The Fish Study Guide

Study Guide for “The Fish” page 266

1. What is a simile? ______________________________________________________________________________________________________________________________________________________________________________________________________
2. What does the writer compare the fish’s skin to in lines 10-11? ______________________________________________________________________________________________________________________________________________________________________________________________________
3. What is the simile in line 14? ______________________________________________________________________________________________________________________________________________________________________________________________________
4. The writer says the flesh of the fish is packed like what in lines 27-28? ______________________________________________________________________________________________________________________________________________________________________________________________________
5. What is the simile in lines 32-33? ______________________________________________________________________________________________________________________________________________________________________________________________________
6. What does the writer compare the five broken fish lines to in lines 61-62? ______________________________________________________________________________________________________________________________________________________________________________________________________
7. What kind of person wears the medals and ribbons in lines 61-62? ______________________________________________________________________________________________________________________________________________________________________________________________________
8. Does the writer admire the fish? What words in the poem make you think she does or does not admire the fish? ______________________________________________________________________________________________________________________________________________________________________________________________________
9. Why does the writer throw the fish back? ______________________________________________________________________________________________________________________________________________________________________________________________________
10. What does the writer compare “victory” to in lines 66-70? ______________________________________________________________________________________________________________________________________________________________________________________________________

11. What is an allusion? ______________________________________________________________________________________________________________________________________________________________________________________________________
12. What is the allusion in lines 69 and 75? What is it alluding to? ______________________________________________________________________________________________________________________________________________________________________________________________________
13. What does a rainbow make you think of? Why does the writer use the word “rainbow” four times near the end of the poem? ______________________________________________________________________________________________________________________________________________________________________________________________________

ROBERT FROST

LINK TO POEMS
LINK TO POEMS
Robert Frost

Introduction to POETRY
SCHEDULE:
POETRY TEST:  FRIDAY, JANUARY 11, 2019
FRIDAY: FINISH FROST POEMS

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Bell Ringers:
Identify the following terms by using context clues:
Monday, 12/17
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Goals:

1.. Students will be introduced to Robert Frost: Introduction in text.  

go to www.PHSchool.com

Click on Course Content

Use code eqe-9403

Click on Robert Frost

Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems

Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.

Quiz/ Worksheet

Students will need:

Prentice Hall Literature Book

- Study Guide Questions Handout

- Sample Missing Person’s Report

- Rubric

- Paper

- Pencil/Pen

Assessment- Rubric

Poetry Intro

1. Upload your first Rough Draft to www.turnitin.com
2. Research due date: 12/19- NO EXCEPTIONS

Vocab 7
3. Vocab Test - Friday, 12/14
4. Poetry intro after test

POETRY INTRO

1. Opening Paragraph assignment will be due on Wednesday to turnitin.com

2. Intro to Poetry:

Poetry Terms

Poetry- a type of literature that uses very concise (very brief; using few words), musical, and emotionally charged words.

Poetic Language:

1. Figurative Language-not the literal meaning; interpreted imaginatively
1. Simile-comparison between two  unlike things using like or as

It rained like cats and dogs.

2. Metaphor- comparison between two things without using like or as; one thing is spoken of as being another

Death is a long sleep

3. Personification- giving objects human qualities or characteristics

The moon sighed; The trees danced

4. Hyperbole- Extreme exaggeration

A nose the size of a house

2. Imagery- use of vivid language to create word pictures for the reader. Uses sensory language appealing to smell, taste, feel, sound, sight.

3. Symbol- something that has a meaning and also represents or stands for something else.

4. Devices-
1. Alliteration- repetition of the first sound of several words. Example: “start their silent swinging”
2. Onomatopoeia-use of words to imitate actual sounds. Example: “bang, tap, swish”

1. Assonance-repetition of similar vowel sounds. Example:  “deep, beneath, dreamless”; At, Ask
2. Consonance- repetition of similar consonant sounds at end of accented syllables. Example: “spurt of a lighted match”; Will-Wall
3. Repetition – repeating a word
4. Rhyme – repetition of sounds at the end of words

                                          i.    End rhyme- rhyming words at ends of lines

                                        ii.    Internal rhyme- rhyming words are within the line

Rhyme:

A.   Rhyme Scheme- A regular rhyming pattern of words in a poem (Usually found at the end of the lines)

Mary had a little lamb             A

Its fleece was white as snow B

Everywhere that Mary went,  C

The lamb was sure to go       B

B.   Rhyme Scheme of a Shakespearean Sonnet:

A,B,A,B  C,D,C,D= the first 8 lines (an OCTET)

E,F,E,F = The last 6 lines are a SESTET

G,G= RHYMING COUPLET

C.   Couplet- A pair of consecutive rhyming lines

Rhythm:

1. Rhythm- the pattern of stressed and unstressed syllables or beats in the lines

2. Meter- the rhythmical pattern of a poem. This pattern is determined by the number and types of stresses, or beats, in each line.

3. Foot-  each group of stressed and unstressed syllables in a line.
1. Lines are described in terms of the number of feet that occur in them
2. Monometer-1 foot
3. Dimeter-2 feet
4. Trimeter-3 feet
5. Pentameter- 5 feet

Poetic Structures:

1. Refrain- phrase or word that his repeated regularly in a poem

2.  Stanza- groups of lines that form units in a poem (like a paragraph)

4. Blank verse- poetry written in unrhymed iambic pentameter.

When I / see birch/ es bend/ to left/ and right

Across/ the lines/ of  straight/ er dark/ er trees

Iambic pentameter- Lines of poetry with 5 Iambic feet; each with one unstressed followed by one stressed syllable (see example above)

5. Free verse-verse not written in formal rhythmical pattern

Types of Poetry:

1. Ballad- a poem intended to be sung; tells a story

2. Haiku- three line verse form; (Japanese Poem)

first line has five syllables,

second line has seven syllables

Third line has five syllables. 

A haiku tries to convey a single vivid emotion with images from nature.

3. Lyric poetry- poetry expressing the observations and feelings of a single speaker. Never tells full story; zeroes in on an experience or creates and explores a single effect.

(Lyrics- Also words of a song)

4. Narrative- type of poem that tells a story.

5. Sonnet-  fourteen-line lyric poem, usually written in rhymed iambic pentameter.

(Most common: Shakespearean sonnet; Elizabethan sonnet)

6. Concrete Poetry- A poem with a shape that suggest it’s subject

http://bhscomp1.blogspot.com/2017/12/poems.html

3.  Students should review Poetry Terms,

4.        Students should complete all Study Island Keystone                  Practice exercises 8-12 by Thursday

5.        There will be a poetry terms test on Friday

6.      Work on the bonus assignments

Bonus Assignment: Berwick History Essay - Due 12/30/18  Worth up to 15 points (Bonus)
1000-1500 words.  Research at Historical Society will account for optimal bonus points.

Christmas Memory

1. Upload your first Rough Draft to www.turnitin.com
2. Research due date: 12/19- NO EXCEPTIONS

GOALS:

A Christmas Memory

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

-Reminisce about a childhood memory.  (One that you talk about frequently)

-Be ready to discuss what makes these types of tales (a person's reminiscence) interesting to others.

1.What aspects of you life do you often wonder about?  Can you control your future? 

2.What makes a memory memorable?  (Think of your memories...good or bad....or the memories of events that have occurred in our society.  Why will people always remember them?  How do they shape one's lives?

**These bell ringers will help Students will analyze the effectiveness of reminiscence in an autobiographical story

Objective: Students will interpret literary elements in nonfiction

I. Truman Capote:

-1924-1984

-Born in New Orleans, Louisiana

-Spent most of childhood in the care of relatives in the South.  

-One of these relatives was an elderly cousin.  Her name was Sook Faulk.  (She was the inspiration for "A Christmas Memory"

-Wrote In Cold Blood.

Reminiscence- An autobiographical account of an experience from the past.  Unlike a full-length autobiography, which usually recounts most, if not all of the writer's life.  A reminiscence focuses on an experience of particular significance.  It presents the events and the characters, as well as the special quality or meaning that keeps the memory alive and fresh in the writer's mind.

-Set in the past, the author makes the reader aware of another time and place.

2.  Read the story "A Christmas Memory" (Story is linked below)

http://bhsworldlit.blogspot.com/2012/12/a-christmas-memory-truman-capote.html

"A Christmas Memory" by Truman Capote

Questions:

1. Briefly describe Capote's cousin

2. What are some of the ways the two earn money?

3. What three tasks in preparation for Christmas  Capote and his cousin accomplish?

4. What gifts do Capote and his cousin exchange?

5. How does Capote feel about the members of the household?

6. Why do Capote and his cousin send the fruitcakes to people they hardly know?

7. What are Capote's feelings about leaving and being apart from his cousin?

8. Reread the final paragraph.  What does Capote mean by "a lost pair of kites hurrying toward heaven"?

9. Why does Capote use the present tense to describe events 20 years old?

10. Explain how the story is a reminiscence

Video link: Here is a video, it is not exactly like the story.  If you are interested:  (This is not required)

http://www.youtube.com/watch?v=G0vjTfVyZco

**We will complete the Study Island exercises later this week

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs

Goals:

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language