Transcript Slide 1

Unit 3, Part 2
UNIT 3, Part 2
Loves and Losses
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Unit 3, Part 2
MAIN MENU
Loves and Losses (pages 617–644)
Click a selection title to go to the corresponding
selection menu.
Unit 3, Part 2
SELECTION MENU
Selection Menu (pages 617–621)
Before You Read
Reading the Selection
After You Read
Unit 3, Part 2
BEFORE YOU READ
Meet Jimmy Santiago Baca
Click the picture to learn
about the author.
Unit 3, Part 2
BEFORE YOU READ
Connecting to the Poem
The speaker in “I Am Offering This Poem”
is a person of few possessions who
compensates for a lack of material wealth
with an intangible but powerful force: love.
Unit 3, Part 2
BEFORE YOU READ
Connecting to the Poem
Before you read the poem, think about the
following questions:
• What value do you place on
material objects?
• How important is love when
compared to these things?
Unit 3, Part 2
BEFORE YOU READ
Building Background
The traditional homes of Navajo Indians, called hogans,
are most often built from logs and mud. Occasionally
constructed from stone, the humble dwellings have no
windows and frame a single entrance facing east. Usually
covered by a blanket, this entrance is one of only two
openings. The other opening, in the dome-shaped roof,
allows smoke to pass from the fire within. With little or no
furniture to border the fire, the residing family gathers and
sleeps on sheepskins placed over the earthen floor.
Unit 3, Part 2
BEFORE YOU READ
Setting Purposes for Reading
Loves and Losses
As you read “I Am Offering This Poem,”
observe the speaker’s uncommon
demonstrations of love.
Unit 3, Part 2
BEFORE YOU READ
Setting Purposes for Reading
Metaphor and Simile
Simile is a figure of speech that makes a
comparison between two otherwise
dissimilar objects or ideas by connecting
them with the words like or as. Metaphor
is a figure of speech that compares two
seemingly unlike things.
Unit 3, Part 2
BEFORE YOU READ
Setting Purposes for Reading
Metaphor and Simile
Unlike simile, metaphor implies the
comparison rather than stating it directly
and does not use the connectives like or
as. As you read, note the author’s use of
metaphor and simile and draw inferences
from his decisions to use figurative
language.
Unit 3, Part 2
BEFORE YOU READ
Previewing and Reviewing
Previewing is looking over a selection
before you read it. It lets you begin to
see what you already know and what
you will need to know to understand the
piece. It also helps you set a purpose
for reading.
Unit 3, Part 2
BEFORE YOU READ
Previewing and Reviewing
Reviewing is going back over what you
have read to remember what is
important and to organize ideas so that
you will recall them later. Reviewing is
especially important when you have
ideas and information to remember.
Unit 3, Part 2
BEFORE YOU READ
Previewing and Reviewing
Reading Tip: Scanning Before reading
Baca’s poem in its entirety, quickly skim
through it. Focus on the lines or stanzas
that most interest you. Use a chart like
the one on the next slide to jot down the
things that attracted you to the words in
the first place.
Unit 3, Part 2
BEFORE YOU READ
Previewing and Reviewing
Once you have recorded the lines and
why you like them, take your previewing
a step further and note the stylistic
patterns of the author.
Unit 3, Part 2
BEFORE YOU READ
Previewing and Reviewing
Unit 3, Part 2
BEFORE YOU READ
mature adj. having reached a desired state
(p.619) The seed has grown into a vast and
mature tree.
dense adj. thick (p. 619) The girl’s hair was
dense with waves and curls.
Click a vocabulary term to listen to the definition.
Unit 3, Part 2
Unit 3, Part 2
READING THE SELECTION
Loves and Losses As you read,
consider the following question. How
might this poem change if the narrator
were wealthy?
Unit 3, Part 2
READING THE SELECTION
Answer: Possible responses: The
narrator would not be so dependent on
abstract expressions of love; he would
have tangible things to help him express
his feelings. The poem would not change;
although able to purchase material things,
he would still understand their limited
worth.
