Grade Course8 ELA

Unit FocusStudents will analyze the structure of two poems with a common theme. Students will write an essay that compares and contrasts how the structure and style of each poem contribute to the theme and meaning.

Standard(s)8.RL.KID.28.RL.CS.5

8.W.2

Resource(s)Texts:

"I Wondered Lonely as A Cloud” (also called “Daffodil”) by William Wordsworth “World Below the Brine” by Walt Whitman

Task(s)Day 1 – Read “I Wandered Lonely as a Cloud” and complete comprehension tasksDay 2 – Read “World Below the Brine” and complete comprehension tasksDay 3 – Analyze Craft and Structure Day 4 – Analyze Craft and StructureDay 5 – Organize Pre-Write and Writing Task

Expected OutcomesWrite an expository essay that compares and contrasts how the style and structure of each poem contributes to the theme and meaning.

Additional Instructional ResourcesWeek 4 ESL ELA Vocabulary: attached after the Writing Task

I-Ready: All Rutherford County 6-8 grade students now have access to I-Ready ELA lessons. These lessons can be accessed on the school website via Clever. All available lessons have been assigned.

Sway: Day 3 and Day 4 vocabulary can be accessed by the link below.https://sway.office.com/96JmFS2HCrvyZvpl?ref=Link&loc=play

BrainPop: You can access BrainPop on the school website through Clever.  Please review the Mood & Tone and Paraphrasing videos.  These two videos will help with the ELA/Writing assignments this week. 

Extension Activities: You can click the link to access the extension activities. Please visit Mrs. DuFault’s website for more activities and extensions.https://www.smore.com/fxr0u

“I Wandered Lonely as a Cloud” link for read aloudhttps://www.youtube.com/watch?v=d5-KMRUxyug

“Word Below the Brine” link for read aloudhttps://www.youtube.com/watch?v=ZKWnoqMZb5U

PBS Lessons:https://www.tn.gov/education/pbsteaching.html

Day One – Poetry Analysis

Step One – Read Passage One and paraphrase each stanza in the text box to the right.

[ 1 ] I wandered lonely as a cloudThat floats on high o'er vales and hills,When all at once I saw a crowd,A host, of golden daffodils;

[ 5 ] Beside the lake, beneath the trees,Fluttering and dancing in the breeze.

Continuous as the stars that shineAnd twinkle on the milky way,They stretched in never-ending line

[ 10 ] Along the margin of a bay:Ten thousand saw I at a glance,Tossing their heads in sprightly dance.

The waves beside them danced; but theyOut-did the sparkling waves in glee:

[ 15 ] A poet could not but be gay,In such a jocund company:I gazed—and gazed—but little thoughtWhat wealth the show to me had brought:

For oft, when on my couch I lie[ 20 ] In vacant or in pensive mood,

They flash upon that inward eyeWhich is the bliss of solitude;And then my heart with pleasure fills,And dances with the daffodils.

Step Two – Comprehension Activities

Directions: Complete the following questions by highlighting the best answer or by responding in complete sentences in the space below the question.

1. PART A: Which of the following identifies the theme of the poem?A. The beauty of nature brings people pleasure.B. Nature reflects the variety of emotions that humans feel.C. Humans rarely appreciate the beauty of nature that surrounds them.D. Nature is the best inspiration for hopeful artists.

2. PART B: Which detail from the text best supports the answer to Part A?A. “I wandered lonely as a cloud / That floats on high o'er vales and

hills,” (Lines 1-2)B. “A poet could not but be gay, / In such a jocund company:” (Lines 15-

16)C. “I gazed — and gazed — but little thought / What wealth the show

to me had brought:” (Lines 17-18)D. “In vacant or in pensive mood, / They flash upon that inward eye”

(Lines 20-21)

3. How does the poet’s use of sound influence the mood of the poem?A. The poet uses a predictable rhyme scheme to create a cheerful mood.B. The poet uses free verse to create a serious mood.C. The poet uses repetition to develop the feeling that nature is constant.D. The poet emphasizes the pleasures of nature through alliteration.

4. How do the words describing nature in lines 12-14 contribute to the tone of the passage?

5. In the past, how has nature influenced your mood? Describe the experience and how it impacted you.

6. In the context of the poem, what can individuals gain from spending time in nature? How is the relationship between man and nature portrayed in this poem?

7. In the context of the poem, how do we define beauty? What does the speaker find beautiful about the daffodils? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

Day Two – Poetry Analysis

Step One – Read Passage Two and paraphrase every five lines in the text box to the right.

[ 1 ] The world below the brine,Forests at the bottom of the sea, the branches and leaves,Sea-lettuce, vast lichens, strange flowers and

seeds -the thick tangle, openings, and pink turf,

[ 5 ] Different colors, pale gray and green, purple, white, and gold,

the play of light through the water,Dumb swimmers there among the rocks, coral, gluten, grass,

rushes – and the aliment of the swimmers,Sluggish existences grazing there suspended, or slowly

crawling [ 10 ] close to the bottom,

The sperm-whale at the surface blowing air and spray, or disporting with his flukes,

The leaden-eyed shark, the walrus, the turtle, the hairy sea-leopard, and the sting-ray;

[ 15 ] Passions there - wars, pursuits, tribes - sight in those ocean-depths –breathing that thick-breathing air, as so many do;

The change thence to the sight here, and to the subtle air breathed by beings like us who walk this sphere;

The change onward from ours to that of beings who walk other spheres.

[1-5]

[6-10]

[7-15]

[16-20]

Step Two – Comprehension Activities

Directions: Complete the following questions by highlighting the best answer or by responding in complete sentences in the space below the question.

1. PART A: Which of the following identifies the theme of the poem?A. The diversity of the natural world is magnificent.B. It is hard to imagine what other worlds would look like.C. The creatures of the sea are combative.D. The world under the sea is nothing compared to the world on land.

2. PART B: Which detail from the poem best supports the answer to Part A?A. “The world below the brine” (Line 1)B. “Sea-lettuce, vast lichens, strange flowers and seeds” (Line 3)C. “Dumb swimmers there among the rocks” (Line 7)D. “The sperm-whale at the surface, blowing air and spray” (Line 11)

3. PART A: Which of the following best describes how the author views the sea animals?

A. fearfullyB. with a sense of wonderC. with indifferenceD. with jealousy

4. PART B: Which quote from the text best supports the answer to Part A?A. “Dumb swimmers there among the rocks — coral, gluten, grass,

rushes — / and the aliment of the swimmers” (Lines 7-8)B. “Sluggish existences grazing there, suspended, or slowly crawling

/ close to the bottom” (Lines 9-10)C. “Passions there — wars, pursuits, tribes — sight in those

ocean-depths — / breathing that thick-breathing air, as so many do” (Lines 15-16)

D. “The change thence to the sight here, and to the subtle air breathed by beings / like us, who walk this sphere” (Lines 17-18)

5. How does the structure of the poem contribute to the development of its meaning?

6. How does nature affect you? What parts of nature do you find the most impressive or beautiful? What about the world under the sea holds the attention of the speaker?

7. In the context of the poem, who is in control: man or nature? How does the speaker view the connection between the world underwater and the world on land? What is the speaker’s perspective on other worlds?

Day 3 – Analyze Craft and Structure

Step One – Review the information about literary and poetic devices

Diction - Professional writers choose words deliberately. No word is accidental. When you analyze a writer's diction, you are explaining why he/she chose the words that he/she did, knowing that he/she had thousands of other words to choose from. When analyzing the purpose or effect of diction, ask the following questions: 

1. Is there any difference between the denotative meaning (simple, litera1 definition) and the connotative meaning (contextual, suggestive meaning) of the words? If so, what is the difference? 

2. Are the words concrete (physical, tangible) or abstract (emotional, intangible, philosophical)? 3. What is the level of formality? Are the words formal, informal, conversational, colloquial? 4. What do the words reveal about the age of the author or the historical context of the piece? Are

the words old-fashioned? Common? Trendy? (Would the author's original audience agree with your assessment?) 

5. Do the words exhibit local color (e.g. regional dialect), or are they standard and universal? 6. How do the words sound? Are they euphonious (pleasant sounding) or cacophonous

(harsh sounding)? 7. Are the words monosyllabic (one syllable) or polysyllabic (more than one syllable)? As always,

make sure that you explain why your observations are significant: what they reveal about the author, the audience, the subject, or the purpose of the piece. 

Imagery- One of the identifying characteristics of poetry is its use of imagery to convey meaning and add beauty to a text. Students can examine the symbolism, metaphors and similes in a poem to identify its themes. Colors, objects or feelings are used in poetry to represent abstract ideas. According to Purdue University's Online Writing Lab, metaphor and simile are figures of speech used to draw comparisons between two unlike things. Pairing unlike things in literature can reveal aspects of an experience, idea or object that may not have been noticeable before. The language used to communicate imagery requires students to use inference and interpretation to draw their own conclusions about a poem. Therefore, 1st identify imagery in the poem, 2nd identify the type of imagery it represents, 3rd explain its significance or impact on the poem(s). 

Details-Sometimes an author chooses to include specific facts or information for the reader. Often times, he/she choose to leave facts or information out, so that the reader can use their own inference skills to analyze meaning in the text.

1. What details does the author choose to include? 2. What do these details imply or suggest? 3. What does the author choose to exclude? 4. What are the connotations of their choice of details? 

NOTE: Details are facts or fact-lets. They differ from images in that they don’t have a sensory appeal. 

Language-Think about the overall use of language that the author uses.

1. What is the overall impression of the language the author uses? 2. Does it reflect education? A particular profession? Intelligence of the narrator? 3. Is it plain? Ornate? Simple? Clear? Figurative? Poetic? 

Syntax-Syntax is the set of rules, principles, and processes that govern the structure of sentences in a given language, usually including word order. 

1. What are the sentences like? 2. Are they simple with one or two clauses? 3. Do they have multiple phrases? 4. Are they choppy? Flowing? Sinuous like a snake? 5. Is there antithesis (two opposite ideas put together in one sentence)? Chiasmus (words are

repeated in reverse order)? Parallel structure (repetition of the same words or patterns in a sentence or passage)? 

6. What emotional impression do they leave? 7. If we are talking about poetry, what is the meter? Is there a rhyme scheme? 

Tone and Mood- Tone is the author’s attitude toward the subject that he/she is writing about. Mood is the response that the text elicits or causes the reader to feel toward it.

1. What is the tone of each poem?  What mood does this evoke for the reader? 2. Do the author's tone and mood stay the same, or do they shift when he/she moves from topic to

topic? What do her tone and mood suggest about her style? 3. How does the inclusion or omission of details contribute to the author's tone toward specific

subjects? How does it contribute to his/her creation of a mood in the audience? How does it contribute to his/her overall purpose in the piece? 

Theme- The message or lesson about life the reader learns or discerns from reading the selection? This should not be a topic. It should be a complete statement supported multiple pieces of evidence within the text.  (2-3 sentences) 

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Step Two – Complete the graphic organizer below on Passage One. Refer to the definitions above and answer the guiding questions to help in your response.

“I Wandered Lonely as a Cloud”

DICTION(word choice)

IMAGERY(sensory response)

DETAILS(included or omitted)

LANGUAGE(overall word use)

SYNTAX(sentence structure)

TONE/MOOD

THEME

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Day 4 – Analyze Craft and Structure

Step One – Review the information about literary and poetic devices from Step One on Day 3.

Step Two – Complete the graphic organizer below on Passage Two. Refer to the definitions above and answer the guiding questions to help in your response.

“World Below the Brine”

DICTION(word choice)

IMAGERY(sensory response)

DETAILS(included or omitted)

LANGUAGE(overall word use)

SYNTAX(sentence structure)

TONE/MOOD

THEME

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Day Five – Writing Task

Step One – Review the Writing Task

Write an expository essay that compares and contrasts how the style and structure of each poem contributes to the common theme and meaning.

Step Two – Complete the graphic organizer below by comparing and contrasting the literary devices of the two poems. List as many of each as you can find. Refer to the definitions and guiding questions from Day Three and Day Four to assist you.

COMPARISON/SIMILARITIESBETWEEN THE TWO POEMS

CONTRASTS/DIFFERENCESBETWEEN THE TWO POEMS

1.2.3.4.

1.2.3.4.

DICTION

1.2.3.4.

1.2.3.4.

IMAGERY

1.2.3.4.

1.2.3.4.

DETAILS

1.2.3.4.

1.2.3.4.

LANGUAGE

1.2.3.4.

1.2.3.4.

TONE/MOOD

1.2.3.4.

1.2.3.4.

THEME

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Step Three – Writing Task

Using the two passages, comprehension questions and graphic organizers completed throughout the daily lessons, including your pre-writing organizer, write an essay that responds to the following prompt:

Write an expository (informative) essay that compares and contrasts how the style and structure of each poem contributes to the common theme and meaning.

Your essay should follow the structure and organization of an expository (informative) essay and the conventions of standard English.

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Word Translated Word Definition (home language)

Analyze Analyze To examine critically, so as to bring out the essential elements; to examine carefully and in detail so as to identify causes, key factors, possible results, etc.

Structure Structure The relationship or organization of the component parts of a work of art or literature.

Poem Poem A composition in verse, especially one that is characterized by a highly developed artistic form and by the use of heightened language and rhythm.

Theme Theme The unifying or dominant idea, motif, etc., as in a work of art.

Identify Identify To recognize or establish as being a particular person or thing.

Mood Mood A prevailing emotional tone or general attitude.

Context Context The set of circumstances or facts that surround a particular event, situation, etc.

Define Define To state or set for the meaning of a word, phrase, etc.

Evidence Evidence That which tends to prove or disprove something; something that makes plain or clear.

Imagery Imagery The formation of mental images, figures, or likenesses of things; figurative description or illustration.

Rutherford County Schools – Grade 8 ELA Individual Learning Module

Palabra Palabra traducida Definición (idioma de origen)

Analizar Analizar Examinar críticamente, a fin de sacar a la luz los elementos esenciales; examinar cuidadosamente y en detalle con el fin de identificar causas, factores clave, posibles resultados, etc.

Estructura Estructura La relación u organización de los componentes de una obra de arte o literatura.

Poema Poema Una composición en verso, sobre todo caracterizada por una forma artística muy desarrollada y por el uso de un lenguaje y un ritmo acentuados.

Tema TemaLa idea unificadora o dominante, motivo, etc., como en una obra de arte.

Identificar Identificar Reconocer o establecer como una persona o cosa en particular.

Humor Humor Un tono emocional prevaleciente o una actitud general.

Contexto Contexto El conjunto de circunstancias o hechos que rodean un evento en particular, situación, etc.

Definir Definir Para indicar o establecer para el significado de una palabra, frase, etc.

Evidencia Evidencia Lo que tiende a probar o refutar algo; algo que deja claro o claro.

Imágenes Imágenes La formación de imágenes mentales, figuras o semejanzas de las cosas; descripción figurativa o ilustración.

Rutherford County Schools – Grade 8 ELA Individual Learning Module

تعريف )لغة المنزل(كلمة مترجمةكلمه

دراسة نقدية، من أجل تحقيق العناصر األساسية؛ ودراسة متأنيةتحليلتحليل وتفصيلية من أجل تحديد األسباب، والعوامل الرئيسية، والنتائج

المحتملة، وما إلى ذلك.

العالقة أو تنظيم األجزاء المكونة لعمل فني أو أدبي.هيكلهيكل

تأليف في اآلية، خصوصاً تلك التي تتميز بشكل فني متطور للغايةقصيدهقصيدهوباستخدام لغة وإيقاع عاليين.

موضوعموضوع الفكرة الموحدة أو المهيمنة ، عزر ، وما إلى ذلك ، كما هو الحال

في العمل الفني.

االعتراف أو إثبات أنه شخص معين أو شيء معين. تحديدتحديد

نغمة عاطفية سائدة أو موقف عام.مزاجمزاج

مجموعة من الظروف أو الحقائق التي تحيط حدث معين، حالة،سياقسياقالخ.

أن تذكر أو تعيين لمعنى كلمة أو عبارة، الخ.تعريفتعريف

التي تميل إلى إثبات أو دحض شيء ما؛ شيء يجعل من الواضحاالدلهاالدلهأو واضح.

تشكيل الصور العقلية ، واألرقام ، أو الشبه اتمنى األشياء ؛ وصفالصورالصورمجازي أو توضيح.