P imagery and figurative language Suppose the poet who wrote “Fireworks” had described her subject as “loud and colorful.” Her poem might not have had the same impact on you. Instead, the sound is “a far thud,” and the colors are “clear green sparks” and “gold spears.” These are examples of images, words and phrases that call up pictures in your mind. Images appeal to your senses of sight, hearing, smell, taste, and touch. They help you to clearly imagine what a poem describes. imagery and figurative language Imagery Tell students that as they read a poem or listen to someone read it aloud, they should pay close attention to the images or word pictures the poem creates. How do the images make them feel? What sights, smells, sounds, tastes, or textures come to mind? One way that poets create images is through figurative language, the use of creative comparisons to describe familiar things in new ways. Review the three types of figurative language in the graphic. What does each example tell you about the autumn leaves? Have students use copies of the Two-Column Chart transparency as they read the examples on page 548. Students should • use the left column to jot down words and phrases from each poem that appeal to the senses of sight, hearing, smell, taste, or touch • use the right column to record their reactions to the images Images from Poem simile personification a comparison between two unlike things that includes the word like or as a description of an object, an animal, or an idea as if it were human or had human qualities and reactions In a high wind the leaves don’t fall but fly straight out of the tree like birds Reactions “Poem”: leaves flying like birds out of the trees New sounds to walk on today, dry leaves talking in hoarse whispers under bare trees. —“Poem” by A. R. Ammons “December Leaves”: leaves as cornflakes in a wide dish metaphor “New Sounds”: dry leaves making a sound like hoarse whispers a comparison between two unlike things that does not include the word like or as —“New Sounds” by Lilian Moore The fallen leaves are cornflakes That fill the lawn’s wide dish, BEST PRACTICES TOOLKIT—Transparencies —from “December Leaves” by Kaye Starbird Two-Column Chart p. A25 Analysis Frame: Poetic Language and Style pp. D23, D40, D41 548 unit 5: the language of poetry Lit06PE-u05-rw.indd 548 10/5/06 Lit06PE-u05-rw.indd 2:14:55 PM 549 differentiated instruction for less–proficient readers Comprehension Support: Figurative Language • Have students review the examples and use a Two-Column Chart to record what is being compared in each example. 548 unit 5: the language of poetry L06TE-u05-rw.indd 548 • Reread each example and ask students to brainstorm words that describe the feeling the figurative language creates for them. For example, leaves that “fly / straight out of the / tree like birds” suggest a joyful, energetic feeling. Figurative Language simile metaphor personification compared to leaves compared to birds leaves compared to cornflakes leaves compared to people whispering BEST PRACTICES TOOLKIT—Transparency Two-Column Chart p. A25 1/28/07 4:21:10 PM Reader’s Workshop Part 3: Analyze the Literature In this poem, Eve Merriam transports you to a familiar scene—a dinner table. You’ll see how Merriam uses many of the techniques you just learned about to help you understand the speaker’s relationship with his or her parents. Practice and Apply Part 3: Analyze the Literature Close Read Possible answers: 1. Like bookends, the mother and father prop up, or support, the speaker. And, like bookends unable to read the books, the parents are unable to “read” the speaker’s emotions. like bookends Poem by Eve Merriam Like bookends my father at one side my mother at the other 5 propping me up but unable to read what I feel. Were they born with clothes on? Born with rules on? 10 15 20 25 When we sit at the dinner table we smooth our napkins into polite folds. How was your day dear Fine And how was yours dear Fine And how was school The same Only once in a while when we’re not trying so hard when we’re not trying at all our napkins suddenly whirl away and we float up to the ceiling where we sing and dance until it hurts from laughing and then we float down with our napkin parachutes and once again spoon our soup and pass the bread please. Close Read 1. Notice the simile in lines 1–6. How are the mother and father like bookends? 2. The use of repetition in lines 7–8 emphasizes the speaker’s frustration with his or her parents. What other examples of repetition can you find? 3. Examine the two boxed images. What contrasting dinner scenes do they bring to mind? 4. Line 22 is the longest one in the poem. Why might Merriam have chosen to make this line stand out? (Hint: Think about the mood at this particular moment.) 5. How would you describe the speaker’s relationship with his or her parents? Support your answer. reader’s workshop 549 2. In lines 11–16, repetition mimics the family’s routine dinner conversation. In lines 18–19, repetition emphasizes the difference when the family is “not trying so hard” to make conversation. 3. The first boxed image suggests a dinner scene in which everyone is being overly polite. The second boxed image conjures up a scene in which family members are enjoying each other’s company. 4. In line 22, the mood is lighthearted and joyful, rather than uncomfortable. The line length emphasizes the change in mood at the family dinner table. 5. The speaker seems to have a loving relationship with his or her parents, but the three have trouble communicating. The parents are supportive, but they are not in tune with the speaker’s feelings. Conversations at the dinner table are awkward, but every once in a while, the family members connect. Assess and Reteach Assess Have students describe the form, speaker, sound devices, imagery, and figurative language in the poems on pages 547 and 549. Reteach 10/5/06 Lit06PE-u05-rw.indd 2:14:55 PM 549 10/5/06 2:15:13 PM differentiated instruction for less–proficient readers for english learners Analysis Support: Poetry Elements [paired option] Have pairs of students complete a Spider Map to analyze the elements of “Like Bookends.” Ask them to include examples of these elements: form, speaker, imagery, and figurative language. Then have the pairs compare and discuss their Spider Maps. Comprehension: Dialogue Conventions Explain that poetry does not always use conventional punctuation. Point out that lines 11–16 of “Like Bookends” represent dialogue between family members at the dinner table. Lines 11, 13, and 15 are questions posed to different family members. The responses are shown in italic type in lines 12, 14, and 16. Ask students to explain how these lines would look with conventional punctuation. BEST PRACTICES TOOLKIT—Transparency Spider Map p. B22 Select from these options for students who have trouble applying the workshop skills: 1. Pair students with classmates who have grasped the lesson. Assign each pair to reread a poem and then create flashcards with questions and answers about the form, speaker, sound devices, imagery, and figurative language used in the poem. 2. Meet with small groups to review students’ note-taking copy masters. Clarify terms and concepts, illustrating each one with concrete examples. reader’s workshop L06TE-u05-rw.indd 549 549 1/28/07 4:21:47 PM
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