RL 5 Analyze how an author s choices concerning how to structure specific parts of a text contribute to its overall structure VIDEO TRAILER

Transcription

1 Focus and Motivate Analyze how an author s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning. RL 9 Demonstrate knowledge of eighteenthand nineteenth-century foundational works of literature. W 4 Produce clear and coherent writing in which the style is appropriate to task, purpose, and audience. L 2 Demonstrate command of the conventions of standard English punctuation when writing. L 3a Apply an understanding of syntax to the study of complex texts when reading. L 4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. about the poet Clarify that Hawkshead, where Wordsworth and his brothers attended school after the death of their mother, is located within the Lake District. At Hawkshead, Wordsworth thrived, receiving encouragement from William Taylor, the school s headmaster, to study poetry and compose original verse. notable quote Though nothing can bring back the hour / Of splendour in the grass, of glory in the flower. William Wordsworth Ask students to interpret the possible meaning of these famous lines by William Wordsworth. Possible answers: A happy moment can never be fully recaptured. We can never be as happy as we were when young. An artist or poet cannot duplicate the joys of nature. Selection Resources Analyze how an author s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning. RL 9 Demonstrate knowledge of eighteenth- and nineteenth-century foundational works of literature. L 3a Apply an understanding of syntax to the study of complex texts when reading. L 4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. did you know? William Wordsworth... at first supported, but later denounced, the French Revolution. refused to publish his autobiographical masterpiece, The Prelude, during his lifetime. lost two of his five children to early deaths. (background) Dove Cottage, Wordsworth s Lake District home 798 The Lake Poets Selected Poetry by William Wordsworth VIDEO TRAILER Meet the Author KEYWORD: HML12-798A William Wordsworth William Wordsworth, along with his friend Samuel Taylor Coleridge, helped launch the English romantic movement in literature. Rebelling against the formal diction and lofty subject matter favored by poets of the day, Wordsworth used simple language to celebrate subjects drawn mostly from nature and everyday life. Childhood Turmoil As a child, Wordsworth spent many happy hours exploring the countryside in northwestern England s Lake District. This idyllic period lasted until he was seven, when his mother s death led to the breakup of the Wordsworth household. Unable to raise five children on his own, John Wordsworth sent young William away to school at Hawkshead, where he formed a passionate attachment to the surrounding countryside. Love in a Time of War A walking tour through revolutionary France in the summer of 1790 was the high point of Wordsworth s college years. Excited by the changes he saw, Wordsworth returned to France in 1791 and soon fell in love with a young woman, Annette Vallon. Lacking money, Wordsworth returned to England in Almost immediately, war broke out between France and England, preventing Wordsworth from seeing Annette and the child she had recently borne Essential Course of Study ecos him. Distraught over his inability to help them and by the growing violence in France, Wordsworth fell into a deep depression. Creative Partnership Wordsworth s bleak mood subsided in 1795 when he was reunited with his beloved sister Dorothy, from whom he had been separated since childhood. Resolving not to be parted again, he and Dorothy moved to Racedown, Dorset, where they met and grew close to Coleridge. Speaking later of this friendship, Wordsworth would say, We were three persons with one soul. Working together, Wordsworth and Coleridge produced Lyrical Ballads (1798), the book that ushered in the English romantic movement. Britain s Poet Laureate In 1799, Wordsworth and his sister resettled in the Lake District, with Coleridge residing nearby. Three years later, Wordsworth married a childhood friend, Mary Hutchinson. Over the next two decades, he struggled to find readers and critical acceptance for his work. In the 1820s, his reputation gradually improved, and by the 1830s, he was hugely popular. In 1843, his immense achievement as a poet was recognized with the poet laureateship. Author Online Go to thinkcentral.com. KEYWORD: HML12-798B See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com. RESOURCE MANAGER UNIT 4 Plan and Teach, pp Text Analysis and Reading Skill, pp * Question Support, p. 73 Grammar and Style, p. 74 DIAGNOSTIC AND SELECTION TESTS Selection Tests, pp NA_L12PE-u04s21-brABWC.indd /17/10 9:48 BEST PRACTICES TOOLKIT Definition Mapping, p. E6 Two-Column Chart, p. A25 Venn Diagram, p. A26 INTERACTIVE READER ADAPTED INTERACTIVE READER ELL ADAPTED INTERACTIVE READER TECHNOLOGY Teacher One Stop DVD-ROM Student One Stop DVD-ROM PowerNotes DVD-ROM Audio Anthology CD GrammarNotes DVD-ROM ExamView Test Generator on the Teacher One Stop Video Trailer Go to thinkcentral.com to preview the Video Trailer introducing this selection. Other features that support the selection include PowerNotes presentation ThinkAloud models to enhance comprehension WordSharp vocabulary tutorials interactive writing and grammar instruction * Resources for Differentiation Also in Spanish In Haitian Creole and Vietnamese