Unit 3, Part 2
READING THE SELECTION
Literary Element
Metaphor and Simile Read the text
highlighted in purple on page 619. What
device has the poet employed here?
Answer: Metaphor; the poem is not
literally a pot full of yellow corn.
Unit 3, Part 2
READING THE SELECTION
Reading Strategy
Previewing and Reviewing Read the
text highlighted in blue on page 619.
Besides expressing feelings for one
person, what else is the speaker
expressing in this poem?
Answer: That the love he is expressing is
sustaining and invaluable.
Unit 3, Part 2
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Respond
1. (a) Who do you think this poem is
intended for? Explain. (b) How would
you expect the recipient to feel after
reading the poem?
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Respond
Answer: (a) A family member or close
friend or the narrator’s girlfriend or wife
(b) Most likely grateful for the narrator’s
commitment to love despite his inability to
provide tangible examples of it.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
2. (a) What reason does the speaker give
for offering this poem? (b) What does
this suggest about the speaker?
Answer: (a) Because he has nothing
else to give (b) That he is courageous
or foolish, honorable or impractical for
offering only words
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
3. (a) What kinds of things does the
speaker advise be done with the poem?
(b) Why does the speaker believe that
the poem can accomplish these things?
Answer: (a) That it serve as food, clothing,
and shelter (b) Because it is a metaphor for
love, and love is a powerful, encompassing
energy
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
4. (a) What does the speaker propose is the
one thing people require for existence?
(b) What can you infer about the poet
from this proposal?
Answer: (a) The poem, which is a symbol
for love (b) That he considers love a
compelling and necessary force with great
capabilities
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
5. (a) How does the poem’s structure help
convey its message? (b) How else might
the poem be structured and still
communicate this message?
Answer: (a) “I love you” is repeated and
isolated, indicating its importance. (b) By
including “I love you” in the existing stanzas
or before each stanza
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
6. (a) How does Baca reveal
characteristics of the speaker without
directly showing his actions? (b) How
do these characteristics help
communicate the author’s message?
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
Answer: (a) Examples: financial status
by an admission of possessing nothing,
self-worth by a willingness to offer
himself in place of material things (b)
The message of love is communicated
by being given a person’s only and most
valued possession.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
7. (a) How does Baca divide the poem’s
stanzas? (b) How does the first stanza
compare with the second? With the
third and fourth stanzas?
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
Answer: (a) The first stanza addresses
warmth; the second, nourishment; the
third, security; the fourth, the poem’s
necessity. (b) The first and second
stanzas address the specific qualities of
clothing and food; the third, security and
warmth; and the fourth, all encompassing.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Connect
Loves and Losses
8. Baca has experienced great loss in his
life, including the loss of loved ones and
his own freedom. How might these losses
have inspired “I Am Offering This Poem”?
Answer: You may say that Baca’s
profound sense of loss and hardship gives
him a better appreciation of love’s worth.
Unit 3, Part 2
AFTER YOU READ
Metaphor and Simile
A metaphor compares two or more
different things by stating or implying that
one thing actually is another. A simile
emphasizes a specific feature of
something by comparing it to a separate
object that is characteristic of that feature.
Unit 3, Part 2
AFTER YOU READ
Metaphor and Simile
In order for a metaphor or simile to be
successful, the comparison must be
convincing. When Sandra Cisneros writes,
“I’ve been waiting patient as a spider all
these years,” the reader understands the
simile because persistence is a quality
attributed to spiders.
Unit 3, Part 2
AFTER YOU READ
Metaphor and Simile
1. Identify two or three metaphors or
similes in “I Am Offering This Poem.”
How does the use of these devices
enhance the poem?
Unit 3, Part 2
AFTER YOU READ
Metaphor and Simile
Answer: Examples include: “like a
warm coat”, “like a pair of thick socks”,
“tucked away like a cabin or hogan.”
These devices increase the reader’s
understanding and enjoyment of a line
or passage.
Unit 3, Part 2
AFTER YOU READ
Metaphor and Simile
2. Change one of the poem’s metaphors
to a simile and then change one of its
similes to a metaphor. How does the
switch affect the descriptions?
