 20 Name: Poetry 6. What does the poet mean by the word “Pilot”? 7. What is the tone or mood of the poem? Explain how the poet creates this mood. 8. What message does the speaker wish to impress upon the reader? ON CHILDREN Kahlil Gibran And a woman who held a babe against her bosom said, Speak to us of Children. And he said: Your children are not your children. They are the sons and daughters of Life’s longing for itself. They come through you but not from you, And though they are with you yet they belong not to you. You may give them your love but not your thoughts, For they have their own thoughts. You may house their bodies but not their souls, For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams. You may strive to be like them, but seek not to make them like you. For life goes not backward nor tarries with yesterday. You are the bows from which your children as living arrows are sent forth. The archer sees the mark upon the path of the infinite, and He bends you with His might that His arrows may go swift and far. Let your bending in the archer’s hand be for gladness; For even as He loves the arrow that flies, so He loves also the bow that is stable. ELA 20 Name: Poetry Response Questions for “On Children” by Kahlil Gibran 1. Reread the first stanza of the poem. Explain why the speaker believes children “are not your children” but “the sons and daughters of Life’s longing for itself.” 2. Who do you think “He” is in the final stanza? Explain your choice with specific reference to the poem. 3. Paraphrase (put into your own words) the final stanza, using modern language and expressions.
Pages to are hidden for
"BORED myopia"Please download to view full document