Close Reading WoRkshop 3Close Reading of poetryLearning Targets•Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopment

overthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

•Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageevokesasenseoftimeandplace;howitsetsaformalorinformaltone.

•Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrades 9–10 reading and content,choosingflexiblyfromarangeofstrategies.

•Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

•Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrades9–10topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.

Close Reading for MeaningToread poetry closely meansthatasreaders,weshouldnotjustconsiderwhatinformationisconveyedbyatext,wemustalsoconsidertheauthor’suseofrhyme,meter,andothersoundtechniquestoconveyrhythmandothereffects.

Inthisworkshop,youwillreadthreedifferenttextsandwillpracticeclose-readingusingstrategiesthatwillhelpyoumakemeaningofthetext.Yourteacherwillguideyouthroughthefirstactivity.InActivity2,youwillworkinacollaborativegrouptoreadandrespondtothetext.Forthethirdactivity,youwillworkindependentlytoapplyclosereadingstrategiestodeterminemeaninginanewtext.

ACTiviTy 1

Guided PracticeYouwillreadthetextinthisactivityatleastthreetimes,focusingonadifferentpurposeforeachreading.

First Reading: First impressionsReadthefollowingpoemsilently.Yourfocusforthisfirstreadingisonunderstandingthemeaningofthepoem.Asyouread,practicediffusingthewordsyoumaynotknowbyreplacingunfamiliarwordswithsynonymsordefinitionsfortheunderlinedwords.Usethedefinitionsandsynonymstotherightorleftofthepoemtohelpyourunderstanding.

leaRning sTRaTegies:Diffusing,CloseReading,GraphicOrganizer,MarkingtheText,GuidedReading,QuestioningtheText,Rereading,SharedReading,Summarizing,Paraphrasing,Think-Pair-Share,ChoralReading,TP-CASTT,OPTIC,MetacognitiveMarkers

aCademiC VoCabulaRyRhymereferstotherepetitionofsoundsattheendsofwords.Meterisdeterminedbythenumberofstressedandunstressedsyllablesinaline.Rhythm referstothepatternorflowofsoundcreatedbyapoem’sarrangementofstressedandunstressedsyllables.

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Close Reading Workshop 3 • Close Reading of Poetry 39

Close Reading of poetry (continued)

Spring and Fallby Gerard Manley Hopkins

To a Young Child

1 Margaret, are you grieving

Over Goldengrove unleaving?Leaves, like the things of man, youWith your fresh thoughts care for, can you?

5 Ah! as the heart grows olderIt will come to such sights colder

By and by, nor spare a sighThough worlds of wanwood leafmeal lie;

And yet you will weep and know why.

10 Now no matter, child, the name:Sorrow’s springs are the same.Nor mouth had, no nor mind, expressed

What héart héard of, ghóst guéssed:It is the blight man was born for,

15 It is Margaret you mourn for.

Second Reading: vocabulary in ContextNowthatyouhavereadthepoemsilently,listenandfollowalongasyourteacherreadsthepoemaloud.Asyoureadalongwithyourteacher,markthetextwithmetacognitive markers.Usethefollowingsymbolstorepresentyourthoughts:

?=partsofthepoemaboutwhichyouhaveaquestion

!=partsofthepoemyoufindsurprisingorinteresting

*=partsofthepoemaboutwhichyouhaveacommentorconnection

underlinekeyideas

Check your Understanding 1.Pairwithanotherstudent,andshareyourmetacognitivemarkers.Thenchoosetwo

orthreewordsfromthevocabularythathavebeenunderlinedorbolded,anddiscusshowthedefinitionshelpyouunderstandthemeaningofthepoem.

2.Usethesevocabularywordsinasummaryofthecentralideasinthepoem.Explainhowthesewordscontributetoyourunderstandingofthepoem.

3.Withasmallgroupofyourpeers,planandrehearseachoral readingofthepoemwithguidancefromyourteacher.

unleaving:losingitsleaves(“unleaving”isoneofmany

wordsHopkinsinventedhimself;thesewordsare

knownasneologisms)

wanwood:palewood(anotherneologism)

leafmeal:pilesofdead,decayingleaves(neologism)

blight:somethingthatcausesharmordamage;

also,adiseasethatmakesplantsdryupanddie;also,

somethingthatfrustratesplansorhopes

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Third Reading: Text-Dependent QuestioningNowreadthepoemagain,thistimewiththefocusofreadingtorespondtotheKeyIdeasandDetailsinterpretivequestions.Writeyourresponsestoeachquestion,andhighlightorunderlinethetextualevidencethatsupportsyouranswer.Duringclassdiscussion,youmayalsowanttoannotatethetexttorecordanewordifferentmeaningofthepoem.

Background information:GerardManleyHopkinswasanEnglishpoetandJesuitpriestwidelyregardedasoneoftheVictorianera’sgreatestpoets.AfterhisconversiontoCatholicism,Hopkinsburnedallofhisexistingpoemsandgaveupwritingpoetryforsevenyears.Evenafterhisreturntowritingin1875,mostofHopkins’spoemsremainedunpublisheduntilafterhisdeathin1889.Hopkins’spoetrywascharacterizedbyhisunconventionaluseofmeterthatheinventedandcalled“sprungrhythm,”aswellasbyhisexperimentationwithlanguageandsound.

Spring and Fallby Gerard Manley Hopkins

Margaret, are you grieving

Over Goldengrove unleaving?

Leaves, like the things of man, you

With your fresh thoughts care for, can you?

5 Ah! as the heart grows older

It will come to such sights colder By and by, nor spare a sigh

Though worlds of wanwood leafmeal lie;

And yet you will weep and know why.

10 Now no matter, child, the name:

Sorrow’s springs are the same.

Nor mouth had, no nor mind, expressed

What héart héard of, ghóst guéssed:

It is the blight man was born for,

15 It is Margaret you mourn for.

key ideas and deTailsWhattwoquestionsdoesthespeakerposeto“Margaret”atthestartofthepoem?Whatinferencescanyoumakeabout“Margaret”basedontextualevidence?

key ideas and deTailsExaminetherhymescheme(pattern)ofthispoeminordertoexplainwhenandwhythepatternchanges.

key ideas and deTailsLookforevidenceofplacesinthepoemwhereHopkinsputtwostressedsyllablesnexttoeachother.Whateffectdoesthishaveonthepoem’srhythm?Whatmightbetheauthor’spurpose?

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Close Reading Workshop 3 • Close Reading of Poetry 41

Close Reading of poetry (continued)

Check your UnderstandingNowthatyouhavereadcloselyandworkedtounderstandchallengingportionsofthispoem,chooseonelinethatyouthinkisimportanttounderstandingwhatthepoemisaboutandwhytheauthorwroteit.Explaininyourownwordswhatthesentencemeansandwhyitisimportanttounderstandingthepoem.

Synthesizing your UnderstandingNowthatyouhavereadthepoemthreetimesandstudieditsvocabularyandsentences,synthesizeyourunderstandingbyapplyingtheTP-CASTTstrategy.

introducing the Strategy: TP-CASTTTP-CASTTisastrategyforclosereadingofpoetry.Thisreadingstrategyisusedtoguideanalysisofatextthroughexplorationofeachtopicintheacronym: Title (preview), Paraphrase, Connotation, Attitude, Shift, Title (revisited) and Theme.

T–Title:Beforereadingapoem,stoptoconsideritstitle.Revisitthepredictionsyoumadeaboutthepoembeforereading“SpringandFall.”

P–Paraphrase:Dividethepoemintothreeorfourchunksbasedontherhymescheme,andthenworkwithapartnertoparaphrasethemainideaofeachchunkin yourownwords.

Chunk1:

Chunk2:

Chunk3:

Chunk4:

C–Connotation:Whatwordsorphrasessuggestsomethingbeyondtheirliteralmeanings?Whatdoyouthinkthepoetissayinginthispoem?Gobeyondtheliteralmeaningsortheplotofthepoem.

A–Attitude:Describethespeaker’sattitudeortone.Usespecificadjectivesandexplainyourchoices.

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S–Shifts:Describewherethepoemappearstoshift,eitherinsubject,speaker,ortone.Recordeachlinenumberwhereashiftoccurs,andthenexplainwhatkindofshiftisoccurring.

T–Title (revisited):Re-examinethetitle.Whatdoesitmeannowinthecontextofthepoem?Whatnewmeaningorsignificancecanyoufindinthechoiceoftitle?

T–Theme:Whatdoyouthinkistheunderlyingmessageaboutlifeexpressedinthispoem?

Writing Prompt:Basedonyourcurrentunderstandingofthepoem,explainhowGerardManleyHopkinsusessound(rhyme,meter)orlanguage(diction,imagery)toconveyconflictingtonesinthepoem.Besureto:•Identifyconflictingtonesinthepoem•Providetextualevidenceofthepoet’suseofsoundorlanguage•Includecommentaryexplaininghowthedetailsinthepoemconveytone

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Close Reading Workshop 3 • Close Reading of Poetry 43

Close Reading of poetry (continued)

ACTiviTy 2

Collaborative PracticeThefollowingartworkisanengravingtitled“TheFirstSorrow,”createdin1833byEdouardSchuler.

introducing the Strategy: OPTiCOPTICisastrategyforsystematicallyanalyzingvisualtexts—includingpaintings,photographs,advertisements,maps,charts,orgraphs—anddevelopinganinterpretationregardingthemeaningortheme(s)ofthetext.TheacronymstandsforOverview,Parts,Title,Interrelationships,andConclusion.

Applying OPTiCTheOPTICstrategyallowsyoutoanalyzeavisualimageinasystematicwayinordertounderstandhowallaspectsoftheartworkcombinetocreateanoverallimpression.

WorkcollaborativelytorespondtothefollowingpromptsthatarepartoftheOPTICstrategy.Todoaclosereadingofavisualimage,youshouldviewandreviewtheartworkeachtimeyourespondtothequestions.

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O-Conductabriefoverviewofthevisualbyexaminingitcarefully.Notethedetails:images,shapes,positionorangleintheframe,etc.

P-Keyinonallofthepartsbynotinganyspecificdetailsthatseemimportant.Thiscanbeanything:captions,text,figures,scenery,oranyotherdetailthatmaybesymbolic.

T-Usethetitleandverbaltexttoclarifythesubject(s)oftheartwork.Howdoesthetextenhanceorsuggestmeaning?

i-Specifytheinterrelationshipswithintheartwork.Inotherwords,howdothepartsrelatetooneanother?Ifrelevant,consideranyconnectionsestablishedtotextsbeyondthispage.

C-Drawaconclusionaboutthethemeoftheartwork.Whatdoesitsuggestabouttheauthor’spurpose?

Writing Prompt:Nowthatyouhavecarefullyexaminedthisdrawingandidentifiedmanyofitsfeatures,makeaconnectionbetweenthispaintingandGerardManleyHopkins’spoem.Besureto:•Writeatopicsentencethatconnectsthetwotexts.•Includetextualdetailsandexplainhowtheysupportyourconnection.•Writeaconclusionthatfollowsfromyourexplanations.

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Close Reading Workshop 3 • Close Reading of Poetry 45

Close Reading of poetry (continued)

ACTiviTy 3

independent PracticePreview the TitleThetitleofthenextpoemis“TheLoveliestofTrees.”Basedonthistitle,makeapredictionaboutwhatthepoemisabout.

Background:A.E.HousmanwasanEnglishscholarandwriterbornin1859,bestknownforhispoetrycollectionentitledA Shropshire Lad,whichcontained63poems.Hisstyleismarkedbyspare,simpledictionandpastoralimagery.

First Reading: First impressionsReadthepoemsilentlytoyourself.Asyouread,thinkaboutthemeaningsoftheunderlinedwords.Lookatthedefinitionsintherightmargin,andalsouseyourknowledgeofthewordsandcontextcluestohelpyoumakemeaningofthetext.

TreesLoveliest

of

by A.E. Housman

Loveliest of Trees, the cherry now

Is hung with bloom along the bough,

And stands about the woodland ride

Wearing white for Eastertide.

5 Now, of my threescore years and ten,

Twenty will not come again,

And take from seventy springs a score,

It only leaves me fifty more.

And since to look at things in bloom

10 Fifty springs are little room,

About the woodlands I will go

To see the cherry hung with snow.

Eastertide:theEasterseason

threescore:sixtyyears

ascore:twentyyears

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Second Reading: vocabulary in ContextAfterreadingthepoemtoyourself,listenandfollowalongasthepoemisreadagainaloud.Asyoureadalong,markthetextwithmetacognitive markers.Usethefollowingsymbolstorepresentyourthoughts:

?=partsofthepoemaboutwhichyouhaveaquestion

!=partsofthepoemyoufindsurprisingorinteresting

*=partsofthepoemaboutwhichyouhaveacommentorconnection

underlinekeyideas

Check your Understanding 1.Pairwithanotherstudenttoshareyourmetacognitivemarkers.Usingthe

underlinedandboldedvocabularyfromthepoem,discusshowlearningthevocabularyaffectsyourunderstandingoftheentirepoem.Choosetwoorthreeofthewordsyouhaveexaminedthatyouthinkaresignificanttounderstandingthepoem.Usethewordsinasentenceortwothatexplainshowthesewordscontributetoyourunderstanding.

2.Withasmallgroupofyourpeers,planandrehearseachoral readingofthepoembyfollowingthesesteps:•Separatethepoemintosense unitsbydrawingaslashmarkafteranyend

punctuation(periods,questionmarks,exclamationpoints.)•Divideupthesenseunitssothatatleastonepersonisspeakingeachone,

andhaveeachpersonhighlightthelinestobespokenoutloud.•Decidehowyouwillperformthelinestoemphasizetoneandmeaning.

Forexample,youmaychoosetoemphasizelinesbyhavingmorethanonespeakerreadatthesametime,oryoumaywanttovaryyourloudness,rateofspeech,and/ortoneofvoice.

Third Reading: Text-Dependent QuestioningNowreadthepoemagain,thistimewiththefocusofreadingtorespondtotheKeyIdeasandDetailsinterpretivequestions.Writeyourresponsestoeachquestionandhighlightorunderlinethetextualevidencethatsupportsyouranswer.

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Close Reading Workshop 3 • Close Reading of Poetry 47

Close Reading of poetry (continued)

Loveliest of Treesby A.E. Housman

Loveliest of Trees, the cherry now

Is hung with bloom along the bough,

And stands about the woodland ride

Wearing white for Eastertide.

5 Now, of my threescore years and ten,

Twenty will not come again,

And take from seventy springs a score,

It only leaves me fifty more.

And since to look at things in bloom

10 Fifty springs are little room,

About the woodlands I will go

To see the cherry hung with snow.

Check your UnderstandingQuestioning the Text: Usingthetext-basedquestionsasamodel,askquestionsaboutthepoem.Beginyourquestionswith“why”or“how.”Rememberthatyoumaynotknowtheanswertothequestion,butyouthinktheanswermightbeimportanttounderstandingthemeaningofthepassage.

Synthesizing your UnderstandingNowthatyouhavereadthepoemthreetimesandstudieditsvocabularyandsentences,synthesizeyourunderstandingbyapplyingtheTP-CASTTstrategy.

T–Title:Beforereadingapoem,stoptoconsideritstitle.Revisitthepredictionsyoumadeaboutthepoembeforereading“LoveliestofTrees.”

P–Paraphrase: Numberthethreestanzasofthepoem,andthenworkwithapartnertoparaphrasethemainideaofeachstanzainyourownwords.

Stanza1:

Stanza2:

Stanza3:

key ideas and deTailsWhyisthecherrytree

describedinthefirststanzaasthe“loveliestoftrees”?

Whatmakesitlovelierthanothers?

key ideas and deTailsWhatdoesthepoemtellusabouthowoldthespeakeris,andhowhefeelsabout

hislifespan?

key ideas and deTailsHowdoestheimage“hung

withsnow”reflectthespeaker’sattitudeinthe

thirdstanza?

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C–Connotation:Whatwordsorphrasessuggestsomethingbeyondtheirliteralmeanings?Whatdoyouthinkthepoetissayinginthispoem?Gobeyondtheliteralmeaningsortheplotofthepoem.

A–Attitude:Describethespeaker’sattitudeortone.Usespecificadjectivesandexplainyourchoices.

S–Shift:Describewherethepoemappearstoshift,eitherinsubject,speaker,ortone.Recordeachlinenumberatwhichyoubelieveashiftoccurs,andexplainwhatkindofshiftisoccurring.

T–Title (revisited): Re-examinethetitle.Whatdoesitmeannowinthecontextofthepoem?Whatnewmeaningorsignificancecanyoufindinthechoiceoftitle?

T–Theme:Whatdoyouthinkistheunderlyingmessageaboutlifeexpressedinthispoem?

Writing Prompt:Usingtextualevidencetosupportyourthinking,summarizehowHousemanusessound(rhyme,meter,rhythm)orlanguage(diction,imagery)toconveyatheme.Besureto:

•Writeatopicsentencethatidentifiesthepoem’stheme.•Chooseseveralpiecesofappropriatetextualevidence.•Explainhowyourtextualevidenceconveysthepoem’stheme.

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Close Reading Workshop 3 • Close Reading of Poetry 49

Close Reading of poetry (continued)

ACTiviTy 4

Synthesis QuestionsYourteachermaychooseoraskyoutochooseoneofthefollowingassessmentsasawayofshowingyourunderstandingofthetextsyouhaveread.

Writing Prompt:Reviewthedifferentwaysthatthenaturalworldandthepassageoftimewereusedtoexpresshumanemotionsandreflectionsaboutmortalityinthisworkshop.Revisittheworkyouhavedonewiththesethreetexts,andconsiderhowthetwopoetsandtheartistusedsignificantdetailsandotherliteraryandvisualtechniquestoconveydifferenttonesandthemes.Writeanessaycomparingandcontrastinghownaturewasusedtoexpressdifferentattitudesandideasconcerningmortalityinatleasttwoofthesetexts.

Debate/Discussion:ConductaSocraticSeminar.Workwithasmallgroupofstudentstorevisitthetextsinthisunitandcreatetwoorthreeopen-endedquestionsforeachwrittenandvisualtext.Withyourquestionsandyourannotatedtextinfrontofyou,engagewithyourpeersinaSocraticSeminarinwhichyoushareyourquestionsandrespondtothequestionsthatotherstudentshavegenerated.

Multimedia Presentation:Locateasong,poem,photo,artwork,orotherwrittentextthatusestheimageryofthelosstoreflectonthehumancondition,aging,orthepassageoftime.Preparetopresenttheoriginaltextalongwithyouranalysisoftheauthor’spurposeinusingspecificimagery.Explainhowtheimageryisusedtoconveytone(s)andtheme(s).Considerusingapresentationtoolinordertoshareyourresearchwiththeclass.

ReflectionThinkaboutwhatyouhavelearnedfromyourclosereadingandanalysisofthetextpassagesyouhavereadinthisworkshop.

1.Howcanwritersandotherkindsofartistsusenaturalimagerytoreflectideasandattitudesaboutthehumancondition?

2.Inthisworkshop,youhavelearnedhowtomakemeaningofthreedifferenttexts.Howcanyouusewhatyouhavelearnedtohelpyouasyouencounterchallengingtextsinthefuture?Whatstrategiesbesthelpedyouasalearnerduringthisworkshop?Whenandwhywouldyouusethesestrategiesinthe future?

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