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Documente Profesional
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RATURE
imeLedd VoiCed" TimeLedd Themed
Literary Analysis
Activity Book
GOLD
PRENTICE HALL
Upper Saddle River, New Jersey
Glenview, Illinois
Needham, Massachusetts
Copyright © 2000 by Prentice-Hall. Inc., Upper Saddle River, New Jersey 07458. All rights
reserved. Student worksheets may be duplicated for classroom use, the number not to
exceed the number of students in each class. Notice of copyright must appear on all copies.
No other part of this book may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage
and-retrieval system, without permission in writing from the publisher. Printed in the
United States of America.
ISBN 0-13-437571-8
1 2 3 4 5 6 7 8 9 10 03 02 01 00 99
PRENTICE HALL
Contents
,
"The Most Dangerous Game" by Richard Connell. . . . . . . . . . . . . . . . . . . ~ 21
Unit 7: Nonfiction
"Single Room, Earth View" by Sally Ride . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit 8: Drama
The Dancers by Horton Foote. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
The Tragedy of Romeo and Juliet, Act In. by William Shakespeare. . . ... 48
Unit 9: Poetry
"I Wandered Lonely as a Cloudto by William Wordsworth . . . . . . . . . . . ... 51
DIRECTIONS: In "The Cask of Amontillado," the mood is related to the different settings of the
story. As the setting changes, the mood changes too. Complete the chart to examine how
the setting affects the mood. Identify the descriptive details in each of the settings listed, then
identify the mood of each setting. The first one has been completed for you. Finally, answer
the questions that follow.
3. End of story:
interior crypt
4. How do you think the mood of the story relates to the plot?
5. How does the mood shift as the characters move from one setting to another in the begin
ning, middle, and end of the story?
2. Characters are the people, and in some cases animals, involved in the action of a story. A
writer can reveal a character's personality through a variety of techniques, including direct
statements about the character, the character's actions and comments, and what other
characters say about the character. Briefly describe the two main characters in 'The Most
Dangerous Game," and explain how Connell develops each of these characters. Cite exam
ples from the story for support.
3. Point of view is the vantage point from which a story is told. In a first-person point of view,
the narrator is a character who is involved in the action. In a third-person limited point of
view, the narrator is not involved in the story and reveals the thoughts of a Single charac
ter. In a third-person omniscient point of view, the narrator, who is not involved in the
story, can see into the minds of all the characters. IdentifY the point of view of "The Most
Dangerous Game," and explain how you think the point of view affected how you
responded to the events in the story.
4. The setting is the time and place of the events in the story. IdentifY the setting of 'The
Most Dangerous Game." Explain why the setting is a key element of the story. and analyze
how the setting affects the story's mood, or atmosphere.
5. Theme is the general idea about life that the author wants to communicate. Sometimes,
the theme is revealed directly. More often, the theme is revealed indirectly through the
characters and events in the story. State the theme of "The Most Dangerous Game," and
identifY how it is revealed.
DIRECTIONS:Use the plot diagram and the lines provided to identifY the major events of the
poem that lead to the anticlimax. IdentifY the anticlimax in item 8. The first entry has been
completed for you. Then answer the question that follows.
anticlimax
1. The Mudville team was losing. but most of the crowd remained to see Casey.
2. _____________________________________________
3. ________________________________________________
4. __________________________________________________
5. ________________________________________________
6. ___________________________________________________
7. _________________________________________________________
8. _________________________________________________________
9. Look at your completed plot outline. How do the plot events in the poem lead you to
believe that Casey will not strike out? _____________________________
DIRECTIONS: Complete the chart to examine how foreshadowing is linked to the mood of "The
Birds." Read the clues in the first column. Then explain what events these clues foreshadow.
In the last column, identify the mood created by the foreshadowing. When you have completed
the chart, answer the question that follows.
T
3. Nat did not want to scare her. He
thought it possible that she might not
go to town tomorrow.
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6. In general, what kind of mood is created by the use of foreshadowing in "The Birds"? How
is this mood created?
"The Red-headed League" by Sir Arthur Conan Doyle (text page 82)
DIRECTIONS: Complete the following chart to examine how Sir Arthur Conan Doyle creates sus
pense in "The Red-Headed League." Read the description from the story in the first column.
Then identify the details from the description that help to create suspense. Finally, explain
how this suspense adds to the reader's interest in the mystery. The first one has been done
for you.
body."
"Beware: Do Not Read This Poem" by Ishmael Reed (text page 106)
DIRECTIONS: For each of the passages listed below. identify the figure of speech used by the
poet. Then describe the impression created in your mind.
Type of
Example of Figure of Impression
Poem Figures of Speech Speech Created
1. "The Listeners" And how the silence surged personification makes the silence seem
softly backward, almost lifelike. like
When the plunging hoofs one of the ghostly
were gone. characters in the poem
2. "Beware" the hunger of this poem is
legendary
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3. "Beware" it is a greedy mirror
screamed together
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Complete the following chart by writing one fact and one opinion from "Caucasian
DIREcTIONS:
Mummies Mystify Chinese" that provide details about the main idea.
1. The discovexy was described by The first of the more This discovexy could
a scientist writing in Discover than 100 mummies have a greater effect
magazine in April 1994. were found in 1978 on our theories of
and 1979. evolution than the idea
of a lone "ice man."
2. The discovexy of the mummies
received little press attention in
the West.
DIRECTIONS: Read each anecdote about Lincoln from A Lincoln Preface in the first column. Then
identify the mood that the anecdote creates. In the last column. explain how the anecdote
helps to create the particular mood. The first one has been done for you.
!
How Anecdote
Anecdote i Mood Creates Mood
1. As they were finishing their talk of the days of eerie and It foreshadows
blood, he said, "I shan't last long after it's over." sad Lincoln's
assassination.
i
5. He threw a cashiered officer of hi the I
White house, crying, "I can bear censure, but not
insult. I never wish to see your face again."
i
!
"I Have a Dream" by Martin Luther King, Jr. (text page 140)
from Rosa Parks: My Story by Rosa Parks with Jim Haskins (text page 143)
DIRECTIONS: For each of the following works, identify the author's purpose for writing. Then.
identify the tone of each work. Last, briefly describe how the tone Is established in the work.
The first one has been done for you.
"There Is a Longing.....
"The Golden Kite, the Silver Wind" by Ray Bradbury (text page 152)
DIRECTIONS: Read each passage from "The Golden Kite. the Silver Wind" in the first column.
Then. in the second column. identify the type of figurative language used by the writer.
Finally, describe what association and impressions this figurative language brings to mind.
The first one has been done for you.
I Idea, Feeling, or
Example of Type of State of Mind Created by
Figurative Language Figurative Language I Figurative Language
1. Death rattled his cane in personification i Death becomes a physical
the outer courtyard. I presence, like a human
character in the story.
2. Fireworks were set off and
the demons of death and
poverty, did not linger, as
all worked together.
5. liTe II my stonemasons," I
said the whisper that
was a falling drop of rain.
to
DIRECTIONS: Read each example of figurative language in the chart. Then. explain what ideas
or concepts are being compared and how this comparison relates to the theme of the selec
tion. Finally, answer the question that follows.
I
5. What similar ideas about life do these three works share?
Compare the type of narration used in "Old Man of the Temple" to that used in 'The
DIRECTIONS:
Most Dangerous Game." Complete the chart. Then answer the question that follows.
I
Is Narrator a
Story Character in Story? Type of Narration Used
1. "The Most Dangerous
Game"
3. How does the type of narration used in each story affect the mood?
DIRECTIONS: Examine the character of Perseus. Complete the following chart with information
about Perseus's character and how his character influences the action in the story. Identify
what character trait is revealed in each episode and then tell what happens as a result. The
first one has been done for you. Then answer the question that follows.
7. How would you describe Perseus's character, based on his actions in this story?
DIRECTIONS: Examine the use of repetition in the three poems in this section. For each poem in
the chart, identify the kind of repetition used by the poet and then provide an example from
the poem.
2. "The Spearthrower"
3. "Shoulders"
DIRECTIONS: Complete the following word web in order to examine Barry Lopez's tone in
"Children in the Woods." In the outer ovals, identifY words and phrases from the essay that
you think help to create the tone. Then, describe the tone in the center oval. When you have
completed the web, answer the question that follows.
How does understanding the wrtter's tone help you understand his or her message?
DIRECTIONS: Examine how the choice of narrator affects a story's point of view. Retell the story
events in "Rules of the Game" from Mrs. Jong's point of view.
beginning
middle
end
DIRECTIONS: Complete the following chart by first identifYing whether each passage is an
example of verbal irony, dramatic irony, or irony of situation. Then explain why the the
passage is ironic. When you have completed the chart, answer the question that follows.
6. Why do you think each writer uses irony? How does the irony contribute to the overall
impact of the story and the poem?
"We never know how high we are" by Emily Dickinson (text page 249)
DIRECTIONS: In the first box, describe what you think the caged bird symbolizes in each poem.
Then. in the second box. state the theme of each poem. When you have finished. answer the
question that follows.
Theme Theme
Compare the symbol of the caged bird used by Dunbar and Angelou in their poems. What
other symbols do you think the poets could have used to emphasize their themes?
DIRECTIONS: Identify the conflict in each passage listed in the following chart. Tell whether it is
internal or external and name the two opposing sides in the conflict. Then tell how each con
flict is resolved. When you are done. answer the question that follows.
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5. How do you think the final external conflict between the two men and the wolves will be
resolved? Why do you think Saki chose not to resolve this conflict in the story?
DIRECTIONS: As you read "The Rug Merchant." you may have noticed that Michener's attitude
toward the merchant changes. Complete the following diagram by identifying the ways Michener
characterizes the rug merchant from the start of his essay to the end. Then use this informa
tion to determine the tone of the essay at the beginning and then at the end.
+
ingenious man who spent days
persuading Michener to buy rugs
"maggie and milly and molly and may" by E.E. Cummings (text page 284)
DIREcTIONS: For each passage in the following chart, first list the sensory details used by the
poet. Then identifY the senses being appealed to. Then answer the question that follows.
Sensory Senses
Passage Details Appealed To
1. My daughter's hair wet. fragrant. sight, touch, smell
Curls against the comb, orange
Wet and fragrant-orange
Pairings.
-"Combing"
2. Beneath
My mother's hands I feel
The braids drawn up tight
As a piano wire and singing,
Vinegar-rinsed.
-"Combing"
3. How they battered down
Doors
And ironed
Starched white
Shirts
-"Women"
4. Why...
do I sit and stare into a dark corner,
just as it looks up, suddenly raising its head,
this growling thing that is called a dog?
_"Astonishment"
5. In "Combing" and "Women," how do the sensory details contribute to the overall effect of
the poems? Why do you think each poet chose to use these details?
"The Secret Life of Walter Mitty" by James Thurber (text page 299)
DIRECTIONS: Take the role of one of the other characters in "The Secret Life of Walter Mitty" and
narrate a part of the story. Tell the story from that character's point of view. Make sure your
point of view remains consistent with the character you choose.
-- --- ---------------------
DIRECTIONS:Complete the following character web to examine the character traits of the
Inspector-General. In each oval, identifY a trait of the Inspector-General and then write
whether the trait is an example of direct or indirect characterization.
Inspector-General
DIRECTIONS:Use the passages in the following chart to help you identify a major theme in each
work. Then answer the question that follows.
3. How do you think the use of humor impacts upon the theme of each work?
"An Entomological Study of Apartment 4Att by Patricia Volk (text page 332)
DIRECTIONS: Patricia Volk's feature article is meant both to entertain readers and provide infor
mation about insects. Complete the following chart by providing three examples from the
article that illustrate each of these purposes for writing.
Purpose Examples
to entertain 1.
2.
3.
to inform 1.
2.
3.
DIRECTIONS: Choose one of the poems in this section and complete the following chart. In the
first column. list those elements from the poem that are realistic or true to life. In the second
column, list the fantastical elements.
Poem: _________________________________________
DIRECTIONS: Complete the following web to examine how "Talk" exemplifies the characteristics
of a folk tale.
simple plot
Folk Tale
expresses a culture's
humor and exaggeration values and beliefs
"One Ordinary Day, With Peanuts" by Shirley Jackson {text page 364J
DIRECTIONS: Use the rising action and climax diagram and the lines provided to identify plot
events in the story that lead to the climax. Then identify the climax in item 5 and the ending
of the story in item 6. The first entry has been completed for you.
1. Mr. Johnson watches a young boy as his mother moves out of an apartment.
2.
3. ____________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________
6.
DIRECTIONS: Read the following paragraphs from The Road Ahead. Then. in the second column.
identify the main idea. either stated or implied. and give two details that support the main
idea. You can summarize these details in your own words. The first one has been done for
you. Then answer the question that follows.
6. In your own words. sum up the main idea of the entire work.
"The Machine That Won the War" by Isaac Asimov (text page 394)
DIRECTIONS: Examine the elements of 'The Machine That Won the War" that are real and those
that are fantasy. For each category in the following chart. list examples from the story that are
science fact and science fiction. The first one has been started for you.
2. Setting
3. Plot
"There Will Come Soft Rains" by Sara Teasdale (text page 414)
DIRECTIONS: Compare the themes of "There Will Come a Soft Rain" and "The Horses." First list
details from each poem that you think develop the theme. Then identifY the theme of each
poem. Finally. answer the question that follows.
How are the themes of the two poems similar? How are they different?
"If I Forget Thee, Oh Earth ... " by Arthur C. Clarke (text page 426)
"To the Residents of A.D. 2029" by Bryan Woolley (text page 434)
DIRECTIONS: Read each exhortation in the chart. In the second column. write the meaning of
the exhortation in your own words. In the next column, write the theme of the work. Then, in
the last column, explain how the exhortation relates to the theme.
How
Exhortation
Meaning of Relates
Exhortation Exhortation Theme to Theme
1. There was no sign that men had Take care of It is impor If we don't protect
ever explored this land, but once and preserve tant that our planet, one day
they passed the skeleton of a our planet we protect we will be forced to
crashed rocket, and beside it a stone so it isn't our planet. abandon it because
cairn surmounted by a metal cross. destroyed. life here will be
-"If I Forget Thee, Oh Earth ... " impossible.
DIRECTIONS: Complete the following chart to examine how the tone of a work is related to the
author's purpose. Read each passage. Then, identify the key words that create a tone. Next,
identify the tone. Finally, identify the author's purpose. The first one has been done for you.
Then answer the question that follows.
Author's
Passage Key Words Tone Purpose
l. My joy is the joy of sunlight. joy of sunlight joyful to entertain,
In a moment of creation to express an
I will leave shining words an opinion
In the pupils of children's eyes
Igniting golden flames.
-"Gifts"
2. We would also like to pay tribute to our
security forces ... for the distinguished role
they have played in securing our first
democratic elections and the transition to
democracy, from bloodthirsty forces
which still refuse to see the light.
-"Glory and Hope"
3. We have, at last, achieved our political
emancipation. We pledge ourselves to
liberate all our people from the continu
ing bondage of poverty, deprivation, suf
fering, gender and other discrimination.
-"Glory and Hope"
4. In each work, how does the author's purpose for writing affect the tone?
DIRECTIONS: In the following chart. identity the external and internal conflicts in 'The Gift of
the Magi." Use the information in each box at the top to help you identity each conflict. Then
answer the questions that follow.
Information Information
It is Christmas. Della wants to buy Jim a gift.
Della has no extra money after paying The only way she can make money for a
the bills. gift is to sell her hair.
External Conflict Internal Conflict
2. How do you think these conflicts contribute to the impact of the story?
"Sonata for Harp and Bicycle" by Joan Aiken (text page 470)
DIRECTIONS: Complete the following chart after reading "Sonata for Harp and Bicycle. Read
H
each event from the story. Then list at least one clue from the story that foreshadows each
event. If you don't find all of them the first time through. don't worry. Sometimes these hints
are easier to see on a second or third reading.
DIRECTIONS: Complete the following chart by comparing the ibis to the character of Doodle.
Reread the description of the scarlet ibis and then, in the left column, list the bird's qualities.
In the right column, list traits or aspects of Doodle's character that seem Similar that of the
bird. Then answer the questions that follow.
2. How does the use of this symbol illuminate the story's theme?
"Blues Ain't No Mockin Bird" by Toni Cade Bambara (text page 498)
"Uncle Marcos" by Isabel Allende (text page 504)
DIRECTIONS: Complete the following chart by finding examples of dialect in the story (either in
the narrator's voice or the speech of other characters). Then, rewrite each example you find
them in standard, formal English. Finally, answer the question that follows.
2.
3.
4.
5.
"The Man to Send Rain Clouds" by Leslie Marmon Silko (text page 522)
"The Invalid's Story" by Mark Twain (text page 526)
DIRECTIONS: Look carefully at "The Man to Send Rain Clouds" and 'The Invalid's Story." Both
stories deal with the death of a loved one, but their tones are very different. Compare the
tones by completing a web for each story. (You'll need to make another copy of the web.) In the
outer ovals, record the words, phrases, and details in the story that stand out in your mind.
Then look at what you have recorded. What tone do you think is revealed by these words,
phrases, and details? Record your answer in the center oval.
DIRECTIONS: Complete the following chart to examine the use of irony of situation in both "The
Necklace" and 'The Harvest." In the first column, record your expectations while reading each
story. Then, in the second column. record the actual situation in each story. Finally, answer
the question that follows.
2. "The Harvest"
I
3. How does the use of irony contribute to each story's theme?
DIRECTIONS:Complete the following chart. Describe the thing or event as you might see it from
Earth. Then, describe the thing or event as seen from the space shuttle. The first one has
been done for you. Then answer the question that follows.
3. ocean
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5. pollution
6. sunrise
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7. How does the view from the space shuttle change our perspective on Earth?
DIRECTIONS: As you read the essays. note passages that fit each of the following categories.
2. "On Summer"
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3. "A Celebration of
Grandfathers"
from A White House Diary by Lady Bird Johnson (text page 586)
"Arthur Ashe Remembered" by John McPhee (text page 590)
"Georgia O'Keeffe" by Joan Didion (text page 592)
DIRECTIONS: As you read the selections, record passages from each that are objective and sub
jective in the following chart. Then answer the question that follows.
3. "Georgia O'Keeffe"
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4. Why do you think it's important to distinguish between objective and subjective writing?
DIRECTIONS: Use the following Venn diagram to compare a written essay with a visual essay.
Record the differences in the outer portions of both circles. Record the similarities in the
overlapping center space of both circles.
express author's
point of view
In These Girls, Hope Is a Muscle by Madeleine Blais. book jacket (text page 623)
DIRECTIONS: Choose a selection from this textbook. Imagine that you've been asked to write an
interview with the author, a review of the work, or book jacket copy. Write a draft in the space
below. Think about your purpose--and your audience-before you start. What information will
useful to include? What details or examples will help you achieve your aims?
_.__._-----------_.
-----~---------------.~~--------
• Stage DirectioDs. A work of drama includes notes to describe how the work is to
be performed or staged. These instructions give information about the setting,
scenery. and props as well as how characters move, look, and speak.
DlREcTIONS: Identify the characteristics of The Dancers that make it a drama by completing the
chart that follows.
2. Characters
3. Dialogue
4. Stage directions
The Tragedy of Romeo and Juliet, Act I. by William Shakespeare (text page 674)
DIRECTIONS: Romeo and Mercutio are dramatic foils in Act I. Compare and contrast these two
characters in the following diagram, Use the dialogue in Act I to help you. Then use this infor
mation to draw conclusions about each of the two characters.
Characters
Alike Different
Conclusion
The Tragedy of Romeo and Juliet. Act U, by William Shakespeare (text page 698)
DIRECTIONS:Examine the ways a character's traits are related to the way he or she speaks.
Read both excerpts from Act II. Then fill in the chart with the appropriate information.
JULIET. Tis almost morning. I would have thee gone-
NURSE. And 'a speak anything against me, I'll take him down,
and 'a were lustier than he is, and twenty such Jacks; and if I
2. Nurse
The Tragedy of Romeo and Juliet, Act nl, by William Shakespeare (text page 721)
Conflict is a struggle between opposing forces or characters in stories. novels. and plays.
While some conflicts are expressed in dialogue between two or more characters. others are
expressed by one character speaking in a monologue or soliloquy. There are two kinds of con
flict-external and internal. In external conflict. a character struggles against an outside
force. This outside force can be another character. nature, or society. Internal conflict
involves a character in conflict with himself or herself.
DIRECTIONS: Analyze the kinds of conflicts found in Act III of Romeo and Juliet. Read each
speech below. Then fill in the information in the chart by identifying whether it is a monologue
or soliloquy. to whom it is addressed, the conflict the speech expresses, and whether the con
flict is external or internal.
1. NURSE. Will you speak well of him that killed your cousin?
Type of Speech:
Whom Is Addressed:
Type of Speech:
r--.~-~~~~-__.------------------------------~
Whom Is Addressed:
The Tragedy of Romeo and Juliet. Act IV, by William Shakespeare (text page 747)
DIREcTIONS:Read each excerpt from Act IV and look for the dramatic irony and what is fore
shadowed. Then, answer the questions that follow each excerpt.
1. PARIS. Happily met, my lady and my wife!
The Tragedy of Romeo and Juliet. Act V, by William Shakespeare (text page 761)
DIRECTIONS: Explore the different moods created in Shakespeare's tragic play. Read each pas
sage from Act V below. IdentifY the mood created by the passage and then identifY details that
contribute to this mood. The first one has been done for you.
L ROMEO. If I may trust the flattering truth of sleep,
My dreams presage some joyful news at hand.
My bosom's lord sits lightly in his throne,
And all this day as unaccustomed spirit
Lifts me above the ground with cheerful thoughts.
Mood: joyful. hopeful
Details That Set Mood: joyful news. spirit lifts me, cheerful
2. PARIS. Sweet flower, with flowers thy bridal bed I strew
Mood:
Details That Set Mood:
3. ROMEO. Thou detestable maw, thou womb of death,
Gorged with the dearest morsel of the earth,
Thus I enforce thy rotten jaws to open,
And in despite I'll cram thee with more food.
[Romeo opens the tomb.]
Mood: __._________________________________
Details That Set Mood: _ _ _ _ _ _ _ _ _ _~_ _ _ _ _ _ _ _ _ _ _ _ _ __
DIRECTIONS: As you read "I Wandered Lonely as a Cloud," complete the following chart by pro
viding information about the rhyme scheme and the couplets. The first stanza has been done
for you. When you have completed the chart, answer the questions that follow.
4. What image do you see in your mind when you read the couplets in each stanza?
5. How does the overall image created by the couplets relate to the theme of the poem?
"'Hope' is the thing with feathers-" by Emily Dickinson (text page 797)
DIRECTIONS: For each of the examples listed in the chart, classify the type of figurative language
used by the writer. Then describe the idea, feeling, or state of mind that the use of figurative
language conveys to you. What associations and impressions do the words language bring to
mind? When you have completed the chart, answer the question that follows.
7. Why do you think figurative language is so well suited for the genre of poetry?
DIRECTIONS: Complete the following word web by identifying the poetic elements of Pattian
Rogers's "Eulogy for a Hermit Crab." The web has been started for you.
Imagery: Form:
Sound
devices:
Figurative
language:
Simile: soft,
II
wormlike grip"
DIRECTIONS: Complete the following chart by comparing the sound devices used in "Summer"
with those used in "Blackbeny Eating" (text page 804). For each poem. identify examples of
the different sound devices used by the poet. If the poem does not use a particular sound
device, then leave the column blank. Then answer the question that follows.
2. "Blackbeny Eating"
3. What are the effects of the sound devices in each poem? Why do you think each poet uses
the sound devices he does?
"The Raven" is a narrative poem-a poem that tells a story-. It has a plot. characters, and a
setting. 'The Seven Ages of Man" is dramatic poetty, which is spoken by one or more characters
in a play. Like other of poetty, narrative and dramatic poetty use imagery- and sensory- details
to encourage readers or listeners to form mental images of what is happening in the poem.
DIRECTIONS: Read the lines from each poem in the chart. Then, list the important details from
the lines of the poem. Next, identify the senses that these details appeal to. Finally. describe
the mental image you form as you read the lines from the poem.
Senses
-"The Raven"
I
Unwillingly to school.
"On the Grasshopper and the Cricket" by John Keats (text page 842)
Sonnet 30 by William Shakespeare (text page 843)
Three Haiku by Basho and Chiyojo (text page 844)
"Hokku Poems" by Richard Wright (text page 845)
DIRECTIONS: Compare and contrast the sonnet with the haiku by completing the following Venn
diagram. In the outer portions of each circle. record the characteristics of each type of poem
that are different. In the overlapping section. record those that are similar. The diagram has
been started for you.
Sonnet Haiku
uses sensory
details to create
vivid impressions
DIRECTIONS: Complete the following chart to examine how Odysseus is characterized in Part I
of the Odyssey. The left column contains examples of what Odysseus says and does, as well
as what other characters say and think about him. Use these details to examine what this
information reveals about the character of Odysseus. The first one has been done for you.
DIRECTIONS: IdentifY the characteristics of an epic poem in the Odyssey by completing the fol
lowing chart. You can use examples from Part 1 as well as Part 2. The first one has been done
for you.
4. divine interventions
5. a vast setting
"An Ancient Gesture" by Edna St. Vincent Millay (text page 926)
"Prologue" and "EpUogue" from the Odyssey by Derek Walcott (text page 928)
DIRECTIONS: In the following chart, examine each poem's tone. Reread each poem. As you read,
identifY the words. phrases, and details that reveal each writer's attitude toward the charac
ters and events in Homer's epic poem. Then describe the tone of each poem. Be sure to sup
port your ideas. The first one has been done for you.
3. "Prologue" and
"Epilogue" from
the Odyssey
4. "Ithaca"