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Unit 3, Part 2Unit 3, Part 2

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UNIT 3, Part 2Loves and Losses

Unit 3, Part 2Unit 3, Part 2Unit 3, Part 2Unit 3, Part 2 MAIN MENUMAIN MENU

Loves and Losses (pages 586–616)

Click a selection title to go to the corresponding selection menu.

Unit 3, Part 2Unit 3, Part 2 SELECTION MENUSELECTION MENU

Before You Read

Reading the Selection

After You Read

Selection Menu (pages 586–592)

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Unit 3, Part 2Unit 3, Part 2 BEFORE YOU READBEFORE YOU READ

Meet Emily Dickinson

Click the picture to learn about the author.



In both of the following poems, Emily Dickinson’s speakers are dealing with emotional pain and grief. Before you read the poems, think about the following questions:

• How do people typically respond to emotionally painful events?

• How do you support others when they are grieving or emotionally upset?

Connecting to the Poems



Emily Dickinson wrote many letters, some of which survived and give her readers insight into the events that may have inspired her poems. During the late 1850s, when she wrote “Heart! We Will Forget Him!” Dickinson’s letters communicated a great love for a man. Many of her poems of this time portray great joy, but others reflect a great frustration with this love.

Building Background



Dickinson wrote most of her poems (about eight hundred) during the Civil War (1861–1865), when wartime tension may have influenced her writing. She wrote “After Great Pain, A Formal Feeling Comes,” in 1862, a year when the danger of the war threatened many of Dickinson’s friends.

Building Background



As you read the poems, notice how Dickinson describes the themes of love and loss.

Setting Purposes for Reading

Loves and Losses




BEFORE YOU READBEFORE YOU READ

Personification is a figure of speech in which inanimate objects are given human characteristics. Recognizing a poet’s use of personification can help you understand what he or she intended to communicate. As you read, look for objects that Dickinson has personified.

Personification



Comparing and Contrasting Tone

A poet’s tone, is his or her attitude toward the subject matter. A poet’s tone might convey several attitudes, including sympathy, objectivity, or humor. Dickinson often uses a playful tone in her poems. Understanding tone can help you determine a poet’s meaning.




Reading Tip: Asking Questions Use a chart like the one on the following slide to help you ask questions about Dickinson’s use of tone in the poems.



ceremonious adj. carefully observant of the formal acts required by ritual, custom, or etiquette (p. 588) Sam’s graduation was a ceremonious occasion.

recollect v. to remember (p. 588) We used pictures to help Grandma recollect her childhood.

Click a vocabulary term to listen to the definition.



stupor n. a state of extreme lethargy (p. 588) After twenty hours of traveling, Dan arrived in a stupor.

lag v. to fall behind (p. 589) If you continue to lag, we will be late for practice.




Loves and Losses Keep the following questions in mind as you read. What types of events would cause the pain and loss that Dickinson refers to in her poems? Is it important to know what specific events the author refers to in order to understand either of these poems?

READING THE SELECTIONREADING THE SELECTION


Unit 3, Part 2Unit 3, Part 2 READING THE SELECTIONREADING THE SELECTION

Answer: The specific cause of the suffering does not matter. Many events could cause a similar response, and it is the human response to loss that is important in understanding and identifying with these two poems.



Comparing and Contrasting Tone Read the text highlighted in blue on page 588 of your textbook. How does this stanza’s extra line help convey the tone of the poem?

Reading Strategy


Answer: The extra line makes this stanza feel longer and slower, conveying the sluggishness and apathy of the speaker.



Comparing and Contrasting Tone Read the poem on page 588 of your textbook. How does the author’s slow and formal tone help us understand the author’s purpose?

Reading Strategy


Answer: The formal tone complements Dickinson’s attempt to show readers the stiff and removed way that people respond to pain.



Loves and Losses Read the text highlighted in tan on page 589 of your textbook. Why do you think that Dickinson directly addresses the Heart?


Answer: Dickinson addresses the Heart to encourage herself to forget an unrequited love.


Unit 3, Part 2Unit 3, Part 2 AFTER YOU READAFTER YOU READ

Answer: You should use examples in your response.

Responding and Thinking CriticallyRespond

1. Do you think “After Great Pain, A Formal Feeling Comes” and “Heart! We Will Forget Him!” express positive ideas about love and loss? Explain.?



Answer: (a) Tombs (b) It captures the feeling of numbness.

Responding and Thinking CriticallyRecall and Interpret

2. (a) In “After Great Pain, A Formal Feeling Comes,” to what are nerves compared? (b) What does this image suggest about the sufferer’s physical feelings?



Answer: (a) The Hour of Lead (b) The image of lead reinforces the idea that every action feels sluggish, slow, and heavy.


3. (a) What is being remembered in the third stanza of “After Great Pain, A Formal Feeling Comes”? (b) How does this image reinforce the ideas of the poem?



Answer: (a) When the heart has forgotten him (b) So that the speaker can also forget him


4. (a) What does the speaker in “Heart! We Will Forget Him!” want to be told? (b) Why does the speaker need this information?



Responding and Thinking CriticallyAnalyze and Evaluate

5. A simile is a figure of speech, using like or as, that is used to compare two things. (a) Identify two similes in “After Great Pain, A Formal Feeling Comes.” (b) Discuss how Dickinson uses them to convey her grief in the poem.



Answer: (a) “Contentment, like a stone” and “as freezing persons” (b) The first reinforces the idea that the sufferer is not truly content; the second, summarizes the steps of grief.




Answer: You may say they add intensity; you may also say they are distracting.


6. Analyze Dickinson’s use of exclamation marks in “Heart! We Will Forget Him!” Do you find them effective? Explain.



Answer: You should note elements that make the poems concise or intense and explain how they strengthen or weaken the poems’ messages.

Responding and Thinking CriticallyConnect

7. Dickinson is praised for the conciseness and intensity of her poems. How well do these qualities serve her ideas of love and loss?

Loves and Losses



Personification

Writers personify animals, objects, forces of nature, and ideas. Many human qualities, including emotions, physical gestures, and powers of speech, are attributed to personified items. Personification is used in both prose and poetry.



Personification

Answer: The first poem personifies the sufferer’s nerves, heart, and feet. The second poem personifies the heart and mind of someone who needs to forget an unrequited love.

1. List the things personified in “After Great Pain, A Formal Feeling Comes” and “Heart! We Will Forget Him!”



Personification

Answer: Without personification, the poems would seem less descriptive and more traditional.

2. Do these elements seem to convey a tone of sympathy, humor, or objectivity? Explain.



As you learned on page 541 of your textbook, rhythm is the pattern of beats created by the order of stressed and unstressed syllables. As you learned on page 547 of your textbook, rhyme is the repetition of the same stressed vowel sounds and any succeeding sounds in two or more words.

Review: Rhythm and Rhyme



Partner Activity Pair up with a classmate and analyze the rhythm and rhyme of “After Great Pain, A Formal Feeling Comes” and “Heart! We Will Forget Him!” In most of Dickinson’s early poems, the rhythm, or meter, models that of Puritan hymns. Common forms include quatrains (four lines) with steady six, eight, or ten iambs—unstressed and then stressed syllables, such as da-DUM.




Working with your partner, count the number of syllables in each line and use letters to label the basic rhyme scheme. Write your information in a chart like the one on the next slide.




Writers use elements such as word choice, punctuation, sentence structure, and figures of speech to convey tone. Identifying these elements often helps readers clarify the tone in a piece of literature.





Answer: Personification and punctuation (the dash)

1. In “After Great Pain, A Formal Feeling Comes,” which literary elements are used by Dickinson in the line “The Feet, mechanical, go round—”?



Answer: Personifying a body part helps express the pain felt by the sufferer, distancing the sufferer from the pain and the dashes cause the reader to pause and slow down, reinforcing the solemn tone.

2. Do these elements seem to convey a tone of sympathy, humor, or objectivity? Explain.




Practice

Practice with Antonyms Find the antonym for each vocabulary word from “After Great Pain, A Formal Feeling Comes” and “Heart! We Will Forget Him!” listed in the first column. Use a dictionary or a thesaurus if you need help.



1. ceremonious

A. dignified

B. informal

Practice



2. recollect

A. overlook

B. memorize

Practice



3. stupor

A. dream

B. awareness

Practice



4. lag

A. break

B. keep up

Practice



Academic Vocabulary

These words will help you think, write, and talk about the selection.

restrain v. to hold back; to keep under control

collapse v. to fall down; to give way



Academic VocabularyPractice and Apply

Answer: The speaker’s feelings are held in check by the somber, detached tone.

1. Does the speaker in “After Great Pain, A Formal Feeling Comes” restrain his or her feelings?




Answer: At the end of the poem.

2. At what point does the speaker in “After Great Pain, A Formal Feeling Comes” collapse?



Writing About Literature

Compare and Contrast Point of View Dickinson uses third-person point of view in “After Great Pain, A Formal Feeling Comes” and first-person point of view in “Heart! We Will Forget Him!” How do these differing points of view affect your experience reading the poems?




Write a one- or two-page analysis, in which you compare and contrast the points of view in these poems. Use evidence from Dickinson’s poems to support your opinions.




Before you begin drafting, take notes on the similarities and differences of each poem’s point of view in a Venn diagram, such as the one on the following slide.




Include point-of-view characteristics and quotes from the poems related to their points of view. Also, list any impressions or ideas that strike you as you read. Once you have completed the diagram, begin drafting.




After completing your draft, sit down with one of your peers to review each other’s work and suggest revisions. Then proofread and edit your draft for errors in spelling, grammar, and punctuation.



Listening and Speaking

In small groups, choose one of Emily Dickinson’s poems to read aloud. Review your poems silently and then take turns reading them aloud to the rest of the group, making sure to pause with the dashes. Take the time to speak clearly and make eye contact.




Once everyone has read, go around again, reading your poems without the pauses. Compare how the readings differ and discuss the functions of punctuation in poetry.



Using Capitalization in Poetry The capitalization in Dickinson’s poems has been called both sporadic and revolutionary. Poets in general often capitalize words for a variety of reasons. Capitalized words may occur at the beginning of lines, they may be first words of sentences, they may denote personified objects, or they may be proper nouns.

Dickinson’s Language and Style



Capitalization varies with a poet’s style and the conventions of the historical period during which the poetry is written. Capitalization is used in prose writing for many of the same reasons.




Consider Dickinson’s use of capitalization in the following example from “After Great Pain, A Formal Feeling Comes”:


“The Nerves sit ceremonious like Tombs —

The stiff Heart questions was it He, that bore,”



Notice that Dickinson uses capitalization at the beginning of lines and for personified objects (the Nerves, Tombs, and Heart are all given human characteristics in the poem).




Since most of Dickinson’s poems were not published during her lifetime, readers do not always know if she intentionally capitalized a word or not. As you read her work, examine the capitalization and decide whether it adds to the meaning of the poems.




In the chart on below, notice the first few capitalized words of “After Great Pain, A Formal Feeling Comes” and the reasons why each word was capitalized.




Activity Create a chart of your own, listing the rest of the capitalized words in “After Great Pain, A Formal Feeling Comes.” Suggest reasons for capitalization.




Capitalization Review your essay on point of view again and make sure you have followed all of the basic capitalization rules in your own writing. Make any necessary revisions to correct capitalization errors.

Revising Check



Before You Read


After You Read



Meet Edna St. Vincent Millay



Think about the possible consequences of falling out of love. The following poem describes one perspective of lost love: reluctant acceptance of the situation.

Connecting to the Poem


Before you read the poem, think about the following questions:

• Do couples who fall out of love always break up?

• Can couples who fall out of love remain friends?

Connecting to the Poem


Edna St. Vincent Millay wrote this poem in the form of an

English sonnet. The English sonnet is also called the

Shakespearean sonnet because Shakespeare was the

master of this sonnet form. English sonnets are divided into

three quatrains, or groups of four lines, and one couplet, or

pair of lines. The rhyme scheme is usually abab, cdcd, efef,

gg. The English sonnet form allows for the presentation and

development of a problem or question in the three

quatrains, and a solution in the couplet.

Building Background


Love involves many conflicting emotions, perceived needs versus personal wants, and issues of trust. As you read this poem, pay attention to how the speaker expresses the pride and self-reliance of one who releases a lost love without petty games or ill feelings.


Loves and Losses




A sonnet is a lyric poem of fourteen lines, usually written in iambic pentameter and typically following strict patterns of stanza divisions and rhymes. Knowing the elements of a sonnet will help you appreciate the beauty of this form of poetry. As you read the poem, notice the rhyming lines.

Sonnet


Analyzing Diction

Diction includes the writer’s choice of words, an important element in the writer’s voice or style. Skilled writers choose their words carefully to convey a particular tone and meaning. Understanding why authors choose some words over others will help you understand tone and meaning.


Analyzing Diction

While reading this poem, pay attention to whether the poet uses abstract or concrete, general or specific, or formal or informal diction. By analyzing diction, you will gain a better understanding of what you are reading.


Reading Tip: Noting Words As you read the poem, note words Millay uses that you find particularly interesting or intriguing. Create a list of those words and think about other words the poet could have considered using instead. See the chart on the following slide for an example.

Analyzing Diction


Analyzing Diction


apprehension n. dread; fear of the future (p. 595) Jean sensed her brother’s apprehension about jumping off the high diving board.

slyly adv. cunningly; in an artful manner (p. 595) Michael slyly hid the box of cookies so that no one would find and eat them.



Loves and Losses Read the text highlighted in tan on page 595 of your textbook. Why might the speaker consent to losing someone that she may, in fact, love?


Answer: Answers will vary. You might say that maybe she has no choice. Perhaps her loved one has died, or one of them has broken a trust.


Tone One of the striking features of this poem is the speaker’s tone or attitude toward her subject. How would you describe the speaker’s tone?


Answer: You may describe the tone as resigned, proud, practical, or accepting.

Writer’s Technique


Tone How do word choice and structure contribute to the tone of the poem?


Answer: You may say that phrases such as “with my full consent” or “words I value highly” add to the proudly resigned tone of the speaker, and that the balanced, strict form of the sonnet seems to emphasize the fact that the speaker is rational and controlled.

Writer’s Technique


Answer: Answers will vary.


1. Describe the mental image you formed after reading this poem.



2. (a) Summarize the speaker’s reaction and attitude toward the loss in lines 1–2 on page 595. (b) What do you think the speaker means by losing “fairly” and “with my full consent”?



Answer: (a) It is honest, proud, and independent. (b) She has not tried to manipulate her loved one or the situation, and they parted as equals.


Answer: (a) As hurt and suffering (b) She shows resilience, self-reliance, and acceptance.


3. (a) How does the speaker describe her reaction to the loss in lines 5–7 on page 595? (b) What does the tone of this description tell you about the speaker?


Answer: (a) The lover who no longer loves is compared to a caged bird that wants its freedom. (b) Fear of entrapment by one and understanding by the other


4. (a) What metaphor does the speaker use in lines 7–8 on page 595? (b) What feeling does this comparison convey?


Answer: (a) The speaker values honesty. (b) She refuses to lie or manipulate.


5. (a) In your opinion, what does the speaker mean in lines 9–12 on page 595? (b) What does this tell you about the speaker’s values?




6. Do you think that the speaker will “outlive this anguish”? Give reasons for your answer.


Answer: (a) The speaker’s actions seem honorable and protect her from the self-hatred. (b) Answers will vary.


7. (a) Do you think that the speaker acted wisely in the relationship described here? (b) Would you have acted the same way? Why or why not?




8. (a) How might you feel if a former boyfriend or girlfriend sent this poem to you? (b) After reading it, would you feel better about how the relationship ended? Explain.

Loves and Losses


Sonnet

This poem has a rhyming couplet, a characteristic of English, or Shakespearean sonnets. The rhyming couplet often presents a conclusion to the issues or questions discussed in the three quatrains. Examine again how “Well, I Have Lost You; and I Lost You Fairly” fits the sonnet form.


Sonnet

Answer: Fourteen lines, and a rhyme scheme typical of sonnets

1. How does this poem fit the definition of a sonnet?


Sonnet

Answer: Their different rhyming schemes act as an “independent” unit.

2. What makes the ending couplet sound like a conclusion?


Respond to the Speaker Imagine that the poem is addressed to you. Would you feel angry, sad, rejected, or relieved? Would you empathize with the speaker’s point of view, especially with the lines “If I had loved you less or played you slyly / I might have held you for a summer more”? In a reply letter to the speaker, discuss love and loss from your perspective.



The poet carefully uses words to convey the reasons why it was best to end her relationship. She also uses a casual but exacting tone as she directs the poem to a specific person, her lost love, and not to us, her readers.

Analyzing Diction


Analyzing Diction

Answer: Possible answers: “string you along” or “play you for a fool”

1. How might you rephrase “played you slyly” in today’s language?


Analyzing Diction

Answer: Matter-of-fact: “lost you fairly,” “full consent,” “and men do” Passion: “apprehension and hot weeping,” “If I had loved you less,” “And no such summer,” and “anguish.”

2. Which words and phrases convey a matter-of-fact tone? Which ones imply passion?


Practice

Practice with Connotation and Denotation Decide whether there is a positive, negative, or neutral connotation in the way that each vocabulary word is used in the sentences below. Use a dictionary or thesaurus if you need help.


Practice

1. Manuel’s apprehension about singing ended after the audience applauded wildly.

A. positive

B. negative

C. neutral


Practice

2. The boy slyly placed the gift for his mother’s fortieth birthday on the front seat of her car.

A. positive

B. negative

C. neutral


Before You Read


After You Read



Meet William Shakespeare



The following sonnet is one of Shakespeare’s most famous love poems. Shakespeare declares that his love’s beauty will not fade as the summer fades and instead will live for all time.

Connecting to the Sonnet


Before you read the poem, think about the following questions:

• To what would you compare someone you love or the emotion of love itself?

• Do you believe that love can last forever?

Connecting to the Sonnet


Throughout history, people in love have expressed their feelings by giving tokens of their affection, such as flowers, poems, candy, jewelry, and locks of hair. Many of these items have symbolic meaning. A ring is a circle that may represent endless love. A lock of hair may be a cherished physical reminder of a beloved person. Flowers often represent ardent love in full bloom.

Building Background


In each of Shakespeare’s sonnets, the speaker presents his inner thoughts and feelings. Although each sonnet is a complete poem that stands on its own, all 154 of Shakespeare’s sonnets together form a sonnet sequence—a series of sonnets on the same subject.

Building Background


As you read this poem, notice what Shakespeare says about love and think about why he feels that way.


Loves and Losses




A metaphor is a figure of speech that compares or equates two seemingly unlike things to suggest an underlying similarity between the two. A metaphor does not use the words like or as. As you read, try to determine the overarching metaphor that binds the poem and its imagery together.

Metaphor


Analyzing Rhythm and Rhyme

Rhythm is the pattern of beats created by the arrangement of stressed and unstressed syllables. Rhyme is the repetition of the same stressed vowel sounds and any succeeding sounds in two or more words. While reading this poem, take note of Shakespeare’s use of rhythm and rhyme.


Reading Tip: Scanning and Scheming It might be useful to analyze the meter and rhyme scheme of the sonnet as you read. After determining the rhyme scheme, choose two lines from the poem and mark the meter with the appropriate stress symbols. Use the chart on the next slide as a guide.



temperate adj. calm and free from extremes of temperature (p. 599) Most areas in the state of Virginia, which experiences few extreme temperatures, are considered temperate in climate.



Loves and Losses Keep the following questions in mind as you read the poem on page 599. How profound is the love expressed in this poem—deep or superficial? Does Shakespeare say anything about his own love fading?



Answer: The love seems to be quite profound. You should note that the poem may also be about immortalizing beauty through poetry rather than about literal love. Shakespeare does not say anything about his own love fading.



Analyzing Rhythm and Rhyme Read the text highlighted in blue on page 599 of your textbook. How does the rhyme scheme of the last two lines differ from the rhyme scheme of the rest of the poem?

Reading Strategy


Answer: The last two lines, which form a couplet, have an end rhyme. The rest of the poem has an alternating end rhyme pattern.


Metaphor Read line 9 on page 599 of your textbook. What is the “eternal summer”?

Literary Element


Answer: It is the most beautiful stage of the subject’s life, which shall, according to Shakespeare, last forever.



1. (a) Does this poem reflect your personal views on love? Explain. (b) Do you think that a poem would make a good token of affection? Why or why not?



Answer: (a) Answers will vary. (b) You may say that a tangible gift, such as a flower, would make a good token of affection, or you may prefer the permanence and power of a poem.


Answer: (a) A person in love (b) The person addressed is “lovely,” “temperate” and in his or her prime (“summer”).


2. (a) Who might the speaker of this poem be? (b) In your opinion, who is the speaker addressing? Use details from the poem to support your answers.


Answer: (a) The beloved and a summer’s day (b) The lover


3. (a) What two things is the speaker comparing? (b) Which one does the speaker consider to be superior? How do you know this?



4. (a) According to the speaker, why will the subject of the poem have a summer that is eternal? (b) What might this tell you about the poet’s reason for writing the poem?



Answer: (a) The poem will preserve the lover’s beauty and grace. (b) The poet wants to give the gift of immortality.


Answer: By elevating her above such impressive things as summer, the sun, and death


5. How does Shakespeare make the subject of the poem seem larger than life, like something elevated beyond the confines of nature?



6. (a) In your opinion, will the speaker’s love ever fade? Explain. (b) If the speaker’s love fades, will the subject’s beauty fade along with the speaker’s love? Explain your reasoning.



Answer: (a) You may say probably not, or you may say the speaker idealizes love and that it will fade. (b) The beauty seems to depend on love, so if the love vanishes, the beauty will vanish as well.


Answer: The poem recognizes the losses that time will bring, but it has found a way to keep love alive.


7. This poem is generally considered a powerful and fervently romantic love poem. How does this poem also connect to the idea of loss?

Loves and Losses


Metaphor

Some works of literature, such as “Shall I Compare Thee to a Summer’s Day?” use an extended metaphor, or a metaphor that compares two unlike things in various ways throughout a paragraph, stanza, or an entire selection.


Metaphor

Extended metaphors can deepen the meaning and detail of their comparisons more than singular metaphors are able to. Think about how the use of extended metaphor affects the sonnet you have read.


Metaphor

Answer: A comparison of the lover to a summer’s day

1. What is the extended metaphor in “Shall I Compare Thee to a Summer’s Day?”


Metaphor

Answer: Most people think of a summer’s day as a lovely thing, so it makes a suitable object of comparison for a love poem.

2. Why might Shakespeare have chosen to use this extended metaphor?


Metaphor

3. Why might Shakespeare have chosen something that was dissimilar and inferior to the subject being addressed in the poem?


Metaphor

Answer: As lovely as a summer’s day is, Shakespeare sees faults in it. By choosing this metaphor, Shakespeare can elevate the beloved above something as beautiful and divine as a summer’s day by exposing the faults in the summer. The lover becomes something beyond time and nature.


As you learned on page 587 of your textbook, personification is a figure of speech in which an animal, object, force of nature, or idea is given human characteristics.

Review: Personification


Partner Activity Pair up with a classmate and discuss the use of personification in “Shall I Compare Thee to a Summer’s Day?” Working with your partner, find three examples of personification. Why might Shakespeare have chosen to give human characteristics to these things? Use a chart like the one on the next slide to organize your discussion.



Rhythm and rhyme can give poetry a musical quality, add emphasis to certain words, and help convey the poem’s meaning. Review the patterns of rhythm and rhyme in the sonnet, and then answer the following questions.



Answer: Three quatrains and one couplet written in iambic pentameter.

1. How is this sonnet structured? What meter does it use?



2. The rhymed couplet of a sonnet often presents a conclusion to the issues or questions discussed in the three quatrains preceding it. What is the effect of the couplet in the Shakespearean sonnet you have just read?



Answer: The speaker’s final declaration summarizes his point: As long as people read his words, his love for the subject and his or her beauty will endure.



Practice

Practice with Analogies Circle the word that best completes each analogy.


1. temperate : extreme :: quiet :

A. mellow

B. loud

C. calm

Practice


2. rough : tree bark :: waxy :

A. candle

B. glass

C. steel

Practice


3. possessions : purse :: textbook :

A. backpack

B. wallet

C. buy

Practice


Academic Vocabulary

These words will help you think, write, and talk about the selection.

arbitrary adj. decided or determined by impulse or personal preference and not by established logic or law

quote v. to repeat, in a speaking or writing, the exact words spoken or written by another.



Answer: No, it seems like a very thought-out and decisive choice.

1. Does Shakespeare’s choice of extended metaphor seem like an arbitrary choice? Explain.



Answer: Answers will vary. You should explain the reasons for your decision.

2. If you were to quote to your friends one line from this poem that holds a special meaning for you, which line would you choose?



Apply Form Write a sonnet about a beloved friend or family member, in which you compare him or her to something else. You may use an extended metaphor as a basis for the sonnet if you wish, but be sure to use the sonnet structure and rhyme scheme.



You might start your writing by listing some of the person’s qualities. If you plan on using metaphors or an extended metaphor, it might help to identify things that have similar qualities as this person. For example, if your beloved is moody, you might compare him or her to unpredictable spring weather.


Writing About LiteratureUse a chart like the one below to organize potential subjects, their qualities, and possible comparisons.



Once you have finished listing qualities, and selected a subject and comparison, begin drafting your sonnet.



After completing your draft, meet with a peer reviewer to evaluate each other’s poems and suggest revisions. Then proofread and edit your draft for errors in spelling, grammar, and punctuation.



When finished, write a paragraph explaining how your poem fits the criteria for the sonnet form.



Use the Internet or a library to find recordings of Shakespearean sonnets read aloud. If recordings are not available, memorize “Shall I Compare Thee to a Summer’s Day?” or another Shakespearean sonnet and practice reciting it aloud with a friend. When you feel that you have fine-tuned your recitation, perform the sonnet for your class.


Before You Read


After You Read



Dave Morice is a poet and artist who has a PhD in Library Science from the University of Iowa. He began illustrating poems in 1979, and since then has completed many books on the subject, including Poetry Comics: An Animated Anthology, How to Make Poetry Comics, and More Poetry Comics.

Building Background


In his preface to Poetry Comics: An Animated Anthology, Morice explains his approach. “[My book] evolves from the close relationship that words and pictures have always had. Poetry and cartoonery are both art forms. Together, they can only enrich each other.” In the following comic strip, Morice animates William Shakespeare’s “Sonnet 18, which is also called “Shall I compare Thee to a Summer’s Day.”

Building Background


Read to better appreciate the use of imagery and figurative language in poetry and to understand the relationship of visuals to text.

Set a Purpose for Reading


Interpreting Graphic Representation of Literature

One of the essential graphic elements of the comic book format is the panel. As you read David Morice’s visual treatment of Shakespeare’s “Sonnet 18,” use a chart like the one on the next slide to record how he uses the panel format to represent the poem.


Interpreting Graphic Representation of Literature


Loves and Losses Keep the following questions in mind as you read the cartoon on page 603-604. What is Morice’s attitude toward Shakespeare’s love poem? How does Morice express his own views on love through this reinterpretation of the sonnet?



Answer: He seems to have a cynical or sarcastic attitude toward Shakespeare’s poem. Morice’s view of love could be that it goes beyond mere physical appearance—even his horrific monsters experience love for each other.


Loves and Losses How would you feel if one of these monsters had written you a love poem? How might this be a part of Morice’s purpose?



Answer: You might say that you feel awkward or strange receiving a poem from a monster. Morice’s purpose could be to parody the fact that the sonnet is celebrated as a beautiful love poem, but no one ever considers that the speaker might be someone the subject is not very fond of.



Interpreting Graphic Representations of Literature Look at the box in the bottom left corner on page 604 of your textbook. What is the little monster holding in her claw?

Reading Strategy


Answer: It appears she is holding the “summer’s lease.”


Interpreting Graphic Representations of Literature Look at the box in the bottom right corner on page 605 of your textbook. What unpleasant feature of roses appears on this fire breathing monster?

Reading Strategy


Answer: There are thorns on the monster.


Interpreting Graphic Representations of Literature Look at the box in the bottom right corner on page 605 of your textbook. Why are black clouds drifting through these panels?

Reading Strategy


Answer: The black clouds are in reference to the “gold complexion” of the sun being “dimmed.” The poem refers to the overcast days of summer.


Interpreting Graphic Representations of Literature Look at the box in the tip left corner on page 606 of your textbook. Why is this creature given the line “And every fair”? What might be the reason for her alarmed expression?

Reading Strategy



Answer: She is given the line because she is grooming herself to enhance her beauty; “fair” means beauty. She might look alarmed because she is not as beautiful as she might have thought.

Reading Strategy



Interpreting Graphic Representations of Literature Look at the box in the bottom right corner on page 606 of your textbook. How do the long necks of these creatures illustrate their words?

Reading Strategy


Answer: Their necks wind around and get tangles with each other in “changing” courses. They are like “untrimmed” vines.


Interpreting Graphic Representations of Literature Look at the box in the bottom left corner on page 607 of your textbook. How is the idea of “possession” communicated in the illustration?

Reading Strategy


Answer: In a sort of tug-of-war, the bearded creature is holding on to one leg of the sun-faced creature while the bespectacled monster grips the arm of the sun-faced creature.


Loves and Losses Why do you think Morice chose monsters as characters for his illustrations instead of humans?



Answer: You may point out the irony of using monsters as characters for a poem about love and eternal beauty; monsters are inherently repulsive or disturbing, making them unexpected candidates for an illustrated recitation of a Shakespearean poem. You may also point out that monsters are an unusual choice of performer for Shakespeare.



Interpreting Graphic Representations of Literature Look at the box at the bottom of page 608 of your textbook. What has happened to the larger creature in the bottom panel? According to the illustration, how will the creature live on eternally?

Reading Strategy



Answer: Apparently, the creature has died. The illustration makes it appear that the creature has sprouted stars into the night sky—these celestial objects will last throughout eternity.

Reading Strategy



Interpreting Graphic Representations of Literature Look at the box at the bottom on page 609 of your textbook. Why is the robed creature reaching out to the reader? How might this gesture change your interpretation of the poem?

Reading Strategy



Answer: The creature seems to be reaching out for an embrace. This gesture could imply that the speaker of the poem is speaking to the reader and not his lover.

Reading Strategy



Answer: Answers will vary. You may think that they help bring Shakespeare’s words to life.


1. How did you react to the use of various creatures to narrate “Sonnet 18”?



2. (a) How did Morice handle the line breaks in the sonnet? (b) Was this treatment effective? Why or why not?



Answer: (a) Morice broke up lines between and within panels. (b) Answers will vary. You may find that breaking up the lines made the poem lose some of its original rhythm, or you may find that having animated characters interact within lines of poetry helped you to understand the poem.


Answer: The different monsters present highly exaggerated versions of Shakespeare’s images and metaphors.


3. How does Morice use graphic elements to represent Shakespeare’s use of imagery and figurative language?


Answer: No, sometimes the monsters address one another. In the last panel, the monsters address the reader.


4. Is it clear who is being addressed in Morice’s “Sonnet 18”? Explain.


Responding and Thinking CriticallyAnalyze and Evaluate5. Writers from every generation have

reinterpreted the work of writers who came before them. Writers may choose to pay tribute to the original work or make their own ironic or humorous statement about it. How does Morice’s visual treatment of “Sonnet 18” reinterpret Shakespeare’s work? Does Morice pay tribute to the poem or parody it? Cite evidence from the poem and the comic for support.


Answer: Answers will vary. You may feel that the animation of fire, “the eye of heaven,” or the shading that indicates “his gold complexion dimmed” enhance a reader’s appreciation of the sonnet and its language, or you may feel that using monsters to illustrate a poem about beauty parodies Shakespeare.




6. Did Morice’s visual treatment of “Sonnet 18” enhance your understanding of the poem? Why or why not?



Answer: You should indicate how the comic strip did or did not increase your understanding of the sonnet. You may say it helped you visualize the images and actions described in the sonnet; you may say the illustrations were a distraction from Shakespeare’s language.


Before You Read


After You Read



Meet William Butler Yeats



Even great love can go wrong. Before you read these poems, think about the following questions:

• What mistakes do people make about love when they are young and foolish?

• How does love feel when it is not returned?

Connecting to the Poems


As an Irish nationalist and lover of Irish folklore, Yeats was interested in preserving details of old Irish culture in his work. His poems frequently celebrate famous Celtic sites and Celtic legends and heroes. “Down by the Salley Gardens” is based on an old Irish popular song.

Building Background


Both “Down by the Salley Gardens” and “He wishes for the Cloths of Heaven” are full of the intense emotion of love. In the first poem, the speaker berates himself for getting love wrong. The second poem is a tribute to a love who has power over the speaker.

Building Background


As you read these poems, think about how Yeats expresses feelings of love, longing, and loss.


Loves and Losses




Lyric poetry expresses a speaker’s personal thoughts and feelings and is typically short and musical. The word lyric comes from lyre, a stringed instrument used to accompany poetry in ancient Greece. While the subject of a lyric poem might be an object, a person, or an event, the emphasis of the poem is on the experience of emotion.

Lyric Poetry


Analyzing Repetition and Rhyme

Repetition and rhyme are techniques used to enhance a poem’s sense of rhythm, to emphasize particular sounds, and to add to the musical quality of poetry. Repeating particular sounds, words, phrases, lines, or stanzas may help a poet to suggest particular emotions or ideas. Rhyme (as in the words far and star) may help to create unity within a poem.


Reading Tip: Taking Notes Use a graphic organizer like the one on the following slide to record examples of each device and your thoughts about why the author might have used them.



embroidered adj. decorated with needlework (p. 612) The Guatemalan women wore colorful embroidered dresses to the fiesta.

tread v. to step or walk on (p. 612) We encourage our guests to tread lightly on the antique carpet.



Loves and Losses Consider the following questions as you read: Why does the narrator’s dearest in “Down by the Salley Gardens” suggest that he take love and life easy? How does the narrator of “He Wishes for the Cloths of Heaven” compare to the narrator of “Down by the Salley Gardens”?



Answer: She may not be as invested in the relationship as he or she may have been in love before and is not as smitten as he. Both narrators are in compromising positions; they are unable to offer their loves what they need.


Analyzing Repetition and Rhyme Read the text highlighted in blue on page 612 of your textbook. What does the repetition of the word “grow(s)” in lines 3 and 7 suggest about the meaning of the poem?

Reading Strategy


Answer: The repetition emphasizes the message—take life and love easy. It suggests that taking it easy is the natural thing to do.


Loves and Losses Read the text highlighted in tan on page 612 of your textbook. What cause and effect are suggested in this line?


Answer: Because the speaker was young and foolish, he did not do what his love requested. As a result, now the love is gone.


Lyric Poetry Read the text highlighted in purple on page 613 of your textbook. How do the repeated words at the ends of the lines tie in with the definition of lyric poetry?

Literary Element


Answer: The repeated words make the poem sound like a sound and also help emphasize the speaker’s intense emotions.



1. With which of the emotions in these poems do you identify most or least? Explain.



Answer: You may say you cannot identify with being at an age where you felt “young and foolish” about love. You may have differing opinions in whether you could or could not be in love with a person who is capable of walking all over your dreams.



2. (a) What advice did the speaker’s love give him in “Down by the Salley Gardens”? (b) Why do you think she referred to the leaves and grass as examples?



Answer: (a) To take love and life easy (b) Because leaves and grass grow naturally and slowly and cannot be rushed, perhaps as their love should grow


Answer: (a) Because he was young and foolish and in a hurry (b) Because he lost his love


3. (a) Why didn’t the speaker in “Down by the Salley Gardens” agree with his love? (b) At the end of the poem, why is the speaker “full of tears”?



4. (a) In “He wishes for the Cloths of Heaven,” what does the speaker want to do with the cloths of heaven? (b) What can you infer about the person who is addressed in the poem?



Answer: (a) To spread them under his love’s feet (b) She has the power to make the speaker either very happy or very unhappy.



5. (a) What does the speaker in “He wishes for the Cloths of Heaven” say he has spread under his love’s feet? (b) What can you infer about the treatment he hopes to receive from his love?



Answer: (a) His dreams (b) He has nothing to offer but his dreams, and he asks that she respect them.


Answer: You may say the rest of the poem is sweet and charming.


6. The sadness in “Down by the Salley Gardens” is not suggested until the last line. Describe the mood of the poem’s first seven lines.



7. How well does the speaker express intense emotion in “He wishes for the Cloths of Heaven”? Cite words and phrases from the poem to support your answer.



Answer: You may say that the speaker expresses intense emotion well, mainly through dramatic word choices—“cloths of heaven,” gold and silver, light and night—and the repetition of “my dreams.”


Answer: Support should be given for choices.


8. In which poem do you think the speaker conveys his sense of loss more effectively? Explain.

Loves and Losses


Lyric Poetry

Often short and highly musical, lyric poetry expresses personal thoughts and emotions, rather than telling a story as narrative poetry does. Yeats is considered an outstanding lyric poet. What makes the poems you just read good examples of his art? What makes them good examples of lyric poetry in particular?


Lyric Poetry

Answer: Sorrow over lost love in “Down by the Salley Gardens” and hope for reciprocated love in “He Wishes for the Cloths of Heaven.”

1. What overall emotion is expressed in each Yeats poem?


Lyric Poetry

Answer: Its musical qualities, resulting mainly from repetition, meter, and rhyme, and its intense emotion

2. What qualities in “He wishes for the Cloths of Heaven” identify it as a lyric poem? Cite evidence from the poem in your answer.


Lyric Poetry

Answer: The meter of the poem, the rhymes, and the repetition of phrases

3. What elements of “Down by the Salley Gardens” make it possible to imagine the poem set to music?


As you learned on page 564 of your textbook, the speaker is the voice that communicates with the reader of a poem, similar to a narrator in a work of prose. The speaker’s words convey a particular tone, or attitude, toward the subject of the poem.

Review: Speaker


Partner Activity Meet with a classmate and discuss the speaker in each poem. Create a chart like the one on the next slide to record information about the speakers. Decide whether the speakers are individuals in a specific time and place or whether each represents people who undergo a universal experience.

Review: Speaker


Review: Speaker


Repetition is the recurrence of sounds, words, phrases, lines, or stanzas in a piece of writing. Writers use repetition to emphasize important ideas, to create rhythm, and to increase a feeling of unity in a work.



Rhyme is the repetition of the same stressed vowel sounds and any succeeding sounds in two or more words. Rhyme is another device used by writers to emphasize ideas, to create rhythm, and to increase a work’s unity.




1. Choose one of the poems and list three examples of repetition within it. How did these examples help to strengthen the work?



Answer: In “Down by the Salley Gardens,” lines 2 and 6, snow-white feet and snow-white hand; lines 3 and 7, “She bid me take easy”; lines 4 and 8, “But I [love/life] young and foolish.”



Answer: You should support your choices with examples from the poem.

2. What was one example of rhyme in the poems that struck you as particularly effective? Explain.



Practice with Context Clues Use context clues to complete each sentence.



1. Colorful threads formed an intricate pattern on the ____ pillow.

A. rustic

B. complicated

C. embroidered



2. The stairs are worn from the footsteps of people who ____ on them each day.

A. canter

B. tread

C. soar


Academic Vocabulary

These words will help you write, think, and talk about the selection.

reverse v. to turn completely around in direction, position, or thoughts.

persist v. to go on resolutely



Answer: When the speaker was young and foolish, he thought he could rush love and life; when he got older, he knew that he was wrong.

1. In “Down by the Salley Gardens,” how does the passage of time reverse the speaker’s ideas about love?



Answer: His great love.

2. What feelings does the speaker in “He wishes for the Cloths of Heaven” express that will probably persist for some time?



Compare and Contrast Themes The theme of a literary work is the central message about life expressed in the work. Both “Down by the Salley Gardens” and “He wishes for the Cloths of Heaven” deal with the topics of love and loss. What does each poem say specifically about this topic?



Write a one- or two-page analysis in which you compare and contrast the themes of these poems.



Include a thesis statement, which might be based on this model:

Both (Poem 1) and (Poem 2) are about ______ ,

but (Poem 1) says ______________________ ,

while (Poem 2) says _____________________ .


Consider using the following pattern of organization:


After completing your draft, meet with a peer reviewer. Evaluate each other’s work and suggest revisions. Then proofread and edit your draft for errors in spelling, grammar, and punctuation.



Interdisciplinary Activity: Music

Yeats wrote “Down by the Salley Gardens” to be sung to an old melody, and many versions of the song are available online. Find a recording of the song on the Internet, and then prepare to perform it in class with several other students.


Using Hyphens for Compound Modifiers In “Down by the Salley Gardens,” Yeats uses the term snow-white to modify the hand and feet of the speaker’s love. He creates this compound modifier by hyphenating two words to create a single modifier. They work together to emphasize a pure but impermanent whiteness.

Yeat’s Language and Style


Compound modifiers enable the author to modify nouns vividly and concisely. You can join two words with a hyphen to form a compound modifier when it would not make sense, or would not be as effective, to join them with. For example, consider the effect of not using a compound modifier in these examples:



“She passed the Salley gardens with little white feet.”

“She passed the Salley gardens with little snow and white feet.”


For example, consider the effect of not using a compound modifier in these examples:


Activity Identify five nouns in Yeats’s poems. Using language from the text, construct a compound modifier for each that is in keeping with the descriptions Yeats provides. Use a chart like the one on the following slide.



With a partner, go through your compare-and-contrast essay and note places where compound modifiers might make your writing more vivid. Also be sure that you have hyphenated any two words you used that serve as a single modifier.

Revising Check: Compound Modifiers


What would your mind say to your heart if you were grieving a lost love?

Unit 3, Part 2Unit 3, Part 2 BELLRINGERBELLRINGER


What do you think “I Lost You Fairly” might mean in the title of this poem?



Which is the best gift to give to express one’s feelings for someone? The Best to receive? The most meaningful?



Think about a lesson you learned from a loved one.

Now describe that lesson in two to four lines of rhyming poetry.


Unit 3, Part 2Unit 3, Part 2Unit 3, Part 2Unit 3, Part 2 BELLRINGER OPTION TRANSPARENCYBELLRINGER OPTION TRANSPARENCY

Click on the image to see a full version of the Bellringer Option Transparency.


0%

0%

0%

0%A. as stiff

B. as mechanical

C. as chilled

D. as nervous

In “After Great Pain, A Formal Feeling Comes,” how does the speaker describe the Feet?

CHECKPOINT QUESTIONSCHECKPOINT QUESTIONS


0%

0%

0%

0%A. ignoring a chill

B. feeling a stiff heart

C. remembering the hour

D. letting go

In “After Great Pain, A Formal Feeling Comes,” what is the final act of a freezing person?



0%

0%

0%

0%A. her heart

B. her beloved

C. God

D. her imagination

In “Heart! We Will Forget Him!,” to whom is the speaker addressing?



0%

0%

0%

0%A. her beloved’s name

B. her beloved’s eyes

C. the warmth her beloved gave

D. the light

In “Heart! We Will Forget Him!,” what does the speaker say her heart will forget?



0%

0%

0%

0%A. nights of apprehension and hot

weepingB. days spent feeling contempt

C. that she still loves her beloved

D. that she never cared for her beloved

To what does the speaker confess after the loss?



0%

0%

0%

0%A. tried a little harder

B. loved him less or played him slyly

C. expressed her love more openly and forceful

D. expressed her emotions honestly

What might the speaker have done to hold on to her love a bit longer?



0%

0%

0%

0%A. she smells better and shines brighter

B. she is warmer and filled with more life

C. she is more lovely and more temperate

D. she is more fair and less predictable

What qualities in his beloved does the speaker find more appealing than a summer’s day?



0%

0%

0%

0%A. death

B. rough winds

C. the hot eye of heaven

D. eternal lines

What does the speaker say will not brag about shading his beloved?



0%

0%

0%

0%A. like melting snow on feet

B. like the waters of a river

C. as the leaves grow on the trees

D. as the grass grows on the weirs

In “Down by the Salley Gardens,” how did the speakers sweetheart suggest he take love?



0%

0%

0%

0%A. in a field by the river

B. near a grove of trees

C. near a dam on the river

D. in a flower garden gardens

In “Down by the Salley Gardens,” where did the speaker and his sweetheart stand?



0%

0%

0%

0%A. He is too shy to ask for it.

B. He is poor.

C. He is not worthy.

D. He does not know where to find such beautiful cloths.

In “He Wishes for the Cloths of Heaven,” why can’t the speaker have his wishes granted?



0%

0%

0%

0%A. gold and silver thread

B. only dreams

C. the half light of night

D. embroidered cloths

What does the speaker in “He Wishes for the Cloths of Heaven,” possess?



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