EQ: How do the elements of the poem contribute to its meaning?

1. EQ: How do the elements of the poem contribute to its meaning? (form/structure, figurative language, speaker, word choice)

2. Remember all Social Media must be school appropriate. Bell ringer: Pick a topic from the purple box in the middle. Then, choose one of the social media assignments to complete in your OneNote. Create a Facebook post about your topic. Be sure to explain your topic in three sentences or more.

3. EQ: How do the elements of the poem contribute to its meaning? WE DO: Whole Group As you answer these in One Note, be sure to record your answers in the correct location.

4. 6. What is the effect of the words "flickering out" (line 6) and "glimmering" (line 13)?  A. They hint at what is going to happen at the very end of the poem.  B. They create a powerful image in the reader's mind.  C. They show how upset and troubled the speaker is.  D. They slow down the meter of the poem with long syllables.  7. Read these lines from the poem:  I dropped the berry in a stream And caught a little silver trout. When I had laid it on the floor I went to blow the fire a-flame, (10) But something rustled on the floor, And someone called me by my name: What does the word "it" in line 9 refer to?  A. "the berry" (line 7)  B. "a stream" (line 7)  C. the "trout" (line 8)  D. "the floor" (line 9)  8. Where has the speaker wandered?  9. Name three things the speaker will do.  10. Identify the mood of the poem and explain what the poet does to create this mood. EQ: How do the elements of the poem contribute to its meaning? 1. Where does the speaker of the poem go?  A. to the moon  B. to a hazel wood  C. to the sun  D. to the bottom of a stream  2. What does the second stanza of the poem describe?  A. a glimmering girl  B. an old wanderer  C. a trout in a stream  D. a white moth in flight  3. The speaker is not feeling well at the beginning of the poem.  What evidence from the poem supports this conclusion?  A. "I went out to the hazel wood" (line 1)  B. "a fire was in my head" (line 2)  C. "I dropped the berry in a stream" (line 7)  D. "I went to blow the fire a-flame" (line 10)  4. Who is probably the speaker of the poem?  A. a young man who likes to pick the silver apples of the moon  B. wandering Aengus  C. a glimmering girl  D. a young woman who likes to pick the golden apples of the sun 5. What is the theme of the poem?  A. contentment or peace  B. charity or thanks  C. longing or desire  D. resentment or hate 

5. EQ: How do the elements of the poem contribute to its meaning? With your partner, read the poem in its entirety once. Answer the questions you picked up from your OneNote Be ready to discuss your answers. You will have 10-15 minutes. WE DO: GROUPS

6. 6. Read lines 6-9 from the poem:  It waited there, the body and the mind; And with a mighty meaning of a kind That tells the more the more it is not told. What idea is the poet expressing in lines 8 and 9?  A. When something is not told to anyone, it loses all of its meaning.  B. Waiting for something is more difficult to do mentally than it is to do physically.  C. The best way to learn something is to ask someone about it.  D. The more something is kept a secret, the more meaningful it is.  7. Read lines 11-14 from the poem:  A thousand golden sheaves were lying there, Shining and still, but not for long to stay -- As if a thousand girls with golden hair Might rise from where they slept and go away. What words does the poet use to compare the sheaves to girls with golden hair?  A. "from where" (line 14)  B. "as if" (line 13)  C. "but not" (line 12)  D. "were lying" (line 11)  8. How are the sheaves similar to girls with golden hair? Support your answer with  evidence from the poem.  9. Read these lines from the poem:  Where long the shadows of the wind had rolled, Green wheat was yielding to the change assigned; And as by some vast magic undivined The world was turning slowly into gold. Like nothing that was ever bought or sold 5 It waited there, the body and the mind; And with a mighty meaning of a kind That tells the more the more it is not told. What does "It" in line 6 refer to? Support your answer with evidence from the poem. 10. What might a "mighty meaning" of the wheat be? Support your answer with  evidence from the poem. EQ: How do the elements of the poem contribute to its meaning? 1. What is happening where the shadows of the wind have rolled?  A. green wheat is yielding to change  B. a thousand girls with golden hair are rising  C. a thousand girls with golden hair are sleeping  D. things are being bought and sold  2. What rhyme scheme does the poet use to express ideas in this poem?  A. ABABABAB CDCCDC  B. ABCDABCD BBCCDD  C. ABCABCAB CDCDCD  D. ABBAABBA CDCDCD  3. The green wheat is changing color.  What lines from the poem best support this conclusion?  A. lines 2-4, 11  B. lines 7 and 8  C. lines 9 and 10  D. lines 1, 5, and 6  4. What are "the sheaves"?  A. girls with golden hair  B. bodies and minds  C. bundles of wheat  D. days that are not fair  5. What is a theme of the poem?  A. change  B. greed  C. loyalty  D. exploration

7. EQ: How do the elements of the poem contribute to its meaning? • Silently, read the poem in its entirety once. • Answer the questions for this poem in the correct location in One Note. Be ready to discuss your answers. You will have 10-15 minutes. YOU DO: Individual Work

8. 6. Read these lines from the poem:  And sore must be the storm That could abash the little bird That kept so many warm. What does the word "abash" most nearly mean, based on these lines?  A. to confuse  B. to support  C. to praise  D. to silence  7. Read these lines from the poem:  And sore must be the storm That could abash the little bird That kept so many warm. I've heard it in the chillest land, And on the strangest sea; Yet, never, in extremity, It asked a crumb of me. What does "it" refer to in the last line?  A. the little bird  B. the storm  C. the chillest land  D. the strangest sea  8. According to the poet, where does hope live?  9. Read these lines from the poem:  And never stops at all, And sweetest in the gale is heard; And sore must be the storm That could abash the little bird That kept so many warm. Based on these lines, what is an important characteristic of hope, or "the little bird"? EQ: How do the elements of the poem contribute to its meaning? 1. What does the poet describe as the thing with feathers?  A. soul  B. life  C. song  D. hope  2. The poet uses the words "gale" and "storm" as metaphors. What might these words  represent?  A. hard or painful times  B. pleasant times  C. times of bad weather  D. times of success and growth  3. Hope is important and helpful in times of pain, sorrow, or difficulty.  Which lines from the poem best supports this statement?  A. Lines 5-8  B. Lines 11-12  C. Lines 1-2  D. Lines 3-4  4. The poet says that hope "sings the tune without the words." Why might the poet have  written that the tune has no words?  A. to indicate that people who are always hopeful are also often forgetful  B. to emphasize that hope does not need to be put into words to be felt  C. to suggest that people are usually unable to understand the feeling of hope  D. to point out that it is very difficult for people to express whether they feel hopeful or  not  5. What is the theme of this poem?  A. People need to work hard in order to maintain hope at all times.  B. Hope can survive through even the toughest times.  C. Hope is able to keep people warm even in the coldest, stormiest lands.  D. Without hope, people would be much more sensible and realistic.

9. Poetry Project: Due January 28th, 2019

10. Poetry Project: Due January 28th, 2019

11. EQ: How do the elements of the poem contribute to its meaning? Summarizer: Choose one box to complete in your OneNote.