2 text analysis: romantic poetry In England, romanticism was a literary and artistic movement originating in the late 18th century and lasting until the early decades of the 19th century. Unlike their neoclassical predecessors, the romantic poets stressed the importance of the individual s subjective experiences rather than issues that concerned society as a whole. Their philosophy valued emotion, spontaneity, and imagination over reason and orderliness. Most significantly, they rejected the world of industry and science, turning instead to nature as a source of inspiration and solace. Other defining features of romantic poetry are as follows: an emphasis on the commonplace language resembling natural speech elements of the mysterious, exotic, and supernatural As you read Wordsworth s innovative works, look for details that are characteristic of romantic poetry. reading skill: analyze stylistic elements Wordsworth s poems contain distinctive stylistic elements such as the following: long, free-flowing sentences, often with phrases that interrupt main ideas inverted syntax, where the expected order of words is reversed unusual punctuation, such as dashes combined with other punctuation or exclamation points appearing within a sentence rather than at the end, and unusual capitalization As you read each poem, be aware of these stylistic elements and note how they affect your impression of the speaker s thoughts. Complete the activities in your Reader/Writer Notebook. Where do we find peace? When filled with the stresses and strains of everyday life, people sometimes visit a particular place to regain a sense of peace. A person may, for example, spend time in a church or temple, while others may seek out the comfort of a grandparent s home. Still other individuals, like Wordsworth, find peace in nature. DISCUSS Working with two or three classmates, create a list of the places you regularly turn to when you seek relief from life s problems. Discuss each place, then circle the one that seems the most satisfying. Compare the results of your discussion with those of other groups. Teach Where do we find PEACE? After students read the paragraph, ask if they usually find serenity or peace of mind alone or in the company of others. Have them consider their responses as they move on to the DISCUSS activity. TEXT ANALYSIS Model the Skill: romantic poetry RL 9 Write these lines on the board. Then, identify characteristics of romantic poetry. Along the leaf-scattered path hurried I, Fleeing the hideous gray smokestacks, To the lovely lush pond in the forest. Tiny speckled pebbles gently I tossed Across the water s shiny surface Wake up! to the ghost at the bottom. Point out that the flight toward forest and pond shows a rejection of industry and a preference for nature; tossing the pebbles and the phrase Wake up! seem spontaneous; the ghost is a supernatural element; and the word choice is simple. GUIDED PRACTICE Have students share lyrics of popular songs that they feel express ideas of romanticism. A_L12PE-u04s21-brABWC.indd /2/10 9:54:12 AM differentiated instruction for english language learners Reading: Background To make sure students understand the instruction on the page, help them list the conventions of romantic poetry in a chart. Encourage them to refer to the chart as they read the poems. Conventions of Romantic Poetry emotion and spontaneity imagination subjective experience nature as a source of comfort rejection of science and industry emphasis on the commonplace language resembling natural speech mysterious, exotic, and supernatural 799 READING SKILL Model the Skill: analyze stylistic elements To model how to analyze stylistic elements, reread the lines on the board and then point out that both sentences are long and free flowing, and line 2 interrupts the main idea in lines 1 3. Lines 1 and 4 use inverted syntax: the subject follows the verb in line 1, and the direct object is at the beginning of line 4. Line 6 has an exclamation point within a sentence. GUIDED PRACTICE Have students analyze the stylistic elements of popular songs. RESOURCE MANAGER Copy Master Analyze Stylistic Elements p. 71 (for student use while reading the selections) L 3a selected poetry by wordsworth 799

3 Practice and Apply summary In this long meditative poem, the speaker describes a lovely landscape that he first visited five years before and now revisits with his sister. read with a purpose Help students set a purpose for reading. Review with students the characteristics of Romantic poetry, and then have students consider Wordsworth s descriptions of life in cities and industrial towns. tiered discussion prompts Use these prompts to help students understand the significance of the setting in lines 1 18: Connect What might be your reaction to seeing a special place after many years? Accept all thoughtful responses. Interpret What do lines 1 3 convey about the speaker s feelings? Possible answer: Describing the five years as being made up of summers and long winters! emphasizes the sense of time and the speaker s impatience with its passage. The words and again I hear suggest the speaker s joy in being back. Evaluate Does this passage effectively establish a sense of the place and its significance to the speaker? Explain. Possible answer: Yes, lines 1 and 2 reveal that the return to this place has been long awaited. Vivid details in other lines allow the reader to share the speaker s perceptions and understand his feelings. Lines 5 7 describe the impact of the landscape on the speaker s thoughts, further emphasizing the significance of the place. Lines Composed a Few Miles Above Tintern Abbey William Wordsworth background In many of his poems, Wordsworth describes a specific setting and conveys his thoughts and feelings about it. In Tintern Abbey, he captures an outdoor scene in the Wye River valley, near the ruins of a Gothic abbey. Composed upon Westminster Bridge expresses his feelings on seeing the city of London early one morning from a bridge spanning the river Thames. In I Wandered Lonely as a Cloud, Wordsworth describes the scenery of England s picturesque Lake District, near his home in Grasmere. Five years have passed; five summers, with the length Of five long winters! and again I hear These waters, rolling from their mountain-springs With a soft inland murmur. Once again Do I behold these steep and lofty cliffs, That on a wild secluded scene impress Thoughts of more deep seclusion; and connect The landscape with the quiet of the sky. The day is come when I again repose Here, under this dark sycamore, and view These plots of cottage ground, these orchard tufts, Which at this season, with their unripe fruits, Are clad in one green hue, and lose themselves Mid groves and copses. Once again I see These hedgerows, hardly hedgerows, little lines Of sportive wood run wild; these pastoral farms, Green to the very door; and wreaths of smoke Sent up, in silence, from among the trees! With some uncertain notice, as might seem Of vagrant dwellers in the houseless woods, Or of some Hermit s cave, where by his fire The Hermit sits alone. a 800 unit 4: the flowering of romanticism Analyze Visuals What elements in this painting help give it a sense of grandeur? 9 repose: lie at rest. 14 copses (kjppsgz): thickets of small trees. 16 pastoral (pbspter-el): rural and serene. 20 vagrant: wandering. a POETRY What details in lines suggest that Wordsworth preferred to celebrate the individual rather than society in his work? Inside of Tintern Abbey, Monmouthshire (1794), Joseph Mallord William Turner. Pencil and water color on paper, 32.1 cm 25.1 cm. British Museum, London/Bridgeman Art Library. TEXT ANALYSIS a romantic poetry RL 9 Possible answer: Wordsworth shares personal experiences of nature and provides subjective emotional responses to it. He celebrates vagrant dwellers (line 20) and a hermit (lines 21 22), individuals outside accepted society. 800 unit 4: the flowering of romanticism differentiated instruction for english language learners Language: Punctuation and Print Cues Direct students to reread lines 4 8 of the poem. Have students identify the punctuation in line 7 (semicolon). Point out that Wordsworth has used a semicolon here to separate the two verbs impress and connect that describe what the cliffs in line 5 do to the speaker s state of mind. Explain that this uncommon use of a semicolon helps the reader understand each action separately. Encourage students to take note of any punctuation s location and identify its function as they continue the poem. for struggling readers Options for Reading: Oral Reading Have students listen to the poems on the Audio Anthology CD while they read along in their texts. Have students visualize as you read aloud Composed upon Westminster Bridge (p. 806) to help them focus on the images. Tell partners to take turns reading aloud The World Is Too Much With Us, (p. 807) paying attention to exclamation points and other indicators of strong emotion.

4 Reading Support This selection on thinkcentral.com includes embedded ThinkAloud models students thinking aloud about the story to model the kinds of questions a good reader would ask about a selection. Analyze Visuals Possible answers: The low angle of the composition and the figures at the bottom left help convey the large size of the structure. The openings in the ruined building make it seem a part of the rugged landscape. The pointed gothic arches also contribute to the sense of grandeur. About the Art One of Britain s greatest painters, Joseph Mallord William Turner ( ) is famous for his romantic landscapes. Although he often painted in oils, he was also a pioneer of English watercolor studies. This view of the Tintern Abbey ruins, painted in about 1794, is one of his watercolor landscapes. for struggling readers Develop Reading Fluency Point out that the natural speech in this poem contrasts with the rhythm and rhyme of poems from previous sections. Instruct student pairs to take turns reading the poem s sentences, noting Wordsworth s use of punctuation within and at the end of lines. Then, have students discuss how taking note of punctuation helped them better understand the poem. for advanced learners/ap Expert Groups Encourage students to become subject experts by selecting and researching one of these topics: the history of Tintern Abbey the Lake District in northern England the publication of Lyrical Ballads and its reception by critics and other writers of the time the early years of the Industrial Revolution in England background The Writing of the Poem Wordsworth and his sister were traveling to the city of Bristol to see to the publication of Lyrical Ballads when they visited the area around Tintern Abbey. Wordsworth reportedly composed his poem mentally and memorized it while still traveling. On reaching Bristol, he wrote out the poem, and titled it Lines Written a Few Miles Above Tintern Abbey, on Revisiting the Banks of the Wye During a Tour. July 13, He then added the poem to the manuscript of Lyrical Ballads. In later editions, Wordworth changed Written to Composed, as seen in the title on page 800. Discuss with students possible reasons for the change in wording.... tintern abbey 801

5 revisit the big question Where do we find PEACE? Discuss Which two phrases in the passage from lines include synonyms for peaceful? What is the meaning of each phrase in the poem? Possible answer: In line 30, the phrase tranquil restoration refers to the way memories of nature s beauty restore a sense of peace. In line 41, the phrase serene and blessed mood refers to the peaceful feeling that comes when the affections aroused by nature lighten the burthen of the mystery (line 38) of this unintelligible world (line 40). TEXT ANALYSIS RL 9 Possible answer: The speaker was comforted by his memories of the landscape. He believes that his past experiences with nature made him a kinder, more loving person (lines 22 35) and also made possible his moments of insight into life (lines 37 49). b romantic poetry TEXT ANALYSIS c Model the Skill: romantic poetry RL 9 To model how to identify the speaker s feelings about his everyday life, point out his description of turning in lines Explain that he is turning his attention away from the everyday life described in lines and bringing up memories of the river and the woods to cheer himself up. Possible answer: The speaker expresses feelings of anxiety and sadness about his everyday life. Details include the darkness and joyless daylight, the fretful stir that is unprofitable, and the fever of the world. Extend the Discussion What is the effect of the use of personification in lines 55 57? These beauteous forms, Through a long absence, have not been to me As is a landscape to a blind man s eye; But oft, in lonely rooms, and mid the din Of towns and cities, I have owed to them, In hours of weariness, sensations sweet, Felt in the blood, and felt along the heart; And passing even into my purer mind, With tranquil restoration feelings too Of unremembered pleasure; such, perhaps, As have no slight or trivial influence On that best portion of a good man s life, His little, nameless, unremembered, acts Of kindness and of love. Nor less, I trust, To them I may have owed another gift, Of aspect more sublime; that blessed mood, In which the burthen of the mystery, In which the heavy and the weary weight Of all this unintelligible world, Is lightened that serene and blessed mood, In which the affections gently lead us on Until, the breath of this corporeal frame And even the motion of our human blood Almost suspended, we are laid asleep In body, and become a living soul; While with an eye made quiet by the power Of harmony, and the deep power of joy, We see into the life of things. b If this Be but a vain belief, yet, oh! how oft In darkness and amid the many shapes Of joyless daylight; when the fretful stir Unprofitable, and the fever of the world, Have hung upon the beatings of my heart How oft, in spirit, have I turned to thee, O sylvan Wye! thou wanderer through the woods, How often has my spirit turned to thee! c And now, with gleams of half-extinguished thought With many recognitions dim and faint, And somewhat of a sad perplexity, 802 unit 4: the flowering of romanticism differentiated instruction for english language learners Vocabulary Support Use Definition Mapping to teach these words: portion (line 33), aspect (line 37), suspended (line 45), sought (line 72), matured (line 138). BEST PRACTICES TOOLKIT Transparency Definition Mapping p. E6 b c 38 burthen: burden. 43 corporeal (kôr-pôrpc-el): bodily. ROMANTIC POETRY Reread lines When he was living in towns and cities, in what ways was the speaker affected by his past experiences in the countryside near Tintern Abbey? 56 sylvan: located in a wood or forest; Wye: a river near Tintern Abbey. ROMANTIC POETRY What feelings does the speaker express in lines about his everyday life? Cite details. for struggling readers Analyze a Simile Point out the simile in lines 22 24, and remind students that a simile is a figure of speech that compares two unlike things, using the word like or as. Elicit from students that unlike a blind man who cannot see a landscape, the speaker could see the beauteous forms in his mind even after a long absence, since they had made such a strong impression. 802 unit 4: the flowering of romanticism

6 The picture of the mind revives again; While here I stand, not only with the sense Of present pleasure, but with pleasing thoughts That in this moment there is life and food For future years. And so I dare to hope, Though changed, no doubt, from what I was when first I came among these hills; when like a roe I bounded o er the mountains, by the sides Of the deep rivers, and the lonely streams, Wherever nature led more like a man Flying from something that he dreads than one Who sought the thing he loved. For nature then (The coarser pleasures of my boyish days, And their glad animal movements all gone by) To me was all in all. I cannot paint d What then I was. The sounding cataract Haunted me like a passion; the tall rock, The mountain, and the deep and gloomy wood, Their colors and their forms, were then to me An appetite; a feeling and a love, That had no need of a remoter charm, By thought supplied, nor any interest Unborrowed from the eye. That time is past, And all its aching joys are now no more, And all its dizzy raptures. Not for this Faint I, nor mourn nor murmur; other gifts Have followed; for such loss, I would believe, Abundant recompense. For I have learned To look on nature, not as in the hour Of thoughtless youth; but hearing oftentimes The still, sad music of humanity, Nor harsh nor grating, though of ample power To chasten and subdue. And I have felt A presence that disturbs me with the joy Of elevated thoughts; a sense sublime Of something far more deeply interfused, Whose dwelling is the light of setting suns, And the round ocean and the living air, And the blue sky, and in the mind of man: A motion and a spirit, that impels All thinking things, all objects of all thought, And rolls through all things. Therefore am I still A lover of the meadows and the woods, d 67 roe: deer. STYLISTIC ELEMENTS Reread lines Identify the subject and the verb of this sentence. What phrases interrupt the main idea? 76 cataract (kbtpe-rbktq): waterfall. 86 Faint I: I lose heart. 88 recompense (rdkpem-pdnsq): compensation. 93 chasten (chapsen): scold; make modest. Language Coach Etymology A word s etymology is its history. The word impels (line 100) comes from the Latin prefix in- ( on ) and the root pellere ( to push ). What do you think impels means? What other words contain this root? lines composed a few miles above tintern abbey 803 READING SKILL d Model the Skill: stylistic elements L 3a To model how to identify stylistic elements, read lines aloud. Then, focus on the main idea by dropping the parenthetic interrupter and moving the phrase to me to its more usual position at the end of the sentence: For nature then was all in all to me. Possible answers: The subject is nature and the verb is was. The phrases The coarser pleasures of my boyish days and their glad animal movements all gone by and to me interrupt the main idea. tiered discussion prompts Use these prompts to help students explore the differences in the speaker on his two visits to the area around Tintern Abbey as described in lines : Summarize How did the speaker react to the natural landscape on his first visit? Possible answer: He reacted with overwhelming joy without thinking very much about it. Analyze In what way is the speaker s reaction different now, and why? Possible answer: Having spent five years seeing how his memories of the landscape affected him, he is now much more thoughtful about the experience. Synthesize What do the speaker s different reactions to the same site suggest about the way people change as they age? Possible answer: With age comes experience, or the memory of experience, which tempers emotional responses and makes people more thoughtful and less spontaneous. for english language learners Language Coach Etymology Possible answers: Impels must mean pushes on. Compel, dispel, and repel all come from pellere. Point out to students that these words all have the same root in common but differ due to their prefixes. Have students look up the prefixes com-, dis-, and re- and note how they pair with the root pellere. for struggling readers Vocabulary Support beauteous (line 22), beautiful trivial (line 32), insignificant sublime (line 37), uplifting unintelligible (line 40), incomprehensible corporeal (line 43), bodily interfused (line 96), mingled within... tintern abbey 803

7 About the Art This watercolor of Tintern Abbey is by Frederick Waters Watts ( ), a lesser-known English artist who lived near the great romantic landscape painter John Constable and was influenced by his work. tiered discussion prompts Use these prompts to help students understand the significance of the presence of the speaker s sister as described in lines Restate What is the sister s reaction to seeing the landscape around Tintern Abbey for the first time? Answer: She reacts with wild pleasure. Analyze In what way does her reaction affect the speaker s own reaction to the scene? Possible answer: Her wild pleasure, similar to the pleasure he experienced when he first saw the area, helps him recapture his original impressions. It enables him to see the scene again through younger eyes. It also adds to his feeling of sadness that he no longer has the same youthful energy and passion. Synthesize What might the speaker be saying in general about sharing experiences? Possible answer: Experiences are often more meaningful and pleasurable when we share them with someone we love. That person s reactions and perspective can enrich and intensify our experience. READING SKILL e stylistic elements L 3a Remind students that poetry is not subject to the same grammatical rules as other writing is. Tell students that poems sometimes contain otherwise incorrect grammar in order to make a specific point or emphasize something. Possible answer: Wordsworth capitalizes Sister and Nature to emphasize their importance; he also refers to nature as she, so capitalizing the word gives it the importance of a proper noun. The break and space at line 111 note a change from describing the speaker s feelings about nature and how they ve changed to describing his sister s experience. He uses an exclamation point to indicate that he longs to recapture the moment when he first saw Tintern Abbey. 804 unit 4: the flowering of romanticism Tintern Abbey (1800s), Frederick Waters Watts. Private collection. Bridgeman Art Library. And mountains; and of all that we behold From this green earth; of all the mighty world Of eye, and ear both what they half create, And what perceive; well pleased to recognize In nature and the language of the sense The anchor of my purest thoughts, the nurse, The guide, the guardian of my heart, and soul Of all my moral being. Nor perchance, If I were not thus taught, should I the more Suffer my genial spirits to decay: For thou art with me here upon the banks Of this fair river; thou my dearest Friend, My dear, dear Friend; and in thy voice I catch The language of my former heart, and read My former pleasures in the shooting lights Of thy wild eyes. Oh! yet a little while May I behold in thee what I was once,w My dear, dear Sister! and this prayer I make, Knowing that Nature never did betray e The heart that loved her; tis her privilege, Through all the years of this our life, to lead From joy to joy: for she can so inform The mind that is within us, so impress With quietness and beauty, and so feed With lofty thoughts, that neither evil tongues, 804 unit 4: the flowering of romanticism differentiated instruction for advanced learners/ap Analyze the Historical Context Remind students that Wordsworth visited the area around Tintern Abbey as a young man in 1793, soon after returning from the chaos of the French Revolution. He returned to the area with his sister five years later. Point out that the title of the poem indicates that Wordworth composed it on July 13, the eve of Bastille Day, the date when the French Revolution began nine years earlier. Was the inclusion of the date significant? e 111 perchance: by chance; perhaps. 113 genial (jcnpyel): relating to genius; creative. 115 thou my dearest Friend: Wordsworth s sister, Dorothy. STYLISTIC ELEMENTS Wordsworth uses unusual capitalization and punctuation in his poems, employing typographic elements of text that draw his reader s attention to certain words or ideas. Why does he capitalize Sister in line 121 and Nature in line 122? Why does he include an exclamation point in line 119? Have students consider whether Wordsworth might be making a connection in the title between the historical event and his personal experience. Suggest that they revisit the section on page 796 referring to the Lyrical Ballads. Also ask them to reread lines on page 803, which compare the speaker in his past visit to a man flying from something that he dreads.

8 Rash judgments, nor the sneers of selfish men, Nor greetings where no kindness is, nor all The dreary intercourse of daily life, Shall e er prevail against us, or disturb Our cheerful faith, that all which we behold Is full of blessings. Therefore let the moon f Shine on thee in thy solitary walk; And let the misty mountain winds be free To blow against thee: and, in after years, When these wild ecstasies shall be matured Into a sober pleasure; when thy mind Shall be a mansion for all lovely forms, Thy memory be as a dwelling place For all sweet sounds and harmonies; oh! then, If solitude, or fear, or pain, or grief Should be thy portion, with what healing thoughts Of tender joy wilt thou remember me, And these my exhortations! Nor, perchance If I should be where I no more can hear Thy voice, nor catch from thy wild eyes these gleams Of past existence wilt thou then forget That on the banks of this delightful stream We stood together; and that I, so long A worshiper of Nature, hither came Unwearied in that service; rather say With warmer love oh! with far deeper zeal Of holier love. Nor wilt thou then forget, That after many wanderings, many years Of absence, these steep woods and lofty cliffs, And this green pastoral landscape, were to me More dear, both for themselves and for thy sake! Text Analysis 1. Make Inferences Compare the speaker s youthful experiences of the natural world with his present experiences. In what ways has his understanding of nature changed? 2. Draw Conclusions Describe the speaker s attitude in each of the following passages. Do you think that he regrets his loss of youth? Explain your response. The sounding cataract... dizzy raptures. (lines 76 85) Nor perchance.... Of thy wild eyes. (lines ) for struggling readers Infer Responses to Nature To help students think about the various ideas about nature in the poem, use a Two-Column Chart to share some of the examples with students and have them infer Wordsworth s responses to nature. BEST PRACTICES TOOLKIT Transparency Two-Column Chart p. A25 f STYLISTIC ELEMENTS Paraphrase lines , breaking the information into two or more sentences. What does the speaker s prayer or hope for his sister reveal about him? 146 exhortations: words of encouraging advice. 149 past existence: the speaker s own past experience five years before (see lines ). lines composed a few miles above tintern abbey 805 Response Examples Nature is beautiful. line 127 Nature creates joy and rapture. lines 84 85, 118, 138 Nature is peaceful. lines 30, 127 Nature brings comfort when remembered. Nature inspires spiritual awareness. Nature makes a person better. lines 25 30, lines 37 49, 128 lines READING SKILL f stylistic elements L 3a Possible answer: Paraphrase: For a while, at least, may I see my youthful self in you. I make this wish knowing nature will never prove us wrong for having loved it. Nature leads us throughout our lives. It impresses us with its quiet and beauty and feeds our minds with lofty thoughts. Nothing not evil tongues nor selfish people nor mundane activities can change our faith in nature. The speaker s prayer or hope reveals that he cares for his sister and wants her to experience the same joy that he has known. answers Possible answers: 1. As a younger man, the speaker related to nature on a more instinctive and physical level, taking coarser pleasures with animal movements through the landscape (lines 73 74) and experiencing the joy of nature s colors and their forms as an appetite (lines 79 80) without thinking too much about it. Now he is more reflective and appreciative of the spiritual quality of nature, feeling a more sober pleasure (line 139) and a holier love (line 155). 2. In lines the speaker describes in rapturous terms his own youthful pleasure in nature and expresses his poignant awareness that he no longer has the same response. In lines , he expresses a combination of sad and joyful feelings as he observes his sister s youthful passion for nature. Some students may feel that the speaker wishes to enjoy nature with the freshness of youth and regrets his inability to experience the scene with the immediacy he felt before. Others may feel that the speaker recognizes the quieter, more thoughtful pleasure he now takes in nature as something deeper and more spiritually fulfilling.... tintern abbey 805

9 Prereading for these poems is found on page 798. summary In this sonnet, the speaker expresses pleasure in viewing London from a bridge in early morning. Composed upon Westminster Bridge, September 3, 1802 William Wordsworth READING SKILL g Model the Skill: stylistic elements answers L 3a To model how to untangle inverted syntax, read lines 9 11 and then restate the words in more usual order. Possible answers: Paraphrase: Earth has nothing fairer to show; only a dull person could pass by a sight of such majesty. The passage exaggerates the scene s loveliness and the sort of person who might ignore it. Possible answers: 1. Examples of personification include the earth showing the fair scene in line 1; the city wearing the beauty of the morning like a garment (lines 4 5); the sun steeping valley, rock, and hill in his first splendor (lines 9 10); the river gliding at his own will (line 12); and the houses seeming asleep (line 13). In all cases, the personification enhances the vividness of the description and makes the beauty seem intentional. 2. Wordsworth s tone is one of awe and reverence. Words and phrases such as touching in its majesty (line 3) and splendor (line 10) stress the awesome beauty, while Dear God! and the other exclamations in the last four lines show the strength of the speaker s feelings. 806 unit 4: the flowering of romanticism Earth has not anything to show more fair: Dull would he be of soul who could pass by A sight so touching in its majesty; g This City now doth, like a garment, wear 5 The beauty of the morning; silent, bare, Ships, towers, domes, theaters, and temples lie Open unto the fields, and to the sky; All bright and glittering in the smokeless air. Never did sun more beautifully steep 10 In his first splendor, valley, rock, or hill; Ne er saw I, never felt, a calm so deep! The river glideth at his own sweet will: Dear God! the very houses seem asleep; And all that mighty heart is lying still! Text Analysis 1. Examine Personification Find three examples of personification, or figures of speech in which human qualities are attributed to an object, animal, or idea. In what ways do these examples enhance the description of the scene? 2. Analyze Tone What is Wordsworth s tone, or attitude, toward the scene? Cite specific words and phrases to support your response. 806 unit 4: the flowering of romanticism differentiated instruction for struggling readers Sonnet Structure Point out that Wordsworth is using the Petrarchan, or Italian, sonnet on this page and on the facing page. Remind students that the sonnet is made up of an octave (first eight lines) and a sestet (last six lines). Have students scan the poems, and elicit that they share the same rhyme scheme. Help students understand that Wordsworth s unusual use of punctuation in each poem adds emotion and spontaneity to the more traditional structure. g STYLISTIC ELEMENTS Rewrite lines 1 3, reordering the syntax. What does this passage exaggerate? 9 steep: soak; saturate. 12 the river: the Thames (tdmz) the principal river in London. 13 houses: possibly a pun on the Houses of Parliament, near Westminster Bridge. for advanced learners/ap Synthesize Explain that by the time Wordsworth wrote this poem, he was living in the Lake District away from the din of towns and cities ( Tintern Abbey, lines 25 26). Did living in nature affect his perception of the city? Have students discuss how reading Tintern Abbey can enhance understanding of this poem and its nature imagery. Ask students to write their ideas in a paragraph and share them.

10 The World Is Too Much with Us summary This sonnet suggests that the materialism of everyday life interferes with our power to appreciate nature. William Wordsworth The world is too much with us; late and soon, Getting and spending, we lay waste our powers; Little we see in Nature that is ours; We have given our hearts away, a sordid boon! 5 This Sea that bares her bosom to the moon, The winds that will be howling at all hours, And are up-gathered now like sleeping flowers, For this, for everything, we are out of tune; It moves us not. Great God! I d rather be 10 A Pagan suckled in a creed outworn; So might I, standing on this pleasant lea, Have glimpses that would make me less forlorn; Have sight of Proteus rising from the sea; Or hear old Triton blow his wreathèd horn. 4 sordid boon: tarnished or selfish gift. 10 Pagan (papgen): someone who is not Christian, Jewish, or Muslim; suckled in a creed outworn: raised in an outdated faith or belief system. 11 lea: meadow Proteus (priptc-es)... Triton (trftpn): sea gods of Greek mythology. tiered discussion prompts Use these prompts to help students explore the human activities criticized in the poem: Restate What human activities does the speaker criticize with the phrase getting and spending? Answer: He criticizes work (or other activities that bring in income) and shopping (or other activities in which income is spent). Interpret To what powers does the speaker refer when he says that these two activities lay waste our powers? Possible answer: He refers to our powers to appreciate nature in a spiritual way and to be spiritual human beings at one with the natural world. Evaluate Do you agree with the speaker s negative opinion of getting and spending? Why or why not? Responses will vary, but students should support their opinions with examples or reasons. Text Analysis 1. Clarify Ideas Reread lines 1 4. What do you think the speaker means by the phrase The world is too much with us? 2. Make Inferences Why would the speaker rather be a Pagan (line 10) than live in his present state? Support your response with details from the poem.... westminster bridge... / the world is too much with us 807 answers Possible answers: 1. Materialism and other worldly concerns are too important to us. 2. The speaker would prefer to be a pagan rather than to be part of the materialistic world, where people have given their hearts away (line 4) and are out of tune (line 8) with nature. The speaker seems to long for a connection with nature in which, like the pagan, he too would have glimpses (line 12) of something divine. for english language learners Language: Pronoun Referents Point out the pronoun this in line 8, and elicit from students that it might refer just to This Sea (line 5) or to the sea and The winds (line 6). The poet himself seems to reconsider his use of the phrase for this, and immediately adds for everything. Help students understand that, in this case, the phrase for everything is an exaggeration as well as an expression of extreme emotion. for advanced learners/ap Individual vs. Society [paired option] Have partners discuss the speaker s use of us, we, and I in this poem. Has living in a spiritually impoverished society closed the speaker s heart? Would the speaker be happier living as a hermit or vagrant dweller (see lines of Tintern Abbey )? How does the speaker s expressed desire to be a pagan reflect on this issue?... westminster... / the world

11 summary In this lyric poem, the speaker takes joy in encountering a field of daffodils and comfort in recalling them. I Wandered Lonely As a Cloud TEXT ANALYSIS h romantic poetry RL 9 Possible answer: The speaker has been able to imagine himself back among the daffodils and to take comfort and pleasure in his memory of them. Extend the Discussion How has the speaker s memory of the daffodils contributed to his activities as a poet? selection wrap up READ WITH A PURPOSE Now that students have finished reading the poems, have them describe what effect, according to Wordsworth, living in a city has on its inhabitants. Possible answers: Wordsworth expresses a negative attitude toward city living. In Tintern Abbey, he describes the noise of city life and how it makes him weary (lines 25 28). The World is Just Too Much with Us is primarily concerned with how the materialism and toil in a city negatively impact humans. Finally, in I Wandered Lonely as a Cloud, the speaker contrasts the joy he finds in a field of daffodils to the pensive mood he often finds himself in when he is in his rooms. Readers can assume that the speaker is often unhappy in the city and has to find joy out in nature William Wordsworth I wandered lonely as a cloud That floats on high o er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced; but they Outdid the sparkling waves in glee; A poet could not but be gay, In such a jocund company; I gazed and gazed but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils. h Butterfly on Daffodils, Karen Armitage. Watercolor. Private collection. Bridgeman Art Library. