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Unit 3
American Romanticism
Unit 3 Standards
• RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
• RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century
foundational works of American literature, including how two or more texts from the same
period treat similar themes or topics.
• RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
• W.11-12.3: Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
• SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and style
are appropriate to purpose, audience, and a range or formal and informal tasks.
• L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a range of
strategies.
Unit 3 Objectives
1. Define the major characteristics of American
romanticism (e.g., use of symbols, myth, and the
“fantastic”; veneration of nature; celebration of the
“self”; and isolationism).
2. Define transcendentalism as an aspect of American
romanticism and explain how the two differ.
3. Trace characterization techniques in American romantic
novels.
4. Analyze the structure and effectiveness of arguments in
transcendentalist essays studied.
Unit 3 Literary Selections
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“Thanatopsis” by William Cullen Bryant pg. 190
“The Devil and Tom Walker” by Washington Irving pg. 175
“The Minister’s Black Veil” by Nathaniel Hawthorne pg. 262
“Civil Disobedience” by Henry David Thoreau pg. 234
“Self Reliance” by Ralph Waldo Emerson pg. 208
“The Pit and the Pendulum” by Edgar Allen Poe pg. 279
“The Raven” by Edgar Allen Poe pg. 297
“Because I Could Not Stop For Death”, “Apparently No Surprise”,
Success is Counted Sweetest” by Emily Dickinson pgs 399-401
• “Song of Myself” (parts 10,22 and 52) and A Sight in the Daybreak
Gray and Dim” by Walt Whitman pg. 364
Unit 3 Literary Terms
Alliteration
Anaphora - The intentional repetition of beginning clauses in order to create an artistic
effect.
Assonance
Consonance
Individualism – The doctrine that the interests of the individual should take precedence
over those of the state.
Lyric Poetry
Manifest Destiny
Metaphor
Metonymy
Noble savage- A literary stereotype which depicts exotic, primitive, or uncivilized races and
characters as being innately good, dignified, and noble, living harmoniously with nature.
Paradox
Personification
Romanticism
Simile
Synecdoche
Transcendentalism
Verbal irony
Unit 3 Background Info
Objective:
• Define the major characteristics of American
romanticism (e.g., use of symbols, myth, and the
“fantastic”; veneration of nature; celebration of the
“self”; and isolationism).
• Define transcendentalism as an aspect of American
romanticism and explain how the two differ.
• Define the major characteristics of dark romanticism
and which characteristics are similar to romanticism
and which are similar to transcendentalism.
Background Info Lesson
1. Answer 13 questions based on the Collection 2
Timeline, Political and Social Milestones and the
Introduction “American Romanticism” starting
on page 158.
2. Be sure to use complete sentences for
explanations and summaries. You do not need
to use complete sentences for events or fill in
the blanks.
3. The assignment will be due tomorrow.
4. The handout will be attached to the assignment
on Skyward.
Video Q’s “The American Journey”
1. Romantic writers & artists were drawn to the expanding
American frontier because of its promise of:
2. What was vital to Romanticism was the concept of:
3. Central to the pastoral theme is a journey away from:
4. The advantage American Romantics had over European
Romantics was:
5. Henry W. Longfellow expressed the longing for a simpler
existence by journeying into:
6. James Fenimore Cooper created:
7. Many people were encouraged to leave Eastern cities
were:
8. For native Americans, the settlement of the West was
neither
9. Throughout the 19th century, tens of thousands of settlers
journeyed across:
10. Even to this day, the romantic myth of the frontier
remains:
a. dirty, crowded and unhealthy
b. vast unexplored wilderness
c. The overland trails
d. the prototypical American
Romantic Hero
e. an inviting and intriguing
adventure
f. freedom, prosperity and selfdetermination
g. a Romantic dream nor an that
adventure
h. the journey
i. the American past
j. the city, into the wilderness
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Unit 3 Vocab Practice
1. Alliteration
2. Anaphora
3. Assonance
4. Consonance
5. Individualism
6. Lyric poetry
7. Metonymy
8. Noble savage
a. Using a vaguely suggestive, physical object to embody a more general
idea.
b. A poem that does not tell a story, but expresses the personal feelings or
thoughts of a speaker.
c. Repeating a consonant sound in close proximity to others, or beginning
several words with the same vowel sound.
d. A literary stereotype which depicts exotic or uncivilized races and
characters as being innately good, living harmoniously with nature
e. Repeating identical or similar vowels in nearby words
f. The intentional repetition of beginning clauses in order to create an
artistic effect.
g. The doctrine that the interests of the individual supersede those of the
state
h. A special type of alliteration in which the repeated pattern of
consonants is marked by changes in the intervening
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Answers
1.
2.
3.
4.
5.
6.
7.
C
F
E
H
B
A
D
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Unit 3 Vocab warm up part 2
1.
_____Paradox
2.
_____Romanticism
3.
_____Synecdoche
4.
_____Transcendentalism
5.
_____Verbal irony
A. A rhetorical device involving a part of an
object representing the whole, or the whole of
an object representing a part.
B. When someone says or writes one thing but
really means something else.
th
C. The 19 century movement which held that
every individual can reach ultimate truths
through intuition.
D. . Using contradiction in a manner that oddly
makes sense on a deeper level
E. . Literary revolt against rationalism
th
beginning in the 19 century that rejected
rationalism.
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Romantic Poem “Thanatopsis”
Objectives:
1. Identify characteristics of American
romanticism in the poem.
2. Identify use of literary terms and the theme
of the poem
Turn to page 190 and read Literary Focus,
Reading skills and background sections
quietly on your own.
“Thanatopsis” – William Cullen Bryant
• Answer the following questions correctly, using complete sentences, as we read
the poem.
1.
2.
3.
4.
5.
6.
7.
8.
9.
How does Bryant use personification at the end of the first stanza?
Summarize Stanza 1
What is the main idea expressed in lines 22-23 and 25-26?
Summarize stanza 2
What is the example of metaphor used in lines 42-45? What is being compared?
What is the tone of lines 52-53, and what sounds help create this tone?
What does the phrase “chase/ his favorite phantom” imply about the living? (lines 63-64)
Summarize stanza 3
The original version of the poem did not include the first stanza (l. 1-17) or the last stanza
(l. 66-81). How does the addition of these lines affect/change the poem?
10. Summarize stanza 4
• Answer questions 1-5 on pg. 193 using complete sentences, on your own, after after
reading the poem. Also, find 3 examples of each of the following: Personification, metaphor
and simile.
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•
•
•
•
•
The Devil and Tom Walker: Mood and
Symbolism
Mood in literature
P. 175: definition of Mood
Review quote from “The Devil and Tom
Walker”, writing down words and phrases
that convey a mood.
What is the mood of the following passage?
Write the words and phrases that convey or
create the mood .
The Devil and Tom Walker: Mood
and Symbolism
• . They lived in a forlorn-looking house that
stood alone, and had and air of starvation. A
few straggling savin trees*, emblems of
sterility, grew near it; no smoke ever curled
from its chimney; no traveler stopped at its
door.
*juniper trees
The Devil and Tom Walker: Mood
and Symbolism
• One day that Tom Walker had been to a distant part of the
neighborhood, he took what he considered a shortcut
homeward, through the swamp. Like most shortcuts, it was an
ill-chosen route. The swamp was thickly grown with great
gloomy pines and hemlocks, some of them ninety feet high,
which made it dark at noonday, and a retreat for all the owls
of the neighborhood. It was full of pits and quagmires, partly
covered with weeds and mosses, where the green surface
often betrayed the traveler into a gulf of black, smothering
mud: There were also dark and stagnant pools, the abodes of
the tadpole, the bullfrog, and the water snake, where the
trunks of pines and hemlocks lay half drowned, half rotting,
looking like alligators sleeping in the mire.
• With your partner, write a paragraph stating
the mood and the evidence from the 2nd
passage that proves your ideas.
• In a 3 chunk paragraph, explain the mood.
– The mood of this passage is ____. This is revealed
in the description of the shortcut ….(etc.)
• Pair with another group and exchange
paragraphs.
• Share with class
The Devil and Tom Walker: Mood
and Symbolism
• Journal entry: why is it important to understand
the mood of a story?
• P. 175: Literary Focus: Setting, Mood and
Archetypes
• Quickwrite: write everything you know about
Faust, or the concept of a “deal with the devil”
• Think, pair, share
• Listen and read “The Devil and Tom Walker” by
Washington Irving (p. 177)
The Devil and Tom Walker: Mood
and Symbolism
• Pg. 177 What possible plot development does the
mention of buried gold allow? How does this affect
the setting?
• What do the phrases “well-known” and “he always
does” suggest about the old stories?
• Pg. 179 Why is it appropriate that this place be
associated with an “evil spirit”?
• How do the details describing the dark man make
him special and strange?
• What might the great tree, rotten at the core,
symbolize?
The Devil and Tom Walker: Mood
and Symbolism
• What conclusion can you draw from the fact that
these men’s names are on the trees and the black
man carries an axe?
• Pg. 180 What range of evil activity is attributed to
the devil?
• What do you predict Tom will do, now that he is face
to face with the devil?
• Pg .181 What is the meaning of the fingerprint on
Tom’s forehead, and what does it imply about his
future?
• What do you think happened to Tom’s wife?
The Devil and Tom Walker: Mood
and Symbolism
• Pg. 182 What “generally understood” terms does the
narrator refer to? Why do you think he doesn’t state
the terms explicitly?
• Pg. 183 What is Irving really saying in the paragraph
where he says Tom “was the universal friend of the
needy.”
• Pg 184 What do you think is going to happen to
Tom?
• How do Tom’s words “the devil take me” ironically
bring about his own fate?
The Devil and Tom Walker: Mood
and Symbolism
• Story CFA
• Complete the following graphic organizer:
Beginning
Middle
End
Mood
Evidence from
story
Examples of
Symbolism
Examples of
Romanticism
•
Explain the story’s mood. How does Irving create humor in a story in which there
are few happy events? On a separate sheet of paper, write a paragraph that
explains your answer. Support your ideas with details from the selection and
organizer above.
The Ministers Black Veil:
Symbolism and Dark Romantics
• Turn to Page 97 in the Holt Reader
• Objective: Recognizing symbols and drawing
inferences.
• We will be answering the margin Questions as
we read the first part of the story aloud as a
class.
• You will be finishing the story and the questions
on your own for the second ½ of the story. There
will be a 5 pt quiz on the story.
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Dr. Heidegger’s Experiment
• Quickwrite: Review from yesterday: Give 1 example of each
of the following sound devices: refrain, end rhyme, internal
rhyme, alliteration and onomatopoeia. Poem on pg. 298 in
textbook.
• Selection Test for “Minister’s Black Veil”
• What is an Allegory?
• Definition: a story or poem in which characters, settings, and
events stand for abstract ideas or moral qualities
• An allegory is not the same as a symbol
• Examples: Fairy Tales, fables, parables
– Modern-day allegories? (brainstorm stories, etc.)
Dr. Heidegger’s Experiment
• Pg. 252-259: “Dr. Heidegger’s Experiment”
• Listen to audio
• Each time we stop, answer the following
questions:
– Based on what Hawthorne reveals about the four
guests, what qualities might each represent?
(Allegory)
– Answer the yellow box question #1
Dr. Heidegger’s Experiment
• What is the mood or ambience of Heidegger’s study?
• Pg 253. What does the detail about the death of Dr
Heidegger’s fiancé reveal about the title character?
• Answer the yellow box Q #2
• Pg. 254 Paraphrase the paragraph before yellow box #3
• Answer the yellow box Q #3
• After the Widow Wicherly’s quote that begins with
“Nonsense!” predict what events her words might
foreshadow.
• Answer yellow box Q#4
Dr. Heidegger’s Experiment
– Pg 255 Answer yellow box Q #5
– What does Heidegger’s warning to his guests suggest
about the moral of this allegory?
– Explain why the guests laugh at and dismiss Heidegger’s
warning.
– How does the first drink of elixir affect the guests?
– Pg. 257 What might you infer about Hawthorne’s view of
politicians based on his description of Gascoigne?
– Based on the guests’ actions once they are young again,
what moral point does Hawthorne seem to make?
Dr. Heidegger’s Experiment
– Answer yellow box Q #6
– What might the image of Dr. Heidegger in his
throne-like chair suggest/represent? (Allegory)
– What does the doctor’s refusal to dance suggest
about how he is different from his guests?
– Pg. 259 Answer yellow box Q #7
– What moral, or point, is Hawthorne making when
Heidegger says he now loves the withered rose as
much as he loved it when it was fresh?
Dr. Heidegger’s Experiment
– Answer yellow box Q #8
– What do you believe is the moral of this allegory?
Why?
– Answer yellow box #9
– Answer question 2,3,5,6, & 8 on pg 261
– Is this story an example of Romanticism,
Transcendentalism or Dark Romanticism? Tell me
why using characteristics from the genre and the
story.
Day 19
• What do you think of when you hear the
name Edgar Allan Poe?
• P. 277-278: Background on Poe
• Create once sentence summaries for each
section of the article
• What is a symbol?
– something that stands for or suggests something
else
• Some common symbols:

Use the following content frame to identify
ten more symbols of your choosing:
Object

What do you see?
What idea, emotion or
belief does it
represent?
The symbolic meaning of a story is one
that goes beyond the story’s literal
meaning.
Day 20
• Holt Reader, p. 117:
Poe’s “The Raven”
• Literary Terms: See
content frame on next
page.
• Sound Effects in
poetry—complete the
content frame
Sound Device
Refrain: repeated lines
End rhyme: Rhymes at the ends
of lines
Internal rhyme: rhyme that occurs
within lines
Alliteration: Repetition of a
consonant sound
Onomatopoeia: Use of words
with sounds that echo their sense
Meter: Regular pattern of stressed
and unstressed syllables in a poem
Example from poem
• Using the Holt Reader, paraphrase the
meaning of each stanza.
• A paraphrase is a restatement of a segment of
writing in your own words or style:
– One sentence long
– No repeating of the same words the author used
(except definite articles like “an”, “the”, etc.)
• Share your paraphrases with the class (in
order!)
Day 21
• Holt Reader: page 122
• Re-read lines 103-108 (the last stanza). What
do you think the Raven symbolizes? (write)
• Review the poem. What other symbols has
Poe included in the poem? List them and
their possible meanings.
• Read the handout on “The Raven”
• P. 123: Concept map—homework if not
completed in class!
•
•
•
•
•
P. 209: Emerson’s “Self-Reliance”
Fill out the quotes organizer as you read.
P. 211: look at the caricature of Emerson.
Using this picture, answer question 4.
Going back to the beginning—what is this
man’s philosophy of life (or how he feels
about life and what people should believe)?
(think-pair-share)
Poster Expectations
•
•
•
•
You do not need an entire sentence, just the part that delivers the message you want
portrayed in your poster.
Choose a picture for your poster: Is it going to be a nature scene (ex: painting next to the
East door), a symbol that represents the message (ex: man climbing a mountain = don’t
know unless you try) or an example of the message (ex: hands exchanging baton example of
teamwork)
Poster Requirements
– Quote must be legible and visible from at least 15 feet away. I would recommend block
or thick letters. (1 pt)
– No stick figures! Neatness is key (1 pt)
– You must use color for this one. Black and white/charcoal not appropriate for an
inspirational poster. (1 pt)
– No white space (a limited amount serving a purpose OK)! Use color and use your entire
poster board. (1 pt)
– I would recommend using a light pencil to prep your poster; you will not get another
one. Only 1 per student. Take your time! You can create a quality poster even if you are
artistically challenged like me.
10 points for poster, meaning of quote (1 pt) and how it is inspirational (1 pt) . points for
classroom grade and how you use your time. 1 pt for use of class time each day. Every time I
have to address you, know that you are losing points.
Warm Up
• Quickwrite: What is Emerson’s philosophy of life?
How is this a reflection of the Transcendentalists?
• What specific passage in “Self-Reliance”
created an image in your head or had a
significant meaning to you? On a separate
piece of paper, explain what the quote means
and why you chose this image/quote
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39
Civil Disobedience
• Warm Up: P. 233: Calvin and Hobbes cartoon—read
silently, then write a journal entry, explaining the
cartoonist’s message. (think-pair-share)
• What is the meaning of Civil Disobedience? List
examples from the past. (think-pair-share)
• P. 232: examples of civil disobedience.
• Journal: Think about people who hold rallies,
boycotts, or hunger strikes today to protest a
perceived injustice. Do you think they are abusing
the role of citizens or fulfilling that role in a
responsible way? (think-pair-share)
• P. 213-214: Henry David Thoreau background
• Read each paragraph out loud to a partner.
After each paragraph, write the most
interesting piece of information you heard.
• Listening for a purpose: It is easier to
understand when you have a reason for
listening.
• P. 234: vocabulary; read the “Point of View”
• Use each of the vocabulary words in a
paragraph about Thoreau’s night in jail.
Civil Disobedience
• Warm-up:
• Would you be willing to go to jail to protest
– a parking fine
– an unjustified war
– taxes paid for an environmental policy you don’t believe in
– voting age
– drinking age
• Would you be willing to be given a long-term suspension from school for
protesting
– A dress code
– An unjust suspension of an acquaintance
– Anything else? You tell me.
Civil Disobedience
• P. 233 Text book: Persuasive techniques
(review)
• Holt Reader: p. 82-83 from “Resistance to Civil
Government” (read aloud in partners,
complete margin questions as you read)
Civil Disobedience
• Warm-up:
• p. 84-90 in Holt Reader (continue from
yesterday): Answer questions in the margins.
• When you have finished with the reading,
complete the content frame on page 91 of the
Reader. (think-pair-share)
• Turn in margin questions and content frame.
I Hear America Singing
• “I Hear America Singing” Read aloud. Answer
3 margin Q’s, complete content frame.
• Answer what is the theme of the poem? (1 or
2 words) What is he saying about the
American people?
• Absent students: p. 365. Do above questions
and 1,2,4,5 on pg. 366.
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I Hear America Singing Answers
1. He names: mechanics, carpenters, masons, boatmen,
deckhands, shoemakers, hatters, woodcutters, plowboys,
mothers, young wife and young girls that wash clothes. Each
sings a song that is unique to themselves.
2. Possible themes: American diversity, celebrate diversity,
celebrate individuality
3. Possible Answers: Whitman would hear songs that relate
more to interpersonal relationships than with work.
CF. Examples of parallelism: [worker] singing as [activity]. Other
examples: “makes ready for work, or leaves off work” and
“in the morning or at noon intermission or at sundown.”
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Song of Myself #10
• Song of Myself #10
• Warm Up Literary Focus: Define the following
terms.
–
–
–
–
–
Alliteration:
Assonance: NEW! Do you know it?
Imagery:
Onomatopoeia:
Parallel Structure/ Parallelism:
• Read pg. 367. Literary Focus: Free Verse,
meter, rhyme and warm up terms.
Song of Myself #10 Cont.
• Song of Myself #10 on pg 132 in the Holt Reader.
• Re arrange the sentence structure of the first stanza so that it
reads like a traditional sentence. Subject, verb, object. (I hunt
alone …)
• Answer the margin Questions.
• Pay attention to the rhythm and meter of the poem. While it
does not rhyme, it does not sound like ordinary prose either.
• What emotions does Whitman want the reader to feel in the
4th stanza?
• Answer questions 1, 3 and 4 on pg. 372. Only answer the
cadence part of Question #4. (First ½ of questions). Use
different examples from the margin Questions for #3.
Song of Myself #33
• Warm Up
• Song of Myself #33
• Literary Focus: Same as yesterday. Alliteration, assonance,
imagery, onomatopoeia, parallel structure, meter, rhythm,
free verse.
• Write at least 2 examples of parallel structure found in the
first two stanzas.
• What do the last two lines of the 2nd stanza imply about the
reader?
• How does Whitman use repetition to enhance the scene in
stanza 10? (Again the long…)
• Answer questions 1-6 on pg. 372. be sure to answer the 2nd
set of questions, the ones that go with “Song of Myself #33”
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Answers to Song of Myself #33
Paraphrase: The skipper saw a damaged ship and knew it was likely all aboard
would die.
Identify: they appeal to the sense of sight
Identify: Mother of old and hounded slave
Interpret: Agony is a type of empathy, or shared emotion, that I can feel or
experience
Identify: I words assonance and B words alliteration
Word study: An artillerist si a person who fires weapons/cannons.
#1: S1: Skipper rescuing emo: sympathy S2: Mother burned emo: outrage S3: Runaway slave shot and
beaten emo: compassion S4: fallen fireman emo: grief S5: Fallen general emo: admiration
#2:
He makes the statement in stanza 2 line 16, 17, 26, 36, 38 and 42. stresses the speaker’s
compassion/empathy
#3: Aliteration: L words, in line 8, b words in line 26, Assonance: I in line 9, I in line 29
Onomatopoeia: crack, click, whizz, Imagery: too many to list. Shoud lhave one for each of the
senses except smell.
#4: The tone is empathetic, he celebrates the heroes and mourns the losses.
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Unit 3 Test Study Guide
• Literary Terms to Know:
–
–
–
–
–
–
–
–
–
–
Archetype
Mood
Foot
Paradox
Symbolism
Alliteration
Assonance
Emotional appeal
Logical appeal
Ethical appeal
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Unit 3 Study Guide
• Know Types of Figurative Language and their
definitions
• Figurative Language = Figures of Speech
• Know how to paraphrase: Write the main idea of a
selected quote in you own words. DO NOT use the
same nouns, adjectives, verbs or adverbs.
• Know what characteristics all or any two geof the
following genres share:
– Transcendentalism, Romanticism and Dark
Romanticism
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Thanatopsis Review
• “Nature holds/ Communion with her visible forms, she speaks/ various
languages…” is an example of which figure of speech? Define the figure of
speech.
• “When thoughts/ Of the last bitter hour come like a blight over thy spirit…” is
an example of which type of figurative language? Define the figurative
language.
• “Earth and her waters, and the depths of air-/ Comes a still voice…” is an of
which figurative language? Define the figurative language.
• “Nor in the embrace of ocean, shall exist/ Thy image.” is an example of which
figure of speech? Define the figure of speech.
• “…Meadows … and… brooks…and… Old Ocean’s gray and melancholy waste,-/
Are but the solemn decorations all/ Of the great tomb of man.” is an example
of which figure of speech? Define the figure of speech.
• Re-read lines 63-64. Which figure of speech is this an example of? Define the
figure of speech.
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Thanatopsis Review
• Paraphrase the following Lines from the poem:
1.
2.
3.
4.
5.
Paraphrase Lines 2-8 “she speaks/… ere he is aware.”
Paraphrase Lines 8-15 “When thoughts/…- while from all around-”
Paraphrase Lines 31-33 “Yet not… more magnificent.”
Paraphrase lines 34-37 “Thou shalt… sepulcher.”
Paraphrase Lines 61-66 “The gay will laugh/… with thee.”
• Take the Practice test on pages 346-349.
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Practice Test Answers
1. B
2. G
3. D
4. H
5. B
6. G
7. D
8. H
9. A
10. H
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