2017 California Literacy Symposium - StudySync #2

First ReadSympathy

OBJECTIVES Perform an initial reading of a text and demonstrate comprehension by responding to short analysis andinference questions with textual evidence.

1.

Practice defining vocabulary words using context.2.Participate effectively in a range of conversations and collaborations to express ideas and build upon theideas of others.

3.

Practice acquiring and using academic vocabulary correctly.4.Use textual evidence to show understanding of a first read of "Sympathy."5.Explore preliminary understanding of vocabulary through context clues.6.

TIME 30 minutes

MATERIALS StudySync First Read lesson on "Sympathy"StudySync Speaking & Listening Handbook StudySync Access 1 handout (Beginner)StudySync Access 2 handout (Intermediate)StudySync Access 3 handout (Advanced)StudySync Access 4 handout (Approaching)

OVERVIEW The poem "Sympathy," by the famed African American poet Paul Laurence Dunbar, uses the extended metaphorof a caged bird to evoke the African American period of enslavement--and the decades of racism and inequalitythat African Americans faced after the end of the American Civil War. The First Read gives students theopportunity to experience the text with limited context.

Access Complex TextIn the poem "Sympathy," by the African American poet Paul Laurence Dunbar, the speaker, likely the voice of thepoet, compares himself to a caged bird. To help students understand the extended metaphor of the caged bird,use the following suggestions to provide scaffolded instruction for a close reading of the more complex featuresof the text:

Organization - The poem is made up of three stanzas. There is a repeating phrase at the beginning and endof each stanza, the first stating, "I know what the caged bird feels," the second affirming, "I know why thecaged bird beats his wing" and the third stanza asserting, "I know why the caged bird sings."Prior Knowledge - The poem was published in 1899, after the American Civil War, and after years ofbondage for many African Americans. Although they had been liberated from slavery and given basic rightsas citizens, African Americans still did not feel completely free as they faced discrimination andoppression. Specific Vocabulary - Some old-fashioned terms and poetic vocabulary, such as alas, upland slopes, stirssoft,first bud opes, fain would, bough a -swing, bosom sore, and heart's deep core may present a challengeto some readers.

1. Introduction

Core Path Access Path

Copyright © BookheadEd Learning, LLC - 16348 Page 1 of 14 Lesson Plan Sympathy

Watch. As a class, watch the video preview of“Sympathy.”

English Learners All LevelsFill in the Blanks. Ask students to use their Access 1,2, and 3 handouts to fill in the blanks of the transcriptfor the preview’s voiceover as they watch the previewalong with their classmates. Answers are located atthe end of this lesson plan.

Read. Individually or as a class, read the Introductiontor "Sympathy." The introduction provides context forthe poem.

English Learners All Levels & Approaching Read and Listen. Ask students to read and listen tothe introduction for "Sympathy." Have them refer tothe Introduction Glossary on their Access 1, 2, 3, and4 handouts for definitions of key vocabulary terms. Ifthere are unfamiliar words that are not included intheir glossary, encourage students to check adictionary or an online reference tool, such ashttp://dictionary.reference.com.

Build Background. In small groups, ask students touse devices to research the topic of discriminationagainst African Americans in the United States in1899, the year "Sympathy" was published. Formstudent groups and assign a research topic to eachgroup: Have them focus on:

The Thirteenth, Fourteenth, and FifteenthAmendments to the U.S. Constitution

The Civil Rights Act of 1875

Plessy v. Ferguson

Ask each group to use primary and secondary sources.For example, for a primary source, students mightread one of the amendments as it is written in theU.S. Constitution. For a secondary source, they mightread about the same amendment in a history book.Have students work collaboratively, choosing one ormore volunteers from each group to present an oralreport of the group's findings. Remind students topresent the group's thesis and supporting evidenceclearly, concisely, and logically so that listeners canfollow the organization, development, and substanceof the report. Point out that students should useappropriate eye contact, adequate volume, and clearpronunciation, encouraging each group to use formalEnglish, domain-specific vocabulary, and a conclusionthat summarizes the main points.

Beginner Complete and Discuss the Chart. Place Beginner andmore proficient (Beyond) readers in the same groups.Have these students complete the "BuildBackground" exercise on the Access 1 handout.Students should use an online search tool or printresources to find out about the legal rights of AfricanAmericans in 1899, the date when the poem"Sympathy" was written. Have each group workcollaboratively to locate facts, discuss the chart, andcomplete it together.

