8th Grade English Cancellation Plans...Complete the poetry scavenger hunt by finding three examples of EACH of the types of figurative language: similes, metaphors, personification,

8th Grade English Cancellation Plans *Please respond to the bell ringer questions on the appropriate post on Google Classroom. If you do not have access to Google Classroom, please record your answers on a separate sheet of paper.

Assignments: Instructions:

DAY ONE Poetry Scavenger Hunt Worksheet

❏ Bell Ringer: Tone is the author’s attitude towards his/her subject. Read the paragraph, and then determine which ‘tone’ word best explains the tone of the paragraph, and give a one sentence explanation as to why you chose your answer. ❏ What’s the matter with those idiots

in the city council? First they pass new parking regulations saying we can’t park our cars in front of our own houses without a special permit. Now they’ve gone and slapped another tax on gas purchase—just to widen a road that’s already wide enough. Anyway, nobody enjoys the traffic delays resulting from road construction. The sooner we vote those incompetents out, the better off we’ll all be. a. objective b. angry c. surprised

❏ Complete the poetry scavenger hunt by finding three examples of EACH of the types of figurative language: similes, metaphors, personification, hyperbole, onomatopoeia, and alliteration. You must use a minimum of 7 different poems to complete this activity. You may find your examples from online resources, from books, or from any of the poems included in this packet.

DAY TWO Figurative Meanings Quiz / Create a Poem Brainstorm Guide

❏ Bell Ringer: Tone is the author’s attitude towards his/her subject. Read the paragraph, and then determine which ‘tone’ word best explains the tone of the

paragraph, and give a one sentence explanation as to why you chose your answer. ❏ Sure, litterbugs account for a lot of

the trash blowing around our city’s streets, but there are other villains too. What about people who set out their trash days ahead of their scheduled trash pickup time? Worse yet are the stores that pile boxes in back alleys, and restaurants whose mounds of green—bagged trash draw rodents and roaches.

a. critical

b. tolerant c. depressed

❏ Complete the Questions #1-10 on the figurative meanings quiz, and submit your answers to the assessment on Google Classroom if using the Internet. If not, record your answers on the paper.

❏ Complete the brainstorming guide for creating your own poem.

DAY THREE Figurative Language Quiz / Create Final Copy of a Poem

❏ Bell Ringer: Tone is the author’s attitude towards his/her subject. Read the paragraph, and then determine which ‘tone’ word best explains the tone of the paragraph. ❏ We have come together this

afternoon to mourn the deaths of sixteen miners—our friends and neighbors—who were trapped by fire yesterday, deep below the earth. They lived bravely and they died too soon, leaving behind grieving wives and bewildered children. We bid them a final

farewell. a. forgiving b. sorrowful c. angry

❏ Complete the Questions #11-20 on the figurative language quiz, and submit your answers to the assessment on Google Classroom if using the Internet. If not, record your answers on the paper.

❏ Create your own figurative language poem by following the guidelines. ❏ If using Google Classroom: Post

your final poem to the appropriate post on Google Classroom. Make one POSITIVE and KIND comment on another classmate’s poem to receive full credit.

❏ If you do not have access to the Internet: Write your poem on a separate sheet of paper and include one illustration to receive full credit.

DAY FOUR “Annabel Lee” Poem and Comprehension Questions

❏ Bell Ringer: Imagine you are showing off a new outfit to a friend. Write this person’s response to you… one sentence should be in an envious tone, and another sentence should be in an insulting tone. ❏ Example: (said in a sincere tone) She

rose from her chair when I walked in an exclaimed with excitement, “Wow! What a great outfit!”

❏ Read the poem “Annabel Lee.” ❏ Complete the comprehension questions. Your

answers must be written in complete sentences and specific examples from the text must be referenced when applicable. ❏ If you are working on Google

Classroom, submit your answers to the Assessment under assignments.

❏ If you are working without internet, answer the questions on the page.

DAY FIVE “A Red, Red Rose” Poem and

❏ Bell Ringer: Imagine that your parents tell you that they have a surprise for you. Write your

Comprehension Questions

response. One sentence should indicate your reaction to a good surprise, and the other should indicate your reaction to a bad surprise.

❏ Read the poem “A Red, Red Rose.” ❏ Complete the comprehension questions. Your

answers must be written in complete sentences and specific examples from the text must be referenced when applicable. ❏ If you are working on Google

Classroom, submit your answers to the Assessment under assignments.

❏ If you are working without internet, answer the questions on the page.

DAY SIX TDA: Brainstorm/Introduction Paragraph

❏ Bell Ringer: What are three qualities of an excellent Text Dependent Analysis?

❏ Read the prompt and rubric for the TDA. ❏ Complete the graphic organizer for your TDA. ❏ Complete the introduction paragraph for your

TDA. If you are working online, this assignment is not to be turned in until DAY EIGHT.

DAY SEVEN TDA: Write Body Paragraph One

❏ Bell Ringer: What word would you use to describe the tone of the following paragraph? Why? Explain. ❏ The moment the words were out of

my mouth, I wished I could take them back. I didn't mean to hurt Keith's feelings. He is such a nice person, and he certainly doesn't deserve to be treated so poorly. I guess the stress from my job has been more than I can handle. Instead of taking my problems out on him, I need to deal directly with the people who create the stress.

❏ Write your first body paragraph. Follow the guidelines and instructions on the prompt page for the TDA.

If you are working online, this assignment is not to be turned in until DAY EIGHT.

DAY EIGHT TDA: Body Paragraph 2 and Conclusion Paragraph

❏ Bell Ringer: Match the following tones to the sentences below: optimistic, bitter, sentimental ❏ If only there were some decent jobs

out there, I wouldn’t be reduced to living in this miserable dump.

❏ This place does need some repairs, but I’m sure the landlord will be making improvements sometime soon.

❏ This place may be shabby, but since both of my children were born while we lived here, it has a special place in my heart.

❏ Write the second body paragraph and your conclusion for the TDA. Submit your final TDA to Google Classroom if working online.

If you are working online, turn in your TDA to the assignment tab.

DAY NINE Poetry Choice Board (your final poetry assignment!)

❏ Bell Ringer: What is your favorite poem that we read as part of our poetry unit, and why?

❏ Work on your Poetry Choice Board activities.

DAY TEN Poetry Choice Board (your final poetry assignment!)

❏ Bell Ringer: What poem did you choose for your poetry choice board, and why?

❏ Work on your Poetry Choice Board activities.

Poetry Scavenger Hunt

Directions: You must find three examples of each type of figurative language by reading different types of poems. You must use a minimum of at least SEVEN different poems to

complete this activity. You can find your poems from online resources, books, poems we have studied before, or any of the poems included in this packet.

SIMILE: A comparison that uses “like” or “as.” (Her smile was as bright as the sun.)

TITLE OF POEM: AUTHOR: EXAMPLE:



METAPHOR: A comparison that does not use “like” or “as.” (The white snow was a blanket.)




PERSONIFICATION: Giving human characteristics to a non-human thing. (The fireflies danced in the night sky.)




HYPERBOLE: An statement that is over exaggerated for effect. (I am dying of embarrassment.)




ONOMATOPOEIA: A word that imitates the natural sound of a thing. (Buzz! Crash!)




ALLITERATION: The repetition of consonant sounds at the beginning of a word. (Peter Piper picked a peck of pickled peppers.)




FIGURATIVE MEANINGS QUIZ #1-10 Out on the sea, Captain Wilde and his crew were getting ready to brave through a severe storm. The waves bullied the ship making it toss and turn, and the rain pounded down on the crew. The wind whistled loudly as it moved across the sea and the ship. The only thing that the men could do was to hold on to the sides of the ship. The storm seemed to last for hours until at last, bits of sunshine broke through the dark gray clouds.

1. The phrase "waves bullied the ship making it toss and turn" means that A. the waves are clearing out old ships.

B. the waves are deprived of any rest.

C. the waves hit the ship with great force.

D. the waves feel impatient in the sea.

Cayden's Rock Collection Cayden cried with heartbreaking sobs. Those who heard him thought that the world must be ending. To a seven-year-old, the loss of his newly acquired rock collection was the end of the world. Cayden had spent his time at the lake looking for rocks. He waded in the water and dug the rocks out of the sand. The determined boy explored the beach and around the trees for hidden rocks. He spelled his name out of the rocks in big letters next to his beach towel. The seven-year-old was proud of his mostly brown rocks. When it was time to leave, his mom told him to pick a few to bring home. Cayden protested, "Mom, I have to bring them all home! It's my collection. I need all of them to spell my name." "We have rocks at home, Buddy. You can use those rocks to spell your name," Mom coaxed. "I want these rocks. I found them. They're mine." Cayden argued. "You may only take 10 of them. Now choose the ones you want the most." Mom laid down the law. "No, I can't choose! I want them all." Cayden stubbornly defied the law. "That is it! I will choose for you. The rest are staying here." Mom enforced the law. He could not contain his emotions; they burst out of him like a hurricane. His wails bent the trees. His tears soaked the ground. Mom was a solid wall, unaffected. She placed 10 of the rocks in a bag, lifted her son into the car, and calmly drove towards home. When the hurricane subsided, she looked into the rear-view mirror and saw an exhausted, sleeping boy.

2. The author says "Mom laid down the law" to

A. equate governmental law to childish behavior.

B. explain that Cayden behaves like a criminal.

C. show that Cayden's mom is a police officer.

D. convey a common image of parents' rules.

Samuel had always been a patient young man. He was raised with four sisters by a single mother, just him and these five females. Often, he felt like an alien among them, as so many things about these women just didn’t make sense. One or another of his sisters would erupt in a volcano of emotion, for what seemed like Samuel to be the smallest of issues. That didn’t happen to Samuel. To him, his emotions always felt room temperature, neither cold nor hot. Samuel regularly found himself sitting on the couch like an unmovable mountain while the fury of his mom and sisters exploded in flames all around him. Samuel was always at peace while his sisters seemed always to be declaring war.

3. Which of the following statements from the passage contains a simile? A. "Samuel was always at peace, while his sisters seemed always to be declaring war."

B. "To him, his emotions always felt room temperature, neither cold nor hot."

C. ". . . so many things about these women just didn't make sense."

D. "Samuel regularly found himself sitting on the couch like an unmovable mountain . . ."

Hearts Bloom

I am a rose when he smiles.

I blush, and bloom, and sway—

a sunflower, when he looks at me,

my eyes are locked in his glance.

This heart trembles like an earthquake,

when he passes by me the hallway.

I am a glowworm on a starry night,

when he asks me where's the gym.

My feet are soft like marshmallows

when he says my name.

I do not smile, I stand straight.

He cannot know; I am smitten so.

4. Which is a simile expressed in this poem?

A. My feet are soft like marshmallows,

B. a sunflower, when he looks at me,

C. He cannot know; I am smitten so.

D. I am a glowworm on a starry night,

(1) For decades, the forest, hugging the eastern side of Birch Hollow, had no visitors. (2) The villagers there never walked near the forest and never directly looked at it. (3) The forest didn't even exist in their conversations. (4) The forest was all but invisible until a man emerged from its brush. (5) The man's mysterious appearance created unrest within the village. (6) The villagers could no longer ignore the forest.

5. Which sentence from the passage is an example of personification?

A. sentence 4

B. sentence 5

C. sentence 1

D. sentence 2

Vicky should have understood when Trevor came over to her desk to offer her a Rice Crispy bar. He's never that friendly or even interested in talking to me, she had thought. But, she had dismissed her intuition thinking Trevor could have changed. She did not think anything of it even when her friendship band, which she had taken off to wind her watch, appeared missing moments after Trevor's departure. Vicky was even more confused when Shania, her best friend, refused to even talk to her the whole day. I guess people have their reasons! she concluded and waited for Shania's mood to get better. When Shania turned the other way upon seeing Vicky approach, she had to ask for an explanation for this strange behavior. "Hey, Shania, what's wrong?" Vicky asked, sounding concerned.

"You know exactly what's wrong. Why did you trash the friendship band I gave you? You could have just told me you hate me," Shania responded in a choked up voice. "Just go away." As if a cold wind chilled her bones, Vicky understood it all. Trevor's Rice Crispy bar was merely a Trojan horse. It is so like him to try to create a rift between friends, Vicky thought. I should have known better. "Hey, we've been friends since we had snotty noses. Listen to me before you go on sulking," Vicky insisted. "And, stop being an Othello!"

6. What is the best reason the author refers to the Trojan horse?

A. Trevor uses the Rice Crispy bar as a weapon to deceive.

B. Vicky understands Shania's need to share her feelings.

C. Shania jumps to conclusions hastily and carelessly.

D. Vicky finds that her friendship band is missing.

Fear of Flying Charlotte walked through the revolving doors of Heathrow airport, her heart fluttering like a caged bird. This was her first flight abroad and she was terrified of flying. Her friend in Connecticut had invited her for her wedding, and although she was excited to see her friend, the thought of traveling gave her jitters. Charlotte took a deep breath to calm her nerves as she boarded the plane. As the plane started to move on the runway, Charlotte's fear began increasing. She felt her hands tremble as the plane gained speed on the runway. When they were finally in the air, Charlotte felt calm enough to watch a movie on her laptop and take a nap. After some time, she woke up with a start when the flight attendant announced that they were about to land at Bradley International Airport. Charlotte looked out of the window at the tall skyscrapers, wondering how and where they would land. Her doubt turned into admiration as the pilot skillfully maneuvered the plane through the maze of tall buildings and touched the runway like an eagle swooping down on its prey.

7. What is meant by the simile "like an eagle swooping down on its prey"?

A. Among the tall buildings, the plane looked like a flying eagle.

B. While landing, the plane looked like an eagle diving to catch its prey.

C. The pilot maneuvered the plane for a perfect landing.

D. The pilot wanted to show off his skills by flying the plane like an eagle.

Samuel had always been a patient young man. He was raised with four sisters by a single mother, just him and these five females. Often, he felt like an alien among them, as so many things about these women just didn’t make sense. One or another of his sisters would erupt in a volcano of emotion, for what seemed like Samuel to be the smallest of issues. That didn’t happen to Samuel. To him, his emotions always felt room temperature, neither cold nor hot. Samuel regularly found himself sitting on the couch like an unmovable mountain while the fury of his mom and sisters exploded in flames all around him. Samuel was always at peace while his sisters seemed always to be declaring war.

8. What is meant by the metaphor "erupt in a volcano of emotion"?

A. One of his sisters would have a strong outburst of emotion.

B. One of his sisters would get so emotional her skin would get hot like lava.

C. One of his sisters would get so emotional she would spit.

D. One of his sisters would turn bright red with emotion.

Chen was the school's superstar. Today, he was playing in front of a national audience. He was going to represent the little town of Hyattville. Chen was going to leave his mark, and the world was going to see it. His parents cheered for him with teary eyes and encouraging smiles. Everybody eagerly waited for Chen to give the performance of his lifetime. The curtains were drawn like clouds revealing the sun. The spotlight was on Chen now. People in the auditorium held their breaths as if they were swimming under water. He played the piano as if his fingers were butterflies jumping on flowers. And, the music echoed like raindrops falling on the windowpane.

9. The author describes Chen's playing the music as "butterflies jumping on flowers" to show

A. how randomly the musical notes jump around.

B. how his hands appear colorful in the stage light.

C. how his fingers are soft and like an infant's.

D. how swiftly and gracefully he plays the piano.

Sharon looked tired. Dark circles folded under her eyes. "What happened? Are you okay?" I asked. "I wasn't ready for my history presentation, so last night I had to burn the midnight oil." "Wow!" I gasped. "You stayed up all night?"

"Yep. All night. I'm exhausted." Sharon grumbled. From the annoyed look she shot me, I had the feeling I was rubbing her the wrong way this morning. "Well, good luck on your presentation! You've worked so hard! It will be a piece of cake!" I began to walk away. "I guess so," she called after me. "I just wish I hadn't waited until the eleventh hour to finish it. I never do my best work at the last minute." As I looked back, Sharon was nodding off against her locker.

10.What is the best replacement for the phrase rubbing her the wrong way?

A. bothering her

B. walking the wrong way

C. rubbing her head

D. giving her a hug

COPYRIGHT: STUDY ISLAND SENT TO: BREANNA RENKIN

FIGURATIVE LANGUAGE POEM BRAINSTORMING GUIDE

1. CHOOSE YOUR FAVORITE SEASON: WINTER, SPRING, SUMMER, FALL

2. LIST 25 WORDS ASSOCIATED WITH THAT SEASON BELOW: (For example, for

winter, you could write the word ‘snow,; for fall, you could write the word “HALLOWEEN”)

FIGURATIVE MEANINGS QUIZ #11-20

Time to Heal As Marta and Ross were unpacking their belongings, Marta held up a picture frame made out of seashells. The frame held a photo of Mom, Dad, Marta, and Ross. The photo was taken on their last family vacation. "Remember when Mom bought this souvenir at that little shop in Carmel?" Marta asked. Ross looked at the memento his sister was holding. The picture lassoed Ross's heart with a rope of sorrow. He dropped the book he was holding and ran upstairs to his new bedroom. He slammed the door and collapsed onto the bed in a fit of sobs. A moment later, Aunt Lula knocked on the door. Still crying, Ross opened the door and fell into Aunt Lula's arms. For several minutes, Aunt Lula didn't say a word. She just held Ross and let him cry. When the tears subsided, Aunt Lula said, "I know you miss your parents. I miss them too. It's okay to let your feelings out." "I guess I didn't know I had so much sadness inside. I've just felt numb. But, when I saw that picture—" Ross said. "Yeah, I know. Things like that trigger our emotions. I heard "Brown-eyed Girl" on the car radio the other day. It reminded me of the times your mom and I used to dance around the house and sing together. I started crying so hard that I had to pull over to keep from having an accident," Aunt Lula said. "Really? That makes me feel like less of a freak. But, I still feel sad," Ross said. "Ross, we may never stop feeling sad about the loss of your parents. But, we can remember them and love them. Together, we will learn to deal with the changes in our lives. And we will take time to heal. Let's go help Marta finish unpacking," Aunt Lula said with her arm around Ross's shoulders.

Read the following sentence from the passage.

The picture lassoed Ross's heart with a rope of sorrow.

11. The personification of the photograph is intended to

A. show that Ross has bad memories of the past.

B. suggest that Ross is the victim of violence.

C. illustrate that Ross is struggling with grief.

D. create conflict between Ross and his sister.

The mighty waves threw themselves angrily against the shore's jaw. With each push forward, they pulled pieces of the coast back into the water. This left a cut carved into the shore that looked like bad cursive. Mary wanted to write her name into the Earth that way, so she would be remembered.

12. Which sentence from the passage makes something seem human?

A. This left a cut carved into the shore that looked like a bad autograph.

B. With each push forward, they pulled pieces of the coast back into the water.

C. The mighty waves threw themselves angrily against the shore's jaw.

D. Mary wanted to write her entire name into the Earth that way one day.

He drank oceans of water after the race.

13. The sentence above is an example of

A. a metaphor.

B. irony.

C. hyperbole.

D. personification.

Sarah stood staring at the whiteboard for an eternity. The class was over, and everyone had left for home. But, Sarah had lost the concept of time. She kept going back to the moment when she had overheard Betsy, her best friend, tell Raj that she had a crush on him. "Betsy! Oh, Betsy! Did you forget how I felt about him?" Sarah gave words to her thoughts and buried her head in her hands. She was a wilted flower losing all hopes of spring. She hated the fact that it was a beautiful day. Buds were continuing their blooming, and birds were happily chirping on the tree outside the classroom. "Not fair!" she uttered the choked up words and felt like hiding from the world forever. That was when she felt a gentle tap on her back.

"There you are! I kept looking for you everywhere, girl," Betsy said. "Why do you look like a broken piece of a violin?" "I heard what you said to him," Sarah responded without facing Betsy. She felt bees stinging at her eyes and volcanoes erupting from her heart. Sarah had never felt betrayal so strongly. "Then you should be dancing," Betsy said, confused. "Raj was asking me if you had asked anyone out to prom yet because he has like the biggest crush in the universe on you! And, I told him you were waiting for him to ask. Was I not supposed to say that?"

14. From the way it is used in the story, choose the phrase that is most similar to "broken piece of a violin."

A. physically bruised

B. appearing destroyed

C. searching for a friend

D. repeating one note

Pritee's eyes were glow worms in the dark. She could see the best in every situation. The year she broke her leg before the cheerleading competition, she showed up for practice every morning wearing her cast in order to support her team. Then, she walked like a pendulum. But, she made it to the gym wearing a smile wider than the football field. And, who could forget the time she started a fundraiser for the local animal shelter. Pritee was an inspiration for all of us at Memorial High.

15. The author uses the phrase "glow worms in the dark" to show Pritee's

A. athletic abilities.

B. optimistic nature.

C. support for her friends.

D. love for her grandmother.

Pritee's eyes were glow worms in the dark. She could see the best in every situation. The year she broke her leg before the cheerleading competition, she showed up for practice every morning wearing her cast in order to support her team. Then, she walked like a pendulum. But, she made it to the gym wearing a smile wider than the football field. And, who could forget the time she started a fundraiser for the local animal shelter. Pritee was an inspiration for all of us at Memorial High.

16. Which of these is an example of a figurative language in this passage?

A. a smile wider than the football field

B. see the best in every situation

C. started to forget her own name

D. an inspiration for all of us

Philosopher His wrinkles

are like alphabets—

faded but present.

His skin is sagging—

with the weight

of wisdom.

His hair

has the trace

of frost

from last winter.

His glasses blink,

even on the table—

reflecting

the look

of his kind eyes.

17. Which phrase from the poem makes something seem human?

A. has the trace

B. his glasses blink

C. are like alphabets

D. faded but present

I waited in line at the Post Office for a year.

18. The sentence above is an example of a/an

A. metaphor.

B. idiom.

C. personification.

D. hyperbole.

Beauty She is

the quietness

of flowers

that blush

in the spring.

The gentleness

of rain

when it first

leaves

the arms

of the clouds.

Her presence

is softness.

19. Which of the following lines is an example of personification in the poem?

A. when it first / leaves

B. her presence / is softness

C. she is / the quietness

D. the arms / of the clouds

The basketball court was quieter than a cemetery at midnight. Rob sat on the bench staring at floor. The floor was golden brown and shiny like water under the sunlight. To Rob, nothing was more beautiful than the basket up high. The basket was the star he wished to shoot for, and the ball was his flying ship. He held the basketball in his arms like a newborn. What if I can't do it? Rob thought about the scariest possibility. What if Dad is actually right about my legs? Could I ever be the star he was? He felt feverish in anguish. He got up slower than a sunflower's speed of growth and faced his fears. I broke my foot once, so what? I have weak knees, but I could do it, Rob reassured himself.

20. How does the author show the importance of playing basketball for Rob?

A. by showing how his knees may be too weak to play sports

B. by describing the amount of pain Rob feels in his broken leg

C. by comparing the basket to a star and the ball to a flying ship

D. by describing the clean and quiet state of the basketball court

Copyright: Study Island Created on 3/19/2020 to Breanna Renkin

FIGURATIVE LANGUAGE POEM CREATING THE FINAL POEM

Yesterday, you created a list of 25 words to describe a season. Today, you will be creating a poem about that season. The catch is… you can’t use any of the words that you listed yesterday in your poem! You will have to rely on imagery and figurative language to convey the IDEA and FEELING of that word...without using the word itself. Example: If my season was “FALL,” and I wrote “JACK O’ LANTERN,” I could use the phrase “A glowing orange orb whose light flickers in the night.” If my season was “WINTER,” and I wrote, “SNOWFLAKES,” I could use the phrase “An intricate hexagonal shape that sparkles like a diamond.” GUIDELINES:

● Your poem cannot use any of the words that are on your list. ● Your poem must be at least ten lines long. ● You must have two examples of figurative language that are underlined in your

poem.

Annabel Lee BY EDGAR ALLAN POE It was many and many a year ago, In a kingdom by the sea, That a maiden there lived whom you may know By the name of Annabel Lee; And this maiden she lived with no other thought Than to love and be loved by me. I was a child and she was a child, In this kingdom by the sea, But we loved with a love that was more than love— I and my Annabel Lee— With a love that the wingèd seraphs of Heaven Coveted her and me. And this was the reason that, long ago, In this kingdom by the sea, A wind blew out of a cloud, chilling My beautiful Annabel Lee; So that her highborn kinsmen came And bore her away from me, To shut her up in a sepulchre In this kingdom by the sea. The angels, not half so happy in Heaven, Went envying her and me— Yes!—that was the reason (as all men know, In this kingdom by the sea) That the wind came out of the cloud by night, Chilling and killing my Annabel Lee. But our love it was stronger by far than the love Of those who were older than we— Of many far wiser than we— And neither the angels in Heaven above Nor the demons down under the sea Can ever dissever my soul from the soul

https://www.poetryfoundation.org/poets/edgar-allan-poe

Of the beautiful Annabel Lee; For the moon never beams, without bringing me dreams Of the beautiful Annabel Lee; And the stars never rise, but I feel the bright eyes Of the beautiful Annabel Lee; And so, all the night-tide, I lie down by the side Of my darling—my darling—my life and my bride, In her sepulchre there by the sea— In her tomb by the sounding sea. Comprehension Questions Directions: Answer the questions using the poem. This must be done in complete sentences.

1. Who is the speaker of the poem?

2. What is the setting of the poem?

3. Define the following words: a. Maiden:

___________________________________________________________________

b. Covet:

_____________________________________________________________________

c. Seraph:

___________________________________________________________________

d. Kinsmen:

__________________________________________________________________

e. Sepulchre:

_________________________________________________________________

f. Dissever:

__________________________________________________________________

4. According to the speaker, why did Annabel die? Support your answer by citing at least one specific line from the text.

5. What are two examples of hyperbole in stanza 2? What do these examples help the reader understand about the two people being described in the poem?

6. What is an example of hyperbole in stanza 5? What does this example help the reader understand about the speaker in the poem?

7. How would you describe the mood of the poem? (Remember… the mood is a certain feeling or vibe in readers through words and descriptions.) Support your response with two lines from the poem that prove this.

8. The speaker seems to have difficulty forgetting his love after death. List two lines that support this idea.

A Red, Red Rose BY ROBERT BURNS O my Luve is like a red, red rose That’s newly sprung in June; O my Luve is like the melody That’s sweetly played in tune. So fair art thou, my bonnie lass, So deep in luve am I; And I will luve thee still, my dear, Till a’ the seas gang dry. Till a’ the seas gang dry, my dear, And the rocks melt wi’ the sun; I will love thee still, my dear, While the sands o’ life shall run. And fare thee weel, my only luve! And fare thee weel awhile! And I will come again, my luve, Though it were ten thousand mile. Comprehension Questions Find the following examples of figurative language in the poem:

1. Simile: a. ________________________________________________________________________

b. ________________________________________________________________________

2. Hyperbole:

a. ________________________________________________________________________

b. ________________________________________________________________________

c. ________________________________________________________________________

https://www.poetryfoundation.org/poets/robert-burns

3. What is the tone of the poem? (Remember… tone is the attitude of a writer towards a subject.) Support your answer by referencing at least two specific lines from the text.

4. In the final stanza of A Red, Red Rose, we discover that the lovers are soon to be parted. What effect, if any, do you suppose this impending separation is having on the couple's love? What do you think might be causing the separation? Explain.

5. What does the speaker in “A Red, Red Rose” have in common with the speaker in “Annabel Lee”? What are their differences? Explain.

6. Which poem did you prefer? Explain why, citing at least two specific reasons.

POETRY TEXT DEPENDENT ANALYSIS

PROMPT:

Poets often use figurative language in order to create a picture in your mind. The poems “Annabel Lee” by Edgar Allan Poe and “A Red, Red Rose” by Robert Burns both use figurative language in order to describe how the artists feel about someone they love. Write an essay analyzing how figurative language reveals the authors’ tones. Use evidence from both passages to support your response.

Your final TDA must meet the following requirements: ❏ A total of four paragraphs (Introduction, two Body Paragraphs, and a Conclusion)

❏ Introduction Paragraph ❏ Include a hook, which re-states the question and includes both of the

authors’ names and both poem titles (Example: Poets often use figurative language to create a picture in mind, just like Maya Angelou in her poem “Caged Bird.”)

❏ Include a summary of what each poem is about (Example: In “Caged Bird,” the author contrasts a free bird who happily enjoys life to a caged bird who lives in a world of fear and anxiety.)

❏ Include a preview of what each body paragraph will ‘prove’ (Example: Maya Angelou creates a frustrated tone in “Caged Bird.” She also creates a tense tone in “Caged Bird.”)

❏ Includes a thesis that explains the ‘why’ or ‘how’ of the paper (Example: Maya Angelou uses an extended metaphor to show how African Americans felt frustrated and angry about their lack of freedoms.)

❏ Body Paragraphs ❏ Include a strong topic sentence that clearly states what the paragraph will

be about (Maya Angelou uses figurative language to create a tense tone.) ❏ Get more specific about the idea introduced in the topic sentence. (For

example, Maya Angelou uses an extended metaphor of a caged bird to show how African Americans felt ‘trapped’ without any rights.)

❏ Include a specific example from the text which proves the topic sentence (To begin, Maya Angelou says, “But a caged bird / stand on a grave of dreams / his shadow shouts / on a nightmare scream” (Angelou 1).)

❏ Create an analysis, which references an out of book connection and connects it back to the text. (Typically, when people awake from a

nightmare screaming, this action may indicate that the person saw or heard something that terrified himself or herself. By using words like “nightmare” and “scream,” which would have a negative connotation to the reader, Angelou creates the image of someone who is terrified that he will never achieve freedom and equality, which creates a tense mood.)

❏ End with a clear conclusion sentence. (Example: Maya Angelou’s extended metaphor shows the many African Americans feared that their dream of achieving equality was already dead and gone.)

❏ Conclusion ❏ Re-state the prompt. ❏ Review what was discussed in the body paragraphs.

❏ Each paragraph must be at minimum six sentences in length ❏ Must include at least two specific quotes from “Annabel Lee” and at least two specific

quotes from “A Red, Red Rose” to support your answer ❏ Must be written in the PEPSI paragraph format, as described above. ❏ Must include in-text citations (Author’s Last Name Page #). ❏ Must utilize correct spelling and grammar

Text-Dependent Analysis Scoring Guideline

*Note that the final score will be multiplied by 5, bringing the total score to 20. GRADE 8

Score Description

4 ● Effectively addresses all parts of the task demonstrating in-depth analytic understanding of the text(s)

● Effective introduction, development, and conclusion identifying an opinion, topic, or controlling idea related to the text(s)

● Strong organizational structure that effectively supports the focus and ideas ● Thorough analysis of explicit and implicit meanings from text(s) to effectively

support claims, opinions, ideas, and inferences

● Substantial, accurate, and direct reference to the text(s) using relevant key details, examples, quotes, facts, and/or definitions

● Substantial reference to the main idea(s) and relevant key details of the text(s) to support the writer’s purpose

● Skillful use of transitions to link ideas ● Effective use of precise language and domain-specific vocabulary drawn

from the text(s) to explain the topic and/or to convey experiences/events

● Few errors, if any, are present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present do not interfere with meaning

3 ● Adequately addresses all parts of the task demonstrating sufficient analytic understanding of the text(s)

● Clear introduction, development, and conclusion identifying an opinion, topic, or controlling idea related to the text(s)

● Appropriate organizational structure that adequately supports the focus and ideas

● Clear analysis of explicit and implicit meanings from text(s) to support claims, opinions, ideas, and inferences

● Sufficient, accurate, and direct reference to the text(s) using relevant details, examples, quotes, facts, and/or definitions

● Sufficient reference to the main idea(s) and relevant key details of the text(s) to support the writer’s purpose

● Appropriate use of transitions to link ideas ● Appropriate use of precise language and domain-specific vocabulary drawn

from the text(s) to explain the topic and/or to convey experiences/events

● Some errors may be present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present seldom interfere with meaning

Score Description

2 ● Inconsistently addresses some parts of the task demonstrating partial analytic understanding of the text(s)

● Weak introduction, development, and/or conclusion identifying an opinion, topic, or controlling idea somewhat related to the text(s)

● Weak organizational structure that inconsistently supports the focus and ideas ● Weak or inconsistent analysis of explicit and/or implicit meanings from text(s) that

somewhat supports claims, opinions, ideas, and inferences

● Vague reference to the text(s) using some details, examples, quotes, facts, and/or definitions

● Weak reference to the main idea(s) and relevant details of the text(s) to support the writer’s purpose

● Inconsistent use of transitions to link ideas ● Inconsistent use of precise language and domain-specific vocabulary drawn from

the text(s) to explain the topic and/or to convey experiences/events

● Errors may be present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present may interfere with meaning

1 ● Minimally addresses part(s) of the task demonstrating inadequate analytic understanding of the text(s)

● Minimal evidence of an introduction, development, and/or conclusion ● Minimal evidence of an organizational structure ● Insufficient or no analysis of the text(s); may or may not support claims, opinions,

ideas, and inferences

● Insufficient reference to the text(s) using few details, examples, quotes, facts, and/or definitions

● Minimal reference to the main idea(s) and/or relevant details of the text(s) ● Few, if any, transitions to link ideas ● Little or no use of precise language or domain-specific vocabulary drawn from the

text(s) ● Many errors may be present in sentence formation, grammar, usage, spelling,

capitalization, and punctuation; errors present often interfere with meaning

TDA GRAPHIC ORGANIZER Fill in the blanks to complete the graphic organizer. Make sure to include the appropriate

citation (Last Name Page #) in the parentheses.

In “Annabel Lee,” Edgar Allan Poe has a ____________________ tone.

TYPE OF FIGURATIVE LANGUAGE #1: ___________________________


An example of this is on line _____,

which says, “______________________

__________________________________

_________________________________”

(_______________________).


which says, “______________________

__________________________________

_________________________________”

(_______________________).

In “A Red, Red Rose,” Robert Burns has a ____________________ tone.




which says, “______________________

__________________________________

_________________________________”

(_______________________).


which says, “______________________

__________________________________

_________________________________”

(_______________________).

POETRY CHOICE BOARD

STEP ONE: Select one poem from the list below.

1. “If I can Stop One Heart from Breaking” by Emily Dickinson 2. “Life Without You” by Nikki Wilfong 3. “Do Not Stand At My Grave and Weep” by Mary Elizabeth Frye 4. “The Man in the Glass” by Peter Dale Winbrow Sr. 5. “The Moon” by Robert Louis Stevenson 6. “My Papa’s Waltz” by Theodore Roethke 7. “My Shadow” by Robert Louis Stevenson 8. “I Cry” by Tupac Shakur 9. “There Will Come Soft Rains” by Sara Teasdale 10. “I Wandered Lonely as a Cloud” by William Wordsworth 11. “A Poison Tree” by William Blake 12. “Do Not Go Gentle into That Good Night” by Dylan Thomas

STEP TWO: Use your poem to complete ONE ACTIVITY from EACH COLUMN to complete your choice board on the next page.

A

Poem #1: _____________

B

Poem #2: _____________

C

Poem #3: ____________

Author’s Tone

What is the author’s tone in the poem? Support your answer with details from the text. Then, create a visual picture to represent how the author feels. *Please note if you are submitting this online to Google classroom you will need to upload a picture.

Figurative Language

Find a piece of figurative language (simile, metaphor, idiom, etc..) in the poem. Explain what it means, and what effect it has on the mood of the poem.

Mood

What is the mood of the poem? Support your answer with three specific images that the author uses in the text. Then, create a visual picture to represent these images. *Please note if you are submitting this online to Google classroom you will need to upload a picture.

New Ending

Rewrite the poem, adding a new, creative ending. You can replace the ending stanza, or add one to the end.

Letter

Write a letter to the author of the poem telling them how the poem made you feel and why.

Questions and Answers

Create 10 questions in at least 2 formats (multiple choice, fill in the blank, true/false, short answer). Include an answer key with the questions.

Poetry Review

Write a review of the poem. Be sure to include what you think about the poem, why you think that, and why others should or should not read the poem.

Comic

Create a comic strip to show what happens in the poem. *Please note if you are submitting this online to Google classroom you will need to upload a picture.

Theme

What is the theme of the poem? Support your answer with details from the text. Then, create a visual picture to represent the theme of the poem. *Please note if you are submitting this online to Google classroom you will need to upload a picture.

If I Can Stop One Heart From Breaking By Emily Dickinson If I can stop one heart from breaking, I shall not live in vain; If I can ease one life the aching, Or cool one pain, Or help one fainting robin Unto his nest again, I shall not live in vain.

Life Without You

Nikki Wilfong Me without you is like a leafless fall, a snowless winter, and a flowerless spring. Me without you is like a colorless rainbow, a sunless day, and a starless night. Me without you is like the ocean without a wave, the beach without sand, and a flameless fire. Me without you is like a book without words, a man without a face, and a child with no name.

Do Not Stand At My Grave And Weep

By Mary Elizabeth Frye

Do not stand at my grave and weep

I am not there; I do not sleep.

I am a thousand winds that blow,

I am the diamond glints on snow,

I am the sun on ripened grain,

I am the gentle autumn rain.

When you awaken in the morning's hush

I am the swift uplifting rush

Of quiet birds in circled flight.

I am the soft stars that shine at night.

Do not stand at my grave and cry,

I am not there; I did not die.

The Man in the Glass By Peter Dale Wimbrow Sr. When you get what you want in your struggle for self

And the world makes you king for a day Just go to the mirror and look at yourself And see what that man has to say. For it isn’t your father, or mother, or wife Whose judgment upon you must pass The fellow whose verdict counts most in your life Is the one staring back from the glass. He’s the fellow to please – never mind all the rest For he’s with you, clear to the end And you’ve passed your most difficult, dangerous test If the man in the glass is your friend. You may fool the whole world down the pathway of years And get pats on the back as you pass

But your final reward will be heartache and tears If you’ve cheated the man in the glass.

The Moon

By Robert Louis Stevenson

The moon has a face like the clock in the hall; She shines on thieves on the garden wall, On streets and fields and harbour quays, And birdies asleep in the forks of the trees. The squalling cat and the squeaking mouse, The howling dog by the door of the house, The bat that lies in bed at noon, All love to be out by the light of the moon. But all of the things that belong to the day Cuddle to sleep to be out of her way; And flowers and children close their eyes Till up in the morning the sun shall arise. My Papa’s Waltz BY THEODORE ROETHKE The whiskey on your breath Could make a small boy dizzy; But I hung on like death: Such waltzing was not easy. We romped until the pans Slid from the kitchen shelf; My mother’s countenance Could not unfrown itself. The hand that held my wrist Was battered on one knuckle; At every step you missed My right ear scraped a buckle. You beat time on my head With a palm caked hard by dirt, Then waltzed me off to bed Still clinging to your shirt.

https://www.poetryfoundation.org/poets/theodore-roethke

“My Shadow” By Robert Louis Stevenson

I have a little shadow that goes in and out with me,

And what can be the use of him is more than I can see.

He is very, very like me from the heels up to the head;

And I see him jump before me, when I jump into my bed.

The funniest thing about him is the way he likes to grow—

Not at all like proper children, which is always very slow;

For he sometimes shoots up taller like an India-rubber ball,

And he sometimes gets so little that there's none of him at all.

He hasn't got a notion of how children ought to play,

And can only make a fool of me in every sort of way.

He stays so close beside me, he's a coward you can see;

I'd think shame to stick to nursie as that shadow sticks to me!

One morning, very early, before the sun was up,

I rose and found the shining dew on every buttercup;

But my lazy little shadow, like an arrant sleepy-head,

Had stayed at home behind me and was fast asleep in bed.

“I Cry”

By Tupac Shakur

Sometimes when I'm alone

I Cry,

Cause I am on my own.

The tears I cry are bitter and warm.

They flow with life but take no form

I Cry because my heart is torn.

I find it difficult to carry on.

If I had an ear to confide in,

I would cry among my treasured friend,

but who do you know that stops that long,

to help another carry on.

The world moves fast and it would rather pass by.

Then to stop and see what makes one cry,

so painful and sad.

And sometimes...

I Cry

and no one cares about why.

There Will Come Soft Rains

By Sara Teasdale

(War Time)

There will come soft rains and the smell of the ground,

And swallows circling with their shimmering sound;

And frogs in the pools singing at night,

And wild plum trees in tremulous white,

Robins will wear their feathery fire

Whistling their whims on a low fence-wire;

And not one will know of the war, not one

Will care at last when it is done.

Not one would mind, neither bird nor tree

If mankind perished utterly;

And Spring herself, when she woke at dawn,

Would scarcely know that we were gone.

“I Wandered Lonely As a Cloud”

By William Wordsworth

I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line 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 they Outdid the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed—and gazed—but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.

“A Poison Tree”

By William Blake

I was angry with my friend: I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow. And I watered it in fears, Night and morning with my tears; And I sunned it with smiles, And with soft deceitful wiles. And it grew both day and night, Till it bore an apple bright.

And my foe beheld it shine. And he knew that it was mine, And into my garden stole When the night had veiled the pole; In the morning glad I see My foe outstretched beneath the tree.

“Do Not Go Gentle Into That Good Night”

By Dylan Thomas

Do not go gentle into that good night,

Old age should burn and rave at close of day;

Rage, rage against the dying of the light.

Though wise men at their end know dark is right,

Because their words had forked no lightning they

Do not go gentle into that good night.

Good men, the last wave by, crying how bright

Their frail deeds might have danced in a green bay,


Wild men who caught and sang the sun in flight,

And learn, too late, they grieved it on its way,


Grave men, near death, who see with blinding sight

Blind eyes could blaze like meteors and be gay,


And you, my father, there on the sad height,

Curse, bless, me now with your fierce tears, I pray.



Mood vs. Tone

Definitions

Tone is how the author feels about what he is talking about. A tone can be serious, sarcastic, wicked, proud, sympathetic, light-hearted, or hostile. This can be conveyed through the author’s word choice, the author’s stance on an issue, or the details given or omitted in a text.

Mood is the feeling the reader gets when reading a passage. Mood is the atmosphere the author creates using descriptive language. To determine the mood think about the setting, actions of the characters, and language.For example, if a mom is angry in a story, the reader might feel as if this is a familiar scene and maybe chuckle in recognition (mood.)

Documents

8th Grade English Cancellation Plans...Complete the poetry scavenger hunt by finding three examples of EACH of the types of figurative language: similes, metaphors, personification,