Unit 3, Part 2
AFTER YOU READ
Metaphor and Simile
Answer: Examples: “Keep it like a warm
coat” to “It is a warm coat”; “so it is a pot
full of yellow corn” to “it is like a pot full of
yellow corn” Students may notice that
these slight changes seriously affect the
author’s style.
Unit 3, Part 2
AFTER YOU READ
Review: Lyric Poetry
As you learned on page 611, lyric poetry
articulates the private thoughts and
feelings of its speaker. Generally, lyric
poetry is brief and melodic, yet packed
with emotional intensity.
Unit 3, Part 2
AFTER YOU READ
Review: Lyric Poetry
Partner Activity With a partner, read “I
Am Offering This Poem” one stanza at a
time. After completing a stanza, discuss
the thoughts, feelings, and level of
emotional intensity conveyed through its
lines.
Unit 3, Part 2
AFTER YOU READ
Review: Lyric Poetry
Use a chart like the one on the next slide
to track your discussion. Record the ideas
and emotions you imagine the author
experienced when writing the poem or
record the ideas and emotions you
experienced while reading it.
Unit 3, Part 2
Review: Lyric Poetry
AFTER YOU READ
Unit 3, Part 2
AFTER YOU READ
Previewing and Reviewing
By previewing, you can often find clues
about the content of a selection before
you begin reading. Similarly, reviewing
the material will help you to remember
important details.
Unit 3, Part 2
AFTER YOU READ
Previewing and Reviewing
1. The speaker compares his or her love to
warming things. What does this tell you
about the speaker’s frame of mind?
Answer: Responses should express the
speaker’s desire to have the person he
loves feel comforted, secure, and safe.
Unit 3, Part 2
AFTER YOU READ
Previewing and Reviewing
2. Explain how the poem and the speaker are
to be used like a compass through life.
Answer: Responses should include “. . . if
you were lost, needing direction” and “. . .
and I will answer, give you directions.”
Unit 3, Part 2
AFTER YOU READ
Previewing and Reviewing
Practice with Connotation and
Denotation Decide whether each
sentence uses the vocabulary word
with a positive or negative connotation.
Unit 3, Part 2
AFTER YOU READ
Previewing and Reviewing
1. The young man’s mature demeanor
impressed the interviewer.
A. positive
B. negative
Unit 3, Part 2
AFTER YOU READ
Previewing and Reviewing
2. The correctional officers leapt into the
dense crowd of riotous prisoners.
A. positive
B. negative
Unit 3, Part 2
AFTER YOU READ
Academic Vocabulary
Here are two words from the vocabulary
list.
likewise adv. in like manner
nonetheless adv. nevertheless
Unit 3, Part 2
AFTER YOU READ
Academic Vocabulary
Practice and Apply
1. The first stanza of “I Am Offering This
Poem” is comprised of six lines.
Likewise, the last stanza contains six
lines. Re-examine the stanzas and
determine two additional structural
similarities.?
Unit 3, Part 2
AFTER YOU READ
Academic Vocabulary
Practice and Apply
Answer: Both stanzas contain lines of no
more than eight words, and they consist of
mainly nouns and verbs.
Unit 1,
3, Part 1
2
AFTER YOU READ
Academic Vocabulary
Practice and Apply
2. The speaker has little of material value;
nonetheless, he or she is unselfish and
benevolent. How might a person of modest
means develop this generous spirit?
Answer: By giving him a less materialistic
view of life
Unit 3, Part 2
AFTER YOU READ
Writing About Literature
Apply Form and Style At first glance,
Baca’s poem might appear to be a
simple collection of love verses. Upon
further examination, the poem becomes
much more.
Unit 3, Part 2
AFTER YOU READ
Writing About Literature
A unique arrangement of words filled with
emotion, the lyric poem highlights a very
personal love story and simultaneously
boasts the expert style of its author. Such
creative writing is surely challenging, but
begins to take shape with practice.
Unit 3, Part 2
AFTER YOU READ
Writing About Literature
It is possible to strengthen your own creative
writing skills through imitation. Write a lyric
poem on love or loss that imitates Baca’s
style and uses the form displayed in “I Am
Offering This Poem.” Be sure to include a
refrain, which is a line or set of lines that is
repeated throughout a poem or song. “I love
you” is the recurring refrain in “I Am Offering
This Poem.”
Unit 3, Part 2
AFTER YOU READ
Writing About Literature
Before you begin drafting, create a Venn
Diagram like the one on the next slide that
compares and contrasts Baca’s style to your
own. By separating the similarities and
differences, your diagram should help you
determine what stylistic features you share
with Baca. Use this likeness to guide your
imitation of his style.
Unit 3, Part 2
Writing About Literature
AFTER YOU READ
Unit 3, Part 2
AFTER YOU READ
Writing About Literature
Once your draft is complete, exchange
poems with a peer reviewer and
evaluate each other’s work for style and
form. Then edit your draft for errors in
spelling, grammar, and punctuation.
Unit 3, Part 2
AFTER YOU READ
Literature Group
With a group of students, discuss the
importance of communicating feelings to
loved ones. Can love be truly expressed
through gestures alone or are words
needed? Support your views by drawing
on your personal experiences.
Unit 3, Part 2
Unit 3, Part 2
SELECTION MENU
Selection Menu (pages 622–625)
Before You Read
Reading the Selection
After You Read
Unit 3, Part 2
BEFORE YOU READ
Meet E. E. Cummings
Click the picture to learn
about the author.
Unit 3, Part 2
BEFORE YOU READ
Connecting to the Poem
How important are our feelings? In this
poem, Cummings reflects on the value of
feeling.
Unit 3, Part 2
BEFORE YOU READ
Connecting to the Poem
Before you read, think about the following
questions:
• Is emotion, or feeling, valuable in other
areas of life besides romantic
relationships?
• Do you ever make a decision based on
the way you feel?
Unit 3, Part 2
BEFORE YOU READ
Building Background
E. E. Cummings is known for manipulating
syntax, or word order, in his poetry. As critic
Richard P. Blackmur wrote, “Cummings has a
fine talent for using familiar, even almost
dead words, in such a context as to make
them suddenly impervious to every ordinary
sense; they become unable to speak, but
with a great air of being bursting with
something very important and precise to say.”
Unit 3, Part 2
BEFORE YOU READ
Building Background
Cummings uses familiar words in
unexpected places to surprise his
readers and call their attention to the
flexibility of language. As you read
“since feeling is first,” note places
where Cummings arranges words in
innovative ways.
Unit 3, Part 2
BEFORE YOU READ
Setting Purposes for Reading
Loves and Losses
As you read the poem, notice what
Cummings considers to be of lesser value
than feeling.
Unit 3, Part 2
BEFORE YOU READ
Setting Purposes for Reading
Juxtaposition
Juxtaposition is placing two or more
distinct items or ideas side by side in
order to compare or contrast them.
Recognizing juxtaposition can help you
understand the layers of meaning that
an author intends to convey.
Unit 3, Part 2
BEFORE YOU READ
Setting Purposes for Reading
Juxtaposition
As you read the poem, examine how
Cummings uses juxtaposition to
increase his reader’s understanding
of the power of feeling.
Unit 3, Part 2
BEFORE YOU READ
Paraphrasing
Paraphrasing is taking the author’s exact
meaning and putting it into your own words.
Paraphrasing a poem can help you get past
unusual phrasing and punctuation. This will
be especially helpful for poems by
Cummings since he is known for using an
eccentric style. While reading “since feeling
is first,” try to paraphrase Cummings’s ideas.
Unit 3, Part 2
BEFORE YOU READ
Paraphrasing
Reading Tip: Listing Important Words To
get ready for paraphrasing, you may want to
list words from the poem that seem
particularly important to the author’s
meaning. Use a chart like the one on the
next slide to list important words as you read.
Note which part of speech each word
represents—is the word a noun, a verb, an
adjective, or an adverb?
Unit 3, Part 2
BEFORE YOU READ
Paraphrasing
Be sure you understand the meaning of
each word. Make the chart any length you
need. Then try rewriting lines of the poem
in your own words.
Unit 3, Part 2
BEFORE YOU READ
Paraphrasing
Unit 3, Part 2
BEFORE YOU READ
syntax n. ordered structure or systematic
arrangement; the rules of language (p. 624)
Standard English syntax places the subject
before the verb in a sentence.
parenthesis n. digression of afterthought;
disruption in continuity (p. 624) No
parenthesis marred the flow of main ideas
in his argument.
Click a vocabulary term to listen to the definition.
Unit 3, Part 2
Unit 3, Part 2
READING THE SELECTION
Loves and Losses Keep the following
questions in mind as you read. How does
Cummings feel about feelings, love, or
romance?
Answer: The title indicates that the poet
believes feelings supersede logic or
intellect.
Unit 3, Part 2
READING THE SELECTION
Literary Element
Juxtaposition Read the text highlighted
in purple on page 624. Why does
Cummings choose to compare kisses
and wisdom?
Answer: “Kisses” stand for an emotional
response that is being shown as superior
to intellectual activity.
Unit 3, Part 2
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Respond
1. When you read “since feeling is first,”
did it seem like a love poem? Explain.
Answer: Answers will vary.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
2. (a) What kind of person does the poem’s
speaker say “will never wholly kiss you”?
(b) What do you think Cummings means
by this?
Answer: (a) Someone who pays attention
to the syntax (b) A person concerned with
rules cannot fully experience feelings.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
3. (a) In the poem, when is it acceptable to
be a fool? (b) Why do you think the
speaker limits being foolish to a particular
time period?
Answer: (a) In springtime (b) Spring is
traditionally thought of as the season to
be in love and of being foolish.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
4. (a) What does the speaker swear by when
he addresses the lady in the second
stanza? (b) Why would the speaker
choose to swear by this particular image?
Answer: (a) “By all flowers” (b) Flowers
have romantic and emotional connotations.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
5. Does the poem suggest that “feeling
is first” only in a relationship of love?
Explain.
Answer: The poem suggests that
emotion is of primary importance in
all of life.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
6. Cummings ends the poem with “life’s
not a paragraph” and death “is no
parenthesis.” Does this ending fit the
rest of the poem? Why or why not?
Answer: You may discuss life as an
ongoing process, not constrained by
“syntax” or logic.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
7. Cummings uses minimal capitalization in
his poem. Does Cummings’ disregard for
rules of capitalization strengthen or
weaken the poem? Explain.
Answer: You should present your
opinions, supported by examples.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Connect
Loves and Losses
8. What does the poem suggest to you
about where feelings should rank in
your own life? How much importance
do you place on your emotions?
Answer: Answers will vary.
Unit 3, Part 2
AFTER YOU READ
Juxtaposition
Writers often use juxtaposition to compare
unlike objects, actions, ideas, characters,
settings, phrases, or words, creating a
particular effect. In “since feeling is first,”
Cummings juxtaposes intellectual activity with
emotional response.
Unit 3, Part 2
AFTER YOU READ
Juxtaposition
1. Identify examples of juxtaposition in
“since feeling is first.” Explain how they
support the theme.
Answer: Answers will vary.
Unit 3, Part 2
AFTER YOU READ
Juxtaposition
2. How effective are these juxtapositions in
conveying the speaker’s meaning?
Support your answer with details.
Answer: They clarify the poet’s overall
meaning and encourage readers to
connect with the poem.
Unit 3, Part 2
AFTER YOU READ
Writing About Literature
Analyze Figurative Language Poets often
use metaphors to imply a comparison
between two seemingly unlike things. Identify
the metaphors Cummings uses for both
emotion and reason in “since feeling is first.”
Write a short analysis in which you identify
and explain the metaphors. Include examples
from the poem and your personal experience.
Unit 3, Part 2
AFTER YOU READ
Paraphrasing
What is the difference between paraphrasing
and summarizing? When summarizing, you
extract only the most essential ideas from the
selection and you almost always end up with a
shorter text. When paraphrasing, you
completely restate the original text in your own
words.
Unit 3, Part 2
AFTER YOU READ
Paraphrasing
1. What main idea does Cummings try to
communicate in “since feeling is first”?
Answer: That a person cannot truly love if
he or she is too focused on an intellectual
response.
Unit 3, Part 2
AFTER YOU READ
Paraphrasing
2. Support your opinion by paraphrasing at
least two quotations from the poem.
Answer: Examples: “who pays any
attention / to the syntax of things / will
never wholly kiss you”
Unit 3, Part 2
AFTER YOU READ
Paraphrasing
Practice with Analogies Choose the
word that best completes each analogy.
Unit 3, Part 2
AFTER YOU READ
Paraphrasing
1. syntax : language :: etiquette :
A. eating
B. grammar
C. behavior
Unit 3, Part 2
AFTER YOU READ
Paraphrasing
2. parenthesis : continuation :: acceptance :
A. rejection
B. welcoming
C. punctuation
Unit 3, Part 2
Unit 3, Part 2
SELECTION MENU
Selection Menu (pages 626–629)
Before You Read
Reading the Selection
After You Read
Unit 3, Part 2
BEFORE YOU READ
Meet Gwendolyn Brooks
Click the picture to learn
about the author.
Unit 3, Part 2
BEFORE YOU READ
Connecting to the Poem
Some people believe that animals have much
to teach people if we pay attention. Before you
read the poem, think about these questions:
• What have you learned from observing,
interacting with, or hearing about an
animal?
• How does the animal world different from
the human world? How is it similar?
Unit 3, Part 2
BEFORE YOU READ
Building Background
Horses are hoofed, herbivorous (planteating) mammals related to the zebra. They
are herd animals well adapted for living on
the plains. Horses have wide, flat teeth
designed for grinding grasses and other
plants, and long foot bones that enable swift
running.
Unit 3, Part 2
BEFORE YOU READ
Building Background
For centuries, horses were used extensively
in warfare, agriculture, and transportation.
They also played an important role in
literature and art. In cave paintings from the
Ice Age, wild horses and cattle were the most
prominent images. In ancient Greek and
Roman mythology, horses were associated
with the sun and heavenly chariots.
Unit 3, Part 2
BEFORE YOU READ
Setting Purposes for Reading
Loves and Losses
What is important in life? Do animals know
better than we do? As you read, consider
what the poem might be saying about
human flaws and foibles.
Unit 3, Part 2
BEFORE YOU READ
Setting Purposes for Reading
Repetition
Repetition is a literary device in which
sounds, words, phrases, lines, or stanzas
are repeated for emphasis. Writers use
repetition to emphasize an important
point, to expand an idea, or to help
create rhythm. Repetition increases the
unity of a work.
Unit 3, Part 2
BEFORE YOU READ
Setting Purposes for Reading
Repetition
As you read Brooks’s poem, notice
examples of repetition and think about
what ideas they reinforce.
Unit 3, Part 2
BEFORE YOU READ
Drawing Conclusions
About Author’s Meaning
When you draw conclusions, you use a
number of pieces of information to make a
general statement about people, places,
events, and ideas. When you draw
conclusions about an author’s meaning,
you look at details throughout the work
and decide what the author wanted to say
through these details.
Unit 3, Part 2
BEFORE YOU READ
Drawing Conclusions
About Author’s Meaning
Reading Tip: Record Details As you
read, record details and use them to draw
conclusions.
Unit 3, Part 2
BEFORE YOU READ
oblivion n. a lack of awareness or memory
(p.628) After the song’s popularity passed,
the group was consigned to oblivion.
crest n. a peak, high point, or climax (p. 628)
Leah’s joy was at its crest; she had never
been happier.
Click a vocabulary term to listen to the definition.
Unit 3, Part 2
BEFORE YOU READ
affirmation n. positive agreement or
judgment (p. 628) As she bent down towards
the child, the mother’s face shone with
affirmation.
Click a vocabulary term to listen to the definition.
Unit 3, Part 2
Unit 3, Part 2
READING THE SELECTION
Loves and Losses Consider question
as you read. Have we lost something
valuable by moving away from our natural
instincts?
Answer: Answers will vary.
Unit 3, Part 2
READING THE SELECTION
Literary Element
Repetition Read the text highlighted
in purple on page 628. What does the
repetition of eat and bowed help the
author to stress?
Answer: The repetition of these words
helps to stress the steady singlemindedness of the horses and cows.
Unit 3, Part 2
READING THE SELECTION
Literary Element
Personification What human quality
is given to horses in line 24?
Answer: speech
Unit 3, Part 2
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Respond
1. What image or description in the poem
did you find most striking? Explain.
Answer: Answers will vary.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
2. (a) What animals does the speaker
describe in this poem? (b) To whom or
what does the speaker compare
them?
Answer: (a) Horses and cows
(b) Humans
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
3. (a) How does the speaker describe the
animals in lines 7–11? (b) Explain what
you think the speaker means by
“bowed / in majestic oblivion.”
Answer: (a) Graceful, bowel, oblivious (b)
Bowing suggests humility and acceptance;
the animals have dignity and greatness
because they live in the here and now.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
4. (a) How do the animals show their
gentleness in lines 21–23? (b) What
might the animals be affirming?
Answer: (a) “Clean calm eyes” and their
lying down in ease (b) The goodness of
life and the bounty of earth
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
5. (a) According to the speaker, what do the
animals “know,” and in what way are they
“sane”? (b) What might the poet be
implying here about people?
Answer: (a) That where they stand is real
and sufficient and that earth will provide (b)
That humans have lost this intuition
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
6. Brooks uses only a few words to describe
people. Why, in your view, might she have
chosen the word inflation? Explain its
meaning in the context of the poem.
Answer: Inflation relates to human pursuit
of wealth and sense of self-importance
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
7. (a) What does the speaker think people
could learn from animals? (b) Do you
agree? Explain.
Answer: (a) Humility, dignity, gentleness,
a centered perspective, contentment (b)
Answers will vary.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
8. (a) Has this poem changed the way you
see horses and cows? Explain. (b) Has it
changed the way you see people?
Explain.
Answer: (a) Students may not have
considered horses and cows capable of
love. (b) Students may not have considered
human ambition foolish.
Unit 3, Part 2
AFTER YOU READ
Responding and Thinking Critically
Connect
Loves and Losses
9. (a) What does this poem suggest to you
about what is truly important in life? (b)
What does it suggest about the things that
all people, and all creatures, have in
common? Explain your answer.
Answer: Answers will vary.
Unit 3, Part 2
AFTER YOU READ
Repetition
In poetry, repetition can emphasize
words or ideas, and can add a musical
quality.
Unit 3, Part 2
AFTER YOU READ
Repetition
1. Identify three examples of repetition in
“Horses Graze.”
Answer: Graze, they, eat, bowed,
oblivious/oblivious, earth, know
Unit 3, Part 2
AFTER YOU READ
Repetition
2. For each example, explain what the
repetition added to the poem. In your
answer, consider these questions: What
rhythmic or musical quality does the
repetition have? How is it distributed
throughout the poem? What ideas or
meanings are reinforced by the repetition?
Answer: Answers will vary.
Unit 3, Part 2
AFTER YOU READ
Writing About Literature
Respond to Tone The tone of a work is a
reflection of the writer’s attitude toward the
subject. A writer’s tone may convey a variety
of attitudes, including sympathy, seriousness,
sadness, or humor. What tone do you hear in
“Horses Graze”? Write a brief essay in which
you explain your ideas about the tone of the
poem. Be sure to cite evidence from the poem
in your answer.
Unit 3, Part 2
AFTER YOU READ
Drawing Conclusions
About Author’s Meaning
One rewarding aspect of poetry is the
conversation it invites between the poem
and the reader. Your own experiences
will help you to engage more deeply with
the poem each time you read it.
Unit 3, Part 2
AFTER YOU READ
Drawing Conclusions
About Author’s Meaning
1. Reread lines 24–31. What do you
conclude about the meaning of these
lines? Explain.
Answer: These lines mean that the
animals seem to know that all creatures
are equal and that life is much the same
wherever one is.
Unit 3, Part 2
AFTER YOU READ
Drawing Conclusions
About Author’s Meaning
2. What point did Brooks wish to make in
lines 32–40? To answer, consider details
from lines 32–40.
Answer: Answers may vary. You may say
that these lines imply that animals—and
people too—are the same everywhere.
Unit 3, Part 2
AFTER YOU READ
Drawing Conclusions About
Author’s Meaning
Practice with Denotations and
Connotations Complete each sentence
on the next slide.
Unit 3, Part 2
AFTER YOU READ
Drawing Conclusions About
Author’s Meaning
1. The denotation of oblivion is _____.
A. lack of awareness
B. infinity
C. sharpness
Unit 3, Part 2
AFTER YOU READ
Drawing Conclusions About
Author’s Meaning
2. A connotation of affirmation is _____.
A. agreement
B. belief
C. skepticism
Unit 3, Part 2
AFTER YOU READ
Drawing Conclusions About
Author’s Meaning
3. The denotation of crest is _____.
A. high point
B. achievement
C. downturn
Unit 3, Part 2
Unit 3, Part 2
Are material gifts necessary to
indicate one’s love for another
person?
BELLRINGER
Unit 3, Part 2
since feeling is first
What does this line mean to you?
BELLRINGER
Unit 3, Part 2
BELLRINGER
What other animals are often
featured in literary works? What
qualities or characteristics do these
animals have that inspire people to
write about them?
Unit 3, Part 2
BELLRINGER OPTION TRANSPARENCY
Click on the image to see a full version of the
Bellringer Option Transparency.
Unit 3, Part 2
CHECKPOINT QUESTIONS
In the first stanza, what comfort does the
speaker suggest the poem might provide?
0%
0%
0%
0%
A. shade
B. warmth
C. nourishment
D. light
Unit 3, Part 2
CHECKPOINT QUESTIONS
According to the speaker, when does life
become a wilderness?
0%
0%
0%
0%
A. when a person is mature
B. when a person is an adolescent
C. when a person is a newborn
D. when a person is near death
Unit 3, Part 2
CHECKPOINT QUESTIONS
According to the speaker, how does the
outside world view people?
0%
0%
0%
0%
A. it is a fire that needs to be
extinguished.
B. it is a parent scolding a child.
C. it no longer cares if one lives or dies
D. it is like a tree that needs to be cut
down
Unit 3, Part 2
CHECKPOINT QUESTIONS
According to the speaker, what is a better
fate than wisdom?
0%
0%
0%
0%
A. tears
B. kisses
C. spring
D. flower
Unit 3, Part 2
CHECKPOINT QUESTIONS
What does the flutter of the lady’s eyelids
say?
0%
0%
0%
0%
A. “feeling is first”
B. “pay attention”
C. “don’t cry”
D. “we are for each other”
Unit 3, Part 2
CHECKPOINT QUESTIONS
How do the horses show their gentleness
0%
A. by bowing their heads
B. by grazing with the other farm
0%
animals
C. by lifting up their clean, calm eyes
0%
0%
D. by pressing their feet on the earth
Unit 3, Part 2
To whom do the horses speak?
0%
0%
0%
0%
A. their companions
B. their human masters
C. their pasture
D. their horseback riders
CHECKPOINT QUESTIONS
Unit 3, Part 2
CHECKPOINT QUESTIONS
According to the speaker, what do the
horses NOT wish for?
0%
0%
0%
0%
A. to be otherwhere
B. to be in China
C. to be in Sweden
D. to be in Africa
Unit 3, Part 2
► Literary Terms
Handbook
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► Foldables
► Writing Handbook
► Business Writing
► Language Handbook
REFERENCE
► Test-Taking Skills
Handbook
► Daily Language
Practice
Transparencies
► Grammar and Writing
Workshop
Transparencies
Unit 3, Part 2
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