Intermediate & Advanced Complete and Discuss the Chart. Place Intermediateand Advanced students in the same groups. Havethem work collaboratively to complete the "BuildBackground" exercise on the Access 2 and 3 handoutsthat asks students to list facts about the Thirteenth,Fourteenth, and Fifteenth Amendments to the U.S.Constitution, The Civil Rights Act of 1875, and theSupreme Court Case Plessy v Ferguson. Have thepairs locate facts, discuss the chart, and complete ittogether.

Approaching Complete and Discuss the Chart. Have students workin groups to complete the "Build Background"exercise on the Access 4 handout that asks studentsto list facts about the Thirteenth, Fourteenth, andFifteenth Amendments to the U.S. Constitution, TheCivil Rights Act of 1875, and the Supreme Court CasePlessy v. Ferguson. Have the pairs locate facts,

discuss the chart, and complete it together.


http://dictionary.reference.com/

Extend Make Predictions. Based on the introduction and thetitle of the poem, ask students to make predictionsabout the theme (or message) they would expect toencounter in this poem.

2. Read


Make Predictions about Vocabulary. There are fourbold vocabulary words in the text. As students readthe text, ask them to make predictions about whatthey think each bold vocabulary word means basedon the context clues in the sentence.

It might be helpful to model this for students beforethey begin reading. Either by using the board orprojecting the actual text, focus on lines 12-13 thatinclude the word "keener":

And a pain still throbs in the old, old scars /And they pulse again with a keener sting —

Model for the class how to use context--the overallstructure and meaning of the sentence and thesentences around it, the word's position, therelationships between (or among) words, and otherclues to define the unfamiliar vocabulary word"keener":

First, to use sentence structure as a clue tofinding the meaning of unfamiliar words, askyourself what the word "keener" modifies. Inlines 12-13, the speaker says that "a pain stillthrobs in the "old, old scars" and that the pain"pulse[s] again with a keener sting." This tellsus that keener is an adjective modifying"sting" but that it also relates to "the old, oldscars." Therefore, the "sting" refers to thenewer pain in the old scars,implying that thesting is probably worse than the usualthrobbing pain in the scars.

1.

If we know that "keener" is describing (ormodifying) the "sting"in line 13, then we mightask ourselves what a sting feels like. Well, weknow that a bee sting is a sharp pain,something quick and intense. So "keen" mightalso refer to something sharp, quick, orintense.

2.

If we consider that the word "keener" has an –er ending added to the word "keen," then weknow that it is a comparative adjective. Inother words, something is "keener" or "morekeen" than something else. If we consider that

3.

Note: This exercise, which extends vocabularyinstruction, should be completed when the classshifts from whole-group instruction to individualwork during the "Read and Annotate" exercise below.

Beginner, Intermediate & Approaching Pair Practice.

Pair students with more proficient Englishreaders.

1.

Give them an additional sentence thatcontains a new vocabulary word.

2.

Ask the students to complete a Think Aloudusing the teacher-led Make Predictions aboutVocabulary activity as a model, while theproficient student actively listens.

3.

The student should use the context clues in thesentence to try to determine the meaning ofthe new vocabulary word.

4.

After the student has completed the ThinkAloud and made a prediction about the word'smeaning, allow time for the proficient readerto add his or her own thoughts and clarify anypoints of confusion.

5.

Once they have completed this Think Aloud,encourage pairs to use an online or printdictionary to confirm the definition of the newvocabulary word. Have them refer to the TextGlossary on their Access 1, 2, and 4 handoutsfor definitions of key vocabulary terms in thetext. Encourage them to add any additionalvocabulary words or idioms they find in thetext and to look up definitions for those wordsand idioms online or in a dictionary.

6.


"keener" might mean something that issharper or more intense than the throbbingpain "in the old, old scars," we can determinethat the word "keener" must mean "sharp er "or " more intense."

Model Reading Comprehension Strategy. Beforestudents begin reading, model the readingcomprehension strategy of Visualizing by using thisThink Aloud that talks students through the firststanza of the poem. First, explain to your studentsthat visualizing isforming a mental picture ofsomething as you read, and using new details fromthe text to add to or change the mental images youhave created.

Model for students how visualizing will help thembetter comprehend the selection and help drive theirdiscussions.

First, I read the title of the poem--"Sympathy."I know that the word "sympathy" means"entering into or sharing the feelings ofanother. It's a feeling of pity, compassion, orempathy, often for a person or an animal inpain. I will try to visualize the word. I can seethat there must be someone who is sufferingin the poem and for whom I or the poet canfeel sympathy.

Next, I read the first line of the poem. I canvisualize a caged bird and someone feelingsympathy for it. The speaker exclaims, "alas,"and I can understand the pity that he or shefeels for this poor caged creature.

After that, I read the rest of the first stanza andsee that it is in sharp contrast to the first andlast lines. Lines 2-6 are full of beautiful imagesof a peaceful, gentle springtime setting. I canvisualize the wind stirring softly "through thespringing grass" in line 3, and the river flowing"like a stream of glass" in line 4. I can also see"the first bird" and hear it singing in line 5.When I compare this bird to the one in thecage, I feel pity for the caged bird that is notpart of this "free-flowing" scene.

Then, when I read or listen to the secondstanza, I see or hear words with negativeconnotations, or meanings. Theseconnotations are in contrast to the positiveones in the first stanza. I see the caged birdbeating his wings "Till its blood is red on thecruel bars" in line 9. Again, I feel sympathy forthe poor bird and wish I could help. The poet

Note: This exercise, which extends instruction aroundreading comprehension strategies, should becompleted when the class shifts from whole-groupinstruction to individual work during the "Read andAnnotate" exercise below.

Beginner, Intermediate, & Approaching Apply Reading Comprehension Strategy.

Have Beginner and Intermediate studentslisten to the audio version of "Sympathy." Playthe poem, one stanza at a time. Have studentslisten to each stanza with their eyes closed,and then give them about thirty seconds toquickly sketch a picture of what they havevisualized.

1.

Once they have listened to the entire poemand have created a series of three pictures,pair Beginner and Intermediate students withmore proficient readers and ask them todescribe what they drew and why. Why didthey include particular images and colors?

2.

Allow pairs time to discuss and compare theirpictures.

3.


the poor bird and wish I could help. The poet(or speaker) seems to understand the birds'feelings and feels sympathy, too, but alsoanger at the bird's--and his--predicament.

When I visualize the third stanza, I can see thatthe speaker identifies with the bird because heunderstands his situation so well. I can inferthat they both understand what it is like to livein captivity and want to be free!

Read and Annotate. Read and annotate the poem.Ask students to use the annotation tool as they readto:

use context clues to analyze and determine themeaning of bolded vocabulary words

1.

ask questions about the poem that may beunclear or unresolved

2.

identify key details, images, ideas, and themes3.

note unfamiliar vocabulary, including figurativelanguage and words with strong positive ornegative connotations

4.

capture their reaction to the images in the text5.

Beginner Coach the Reading. While other students read,annotate, and discuss the text independently, workwith Beginner students, listening to the audio of thetext and pausing periodically or when any student hasa question. Coach students in articulating theirquestions for the group and in highlighting andannotating the text. Have students use theAnnotation Guide on the Access 1 handout to supportthem as they highlight and annotate the text. Ifnecessary, let them use the Text Glossary on theAccess 1 handout.

For further support, ask questions about thetext such as:

In stanza 1, what does the bird see from itscage? How do think that makes the bird feel?

What does the bird do in stanza 2? Whatwould he rather be doing?

What does the caged bird sing in stanza 3? Is ita happy song or a song of prayer?

Intermediate Listen to the Audio. Have these students listen to theaudio of the text and use the definitions on theAccess 2 handout to helpthem with words or idioms with which they may beunfamiliar. If students need help with annotating thetext, have them use the Annotation Guide and TextGlossary on the Access 2 handout. After working withthe Beginner students, you may wish to check thisgroup's progress and provide support as needed.

Advanced Pair with Proficient Peers. Have Advanced studentswork with English-proficient peers to read, annotate,and discuss the text. Have students use theAnnotation Guide on the Access 3 handout to supportthem as they highlight and annotate the text.Encourage them to listen to the audio of the text ifneeded.


Approaching Use the Annotation Guide. Have students use theAnnotation Guide on the Access 4 handout to supportthem as they highlight and annotate the text.

Discuss. In small groups or pairs, have studentsdiscuss the questions and inferences they made whilereading. To help facilitate discussions, refer toCollaborative Discussions in the Speaking & ListeningHandbook. Also, remind students to respondthoughtfully to their classmates' diverse perspectives,to summarize points of agreement or disagreement,and to qualify or justify their own views andunderstanding in light of the evidence and reasoningpresented.

What does the caged bird feel in the firstparagraph? How did your visualizing help youunderstand the bird's feelings--and thespeaker's? (Visualizing helped me see that thecaged bird and the speaker of the poem bothlong to partake of freedom and to experiencethe beautiful world of gentleness and peaceoutside. For the speaker, it is likely a world ofequality, free of racism and oppression. Forthe caged bird, it is freedom from confinementand is a world in which he can fly freely.)

1.

In the second stanza, the caged bird "beats itswings/ Till its blood is red on the cruel bars."How does visualizing this description changethe tone of the poem? (The second stanza isfilled with negative images and words withnegative connotations. I can see the birdbeating "his wing / Till its blood is red on thecruel bars" [lines 8-9]. I can also see and feel"the old, old scars" [line 12] and "keener sting"of pain [line 13]. This description of pain, someof it self-inflicted, changes the gentle tone inlines 2-6 of the first stanza to a tone ofviolence and anger in the second stanza.)

2.

What images in your mind are created by thethird stanza? How did your visualizations helpyou understand the reasons for the bird'ssong? (My mind produces disturbing mentalimages when I read this stanza. The poet's [orspeaker's] "ah me" in the first line of the thirdstanza suggests sorrow and pity for the cagedbird, whose song is a heartfelt prayer or pleathat "he would be free." The "plea" that thebird "flings" upward " to Heaven" is felt by thespeaker as well, enabling him to besympathetic to the bird's plight and to "knowwhy the caged bird sings." )

3.

English Learners All Levels & Approaching Use the extra time while on- and beyond-grade-levelstudents are discussing their first reads of the text towork individually and in small groups withApproaching readers and English Learners as outlinedabove. Should those students complete their firstreads quickly, integrate them into the on- andbeyond-grade-level discussion groups. Otherwise,English Learners and Approaching readers will begiven an opportunity to participate in text discussionswith their peers later in the lesson.


Extend Identify and Define. After students have read thepoem, compile a list of additional vocabulary words.Remind students that the poem was written in 1899,and point out that several of the words in it, includingsome of the vocabulary words, are considered archaicand are not often used today, including alas, fain,and opes. Ask students to reference their annotationsand share any vocabulary words that were unfamiliar.

As a class, compile a list of unfamiliar wordson the board.

1.

In small groups, ask students to review thetext and make predictions about what theythink these words mean, based on how theyare used in the sentence. Ask students todiscuss the effect of these words on thereader, leading students to see that the wordshelp to create a graceful flow – almost like abird in flight – and a formal tone.

2.

Members of a group should work togetherusing dictionaries or devices to define thewords and write the definitions in theirnotebooks.

3.

3. SyncTV


Watch. As a class, watch the SyncTV video on“Sympathy”. Remind students to listen for the waythe students use academic vocabulary during theirdiscussion. Pause the video at these key moments todiscuss the information with your students. Havestudents review and reflect on the ideas expressed:

0:30 – How does the group use historicalbackground to contextualize their discussion of“Sympathy”?

1.

2:28 – What repeating words or phrases do thestudents notice? How does rereading theseparts of the poem contribute to theirdiscussion?

2.

4:53 – The students listen intently as Kristendiscusses the concept of a “loaded word.”What does she use to clarify this concept?How does she relate this comment to thepoem? Do you agree with her? What evidencefrom the poem supports your opinion?

3.

Beginner & IntermediateAnalyze the Discussion. Have students use the“Analyze the Discussion” guide on the Access 1 and 2handouts to identify key points in the discussion andthe evidence the students use to determine thosepoints. Sample answers are at the end of this lessonplan.

AdvancedIdentify Moments of Empathy. Have students discussand complete the chart on the Access 3 handout,referring back to the SyncTV video as needed toclarify their answers. Sample answers appear at theend of this lesson plan.

ApproachingAnalyze the Discussion. Have students complete thechart on the Access 4 handout by listing textualevidence cited by the students in the video. Sampleanswers are at the end of this lesson plan.


4. Think


Answer and Discuss. Have students complete theThink questions and then use the peer reviewinstructions and rubric to complete two peer reviews.Refer to the sample answers at the end of this lessonplan to discuss responses with your students.

Beginner & Intermediate Sentence Frames. Have students use the SentenceFrames on the Access 1 and 2 handouts to supporttheir responses to the Think questions. If necessary,distribute sentence frames to Advanced students aswell.

Approaching Find the Evidence. Have students use Find theEvidence on the Access 4 handout to help themidentify the evidence needed to answer thequestions.

SyncTV Style Discussion. Put students intoheterogeneous small groups and give them a promptto discuss. Remind them to model their discussionsafter the SyncTV episodes they have seen. Stress theimportance of using both academic language andformal English correctly and citing textual evidence intheir conversations to support their ideas.

To help students prepare for, strategize, and evaluatetheir discussions, refer to the CollaborativeDiscussions section of the Speaking & ListeningHandbook.

Discussion prompt options:Do you empathize with the bird? Why or whynot?

1.

In what ways does the poem appeal to areader’s emotions? Identify specific examplesfrom the text.

2.

How does repetition in the poem reveal thetheme of the poem? Why do you think MayaAngelou chose to use the line “I know why thecaged bird sings” for the title of herautobiography?

3.

Have students review the key ideas expressed,demonstrating an understanding of multipleperspectives through reflection and paraphrasing.

You may wish to have students create a video oraudio recording of their SyncTV Style Discussion.

CA CCSS: RL.6.1; SL.6.1a, SL.6.1b, SL.6.1c, SL.6.1d,SL.6.6; L.6.6

Beginner & IntermediateUse Sentence Frames. Have these students use thesentence frames on Access 1 and 2 handouts to helpthem participate in the discussion.

ApproachingUse Think Questions. Remind these students to referback to their answers to the Think questions to helpthem participate in the group discussion.


Extend Compare Literary Texts. Provide students with accessto Maya Angelou's poem "Caged Bird." (For example,see the full text of the poem at The PoetryFoundation:http://www.poetryfoundation.org/poem/178948.) Insmall groups, ask students to discuss the poets'messages in both Dunbar's "Sympathy" and MayaAngelou's "Caged Bird." How does the message ineach poem influence the reader? Remind students topay close attention to the use of connotativemeanings that develops the theme (or message) inthe poems.

Answer Key

1. Introduction

Fill in the Blanks (English Learners All Levels)“I know what the caged bird feels, alas.” So begins a poem by one of the first African American poets to achievenational recognition. Raised on a plantation in Kentucky, and the son of slaves, Paul Laurence Dunbar faced racism first hand. Recalling stories he heard, and his own experiences from childhood, the writer craftedpowerful poetry, receiving critical acclaim from around the world. What emotions are stirred by growing up insuch a world? Find out. Read Paul Laurence Dunbar’s moving poem, “Sympathy.”

Complete the Chart (English Learners All Levels & Approaching)

Topic Facts

Thirteenth Amendment to the Constitution passed Senate in 1864, House in 1865

abolished slavery

Fourteenth Amendment to the Constitution adopted July 9, 1868

addresses citizenship rights of former slaves

Fifteenth Amendment to the Constitution adopted in 1870

gave African American men right to vote

The Civil Rights Act of 1875 passed in 1875

Guaranteed equal treatment in publicaccommodations and transportation (SupremeCourt ruled it unconstitutional in 1883)


http://www.poetryfoundation.org/poem/178948

Plessy v. Ferguson Supreme Court decision in 1896

Said that "separate but equal" wasconstitutional

2. Read

3. SyncTV

Analyze the Discussion (Beginner & Intermediate)

0:39 What is the main question about the poem thestudents are trying to answer?

How might the main ideas and description ofthe bird in each stanza in the poem relate to theexperiences of African-Americans who livedduring this time?

1:05 What about Chloe’s comment confusesMonica?

Monica is confused because she assumes thatlife isn’t as difficult for African American asslavery had ended by 1899.

1:22 Why does Chloe say that Dunbar is frustrated? She says, “He was free - if you think of freedomas literally not having a chain around your ankle- but in every other sense, he was still trapped.”

2:13 What does Theo say we can do next if we feelbad for the bird? What does Chloe say to add tohis comment?

He says that we can feel bad for Dunbar. Chloeadds “and all African Americans living in thattime.”

3:24 What do the students realize as they read thefinal stanza?

They realize that Maya Angelou got the title ofher autobiography, I Know Why the Caged BirdSings , from Dunbar’s poem.

3:36 What do the students say in the reason that thecage bird sings even when his “wing is bruisedand his bosom sore?”

They say that “the bird might still have hope.”While Dunbar doesn’t say specifically, they inferthat it’s “freedom.”

Empathizing with Pain

How do the students usehistorical information tocontextualize Dunbar’s poem?

They discuss Dunbar as being the first prominent African American poet.They also talk about slavery and conditions for African Americanspost-slavery. This information help students to recognize that the poem is ametaphor, and the bird, any African American person living in that time.

Chloe notices a shift in thetone from the first to thesecond stanza. What is theshift? How does Dunbar userepetition to signal this shift?Use evidence from the text tosupport your opinion.

Chloe says, “Dunbar is taking us from the magical-sounding outdoors intothe reality of being trapped” regarding the shift from stanza one to stanzatwo. The repetition is the vehicle for this shift. It takes readers on a journeyto recognize why exactly the caged bird sings.


The students discuss the ideaof “pain” at length. Which linein the poem do you consider toevoke the most pain? Whatevidence from the textsupports your opinion?

Answers may vary.

Analyze the Discussion (Approaching)

0:30 The group discusses relevant historicalbackground before reading the poem. Whatconnections do they make between history andDunbar’s poem?

They connect the bird with “any AfricanAmericans living during that time.” They alsodiscuss living conditions for African Americans,discuss the end of slavery, the unequaltreatment of blacks under the law, as well asDunbar as the first prominent African Americanpoet.

2:28 Why do the students discuss repetition in thepoem? Why is this detail important to theirdiscussion?

They discuss repetition to connect the ideas of“longing for freedom” with “pain.” They alsouse the repetition to notice the contrast in tonebetween the first and second stanzas.

2:28 The students discuss pain in relation to thesecond stanza. What evidence from the textsupports their discussion? Which line in thepoem do you consider to evoke the most pain?What evidence from the text supports youropinion?

Theo and Isaiah read the following excerpt fromthe second stanza: “I know why the caged birdbeats his wing/ Till its blood is red on the cruelbars; for he must fly back to his perch andcling.” Chloe also adds that even when the birdis not fighting, he is still in pain, citing this linefrom the poem: “and a pain still throbs in theold, old scars/ and they pulse again with akeener sting.” Answers may vary as amongstudents regarding the second and thirdquestion.

4. Think

Sentence Frames (Beginner) In stanza 1, the speaker describes the natural world with bright sun, hills, wind, grass, a flowing river, andan opening flower. The description is beautiful/peaceful, but the bird cannot really experience it becausehe is in a cage. By showing the reader what the bird is missing, the speaker helps the reader understandthe bird's feelings of loss.

1.

In stanza 2, the caged bird is very unhappy. He beats his wing against the cage until he bleeds. He is indespair because he longs for freedom.

2.

The speaker says the bird's song is not a song of joy/glee/happiness. Instead, his song is a prayer. Since thefirst two stanzas describe how the bird suffers in his cage, readers can infer that the caged bird's song is aprayer for freedom.

3.

"Alas" is an interjection that the speaker adds at the end of the first line. The next lines explain thesadness and suffering of the caged bird, so "alas" seems to be an expression of sadness. Its effect is tomake the poem a kind of lament, or a song of grief, much like the bird's song.

4.

A bough is a branch. One clue is that the speaker says the bird would rather be on a bough than on aperch. If the bird were out in nature, he'd be in a tree instead of a cage.

5.

Isaiah gives context about the author, he says, “Paul Laurence Dunbar was the first major AfricanAmerican poet.” Chloe, Theo, and Isaiah contribute historical information to the group about life for

6.


African Americans during this time. As a result the group combines important historical information alongwith Dunbar’s writing to infer that the bird is a metaphor for all African Americans living during that time.When Isaiah asks a question, Theo rereads the poem. Chloe makes the observation that “Dunbar is takingus from the magical-sounding outdoors into the reality of being trapped.” Theo, Chloe, Isaiah all take turnsmaking comments about the idea of pain. Chloe cites further evidence from the text to support this idea.

7.

Isaiah notices that Dunbar’s poem is a strong example of a metaphor, but that he doesn’t use the terms“race” or “racism” even once. Chloe adds onto this observation by pointing out that the absence of“loaded words” like “race” or “racism” which helps readers to empathize. When Isaiah asks her to clarify,Chloe says, “ Say the word ‘racism’-- and I have all these ideas in my head about what that means, andhow I'm supposed to feel about it.”

8.

Sentence Frames (Intermediate) In stanza 1, the speaker describes the natural world with bright sun, hills, wind, grass, a flowing river, andan opening flower. The description is beautiful and peaceful, but the bird cannot really experience itbecause he is in a cage. By showing the reader what the bird is missing, the speaker helps the readerunderstand the bird's feelings of loss.

1.

In stanza 2, the caged bird is very unhappy. The bird beats his wing against the bars of the cage until hebleeds. He is in despair because he longs for freedom.

2.

The speaker says the bird's song is not a song of joy/glee/happiness. Instead, his song is a prayer. Since thefirst two stanzas describe how the bird suffers in his cage, readers can infer that the caged bird's song is aprayer for freedom.

3.

"Alas" is an interjection that the speaker adds at the end of the first line. The next lines explain the sadnessand suffering of the caged bird, so "alas" seems to be an expression of sadness. Its effect is to make thepoem a kind of lament, or a song of grief, much like the bird's song.

4.

A bough is a tree branch. One clue is that the speaker says the bird would rather be on a bough than on aperch. If the bird were out in nature, he'd be in a tree instead of a cage.

5.

Isaiah gives context about the author, he says, “Paul Laurence Dunbar was the first major AfricanAmerican poet.” Chloe, Theo, and Isaiah contribute historical information to the group about life forAfrican Americans during this time. As a result the group combines important historical information alongwith Dunbar’s writing to infer that the bird is a metaphor for all African Americans living during that time.

6.

When Isaiah asks a question, Theo rereads the poem. Chloe makes the observation that “Dunbar is takingus from the magical-sounding outdoors into the reality of being trapped.” Theo, Chloe, Isaiah all take turnsmaking comments about the idea of pain. Chloe cites further evidence from the text to support this idea.

7.

Isaiah notices that Dunbar’s poem is a strong example of a metaphor, but that he doesn’t use the terms“race” or “racism” even once. Chloe adds onto this observation by pointing out that the absence of“loaded words” like “race” or “racism” which helps readers to empathize. When Isaiah asks her to clarify,Chloe says, “ Say the word ‘racism’-- and I have all these ideas in my head about what that means, andhow I'm supposed to feel about it.”

8.

Question Number: 1Question: What is the speaker describing in the first stanza? How does this description help the reader tounderstand how the caged bird feels? How does the speaker's identification with the bird's feelings tell yousomething about how the speaker feels? Use evidence from the text to support your response. Sample Answer: The speaker describes the natural world, where "the sun is bright on the upland slopes," and"the wind stirs soft through the springing grass." The description suggests springtime and makes reference to"the first bird," and "the faint perfume" from "the first bud." The description of nature is beautiful and peaceful,but the reader knows that the bird, an element of nature, is confined to its cage and thus unable to experiencenature in all its wonder. By showing the reader what the bird is missing, and by identifying himself with thecaptive bird, the speaker is helping the reader understand the bird's feelings of loss, as well as his own.

Question Number: 2Question: Use details from the second stanza to write three or four sentences to infer why the caged bird "beatshis wing / Till its blood is red on the cruel bars"? What inference can you draw from the text to explain why thethe bird hurts himself in this way? Cite evidence from the text and your own inferences to support your


the bird hurts himself in this way? Cite evidence from the text and your own inferences to support yourresponse.Sample Answer: The caged bird is probably desperate and in great despair. In the second stanza, the speakergraphically relates how the bird "beats his wing " against the bars of his cage, bars that the speaker personifies as"cruel," in line 9. It is likely that the bird desperately longs for freedom, especially in springtime. In lines 10-11,the speaker confirms the bird's longing to be free by saying that after he beats his wings against the bars of hiscage, "he must fly back to his perch and cling / When he fain would be on the bough a-swing."

Question Number: 3Question: What is the meaning of the song that the caged bird sings in the third stanza? How does the speaker ofthe poem know this? Support your answer with explicit details as well as with inferences drawn from the text. Sample Answer: In line 18, the speaker notes that the caged bird's song "is not a carol of joy or glee." Instead,according to the speaker in lines 19-20, the caged bird's song is "a prayer that he sends from his heart's deepcore"--"a plea" that he sends "upward to Heaven." The speaker, like the bird, seems to be well acquainted withthe pain of being held captive--the "old, old scars" in line 12 and the "sore bosom" in line 16. Since the previousstanzas have described the caged bird's despair at having been caged or imprisoned for so long, readers can inferthat the caged bird's song, as well as the speaker's voice in the poem, is a "plea" for freedom from captivity.

Question Number: 4Question: Use context to determine the meaning of the word alas as it is used in the first line of "Sympathy."Write your definition of "alas"and check your inferred meaning in a print or digital dictionary. Explain how theuse of this word in the first line affects the tone of the poem.Sample Answer: "Alas" is an interjection that the speaker adds to the end of the first line, "I know what thecaged bird feels, alas!" The lines that come after this exclamation explain the sorrow of the caged bird, so "alas"seems to be an expression of the speaker's sympathy toward the bird's situation. Later, in the first line of thethird stanza, the words are very similar except that the speaker uses "ah me," in place of "alas." The use of "ahme," an expression of despair or regret, seems to confirm the meaning of "alas" as an expression of sadness orgrief. The effect of "alas" in the first line is to make the poem a kind of lament, or song of grief, making it muchlike the bird's song.

Question Number: 5Question: Use context to determine the meaning of the word bough as it is used in line 11 of "Sympathy." Writeyour definition of "bough"and state the clues from the text you used to determine your answer. Consult a print ordigital dictionary to confirm the definition of the word and to find its pronunciation.Sample Answer: In lines 10-11, the speaker of the poem says that the caged bird longs to "be on the bougha-swing" but must return to "his perch and cling." In the previous stanza, the speaker has described the bird'snatural home as the outdoors. The bird's longing for freedom suggests that a bough is where the bird wouldperch if he were free, meaning that a "bough" is a "tree branch." The dictionary confirms this meaning and saysthat the pronunciation of the word is /bou/, just like the word "bow," meaning "to lower your head in respect."

Question Number: 6Question: In this clip, how does the group show that they are prepared for the discussion? What specific insightdo members of the group provide that helps to initiate an analysis of “Sympathy” as a metaphor? Sample Answer: Isaiah gives context about the author, he says, “Paul Laurence Dunbar was the first major AfricanAmerican poet.” Chloe brings up that Dunbar was “living in a pretty nasty time in our history,” which provokesTheo and Isaiah to contribute other factual information to the group about life for African Americans during thistime. As a result of this, Chloe makes the following point: “No wonder Dunbar was so frustrated. He was free, ifyou think of freedom as not literally having a chain around your ankle. But in every other sense, he was stilltrapped.” As the group reads the prompt and the first stanza, they’re able to combine this important historicalknowledge along with Dunbar’s descriptive writing to infer that the bird is a metaphor for “all African Americansliving in that time.”SyncTV Clip: 00:32-02:20SyncTV Clip Lines: Begins with Isaiah saying, “Yeah, Monica, duh, it’s a metaphor.” and ends with Chloe saying,“...or maybe all African Americans living in that time.”

Question Number: 7Question: In this clip, how does the group propel the conversation by posing and responding to questions thatrelate to the idea of pain? Sample Answer: Isaiah asks, “He starts each question the same, right? I know why the caged bird…” This promptsTheo to reread and confirm this in the poem. Chloe makes an observation that “Dunbar is taking us from themagical-sounding outdoors into the reality of being trapped.” Theo comments that the bird has to literally fight


magical-sounding outdoors into the reality of being trapped.” Theo comments that the bird has to literally fightfor freedom. Chloe then prompts the group to consider the metaphor once again. Monica asks her, “how so?” inorder to clarify what she means. As a result, Theo proposes that the main idea of the second stanza is “pain.”Chloe cites further evidence from the text to support this idea.SyncTV Clip: 02:25-03:25SyncTV Clip Lines: Begins with Isaiah saying, “Well he starts each stanza the same way…” and ends with Chloesaying, “...basically not.”

Question Number: 8Question: In this clip, Chloe brings up the term of “loaded words.” What prompts her to include this concept inthe discussion and how does she clarify their meaning? Sample Answer: Isaiah notices that Dunbar’s poem is a strong example of a metaphor, but that he doesn’t usethe terms “race” or “racism” even once. Chloe adds onto this observation by pointing out that the absence of“loaded words” like “race” or “racism” which helps readers to empathize. When Isaiah asks her to clarify, Chloesays, “Say the word ‘racism’-- and I have all these ideas in my head about what that means, and how I'msupposed to feel about it.” By not instructing readers on how they should feel, Dunbar is able to reach a wideraudience, one that can empathize more easily with ideas of pain and freedom. SyncTV Clip: 04:53-05:25SyncTV Clip Lines: Begins with Isaiah saying, “You know what’s weird…” and ends with Close saying, “...and nowwe’re going to have to channel all that power into our essays”


Education

2017 California Literacy Symposium - StudySync #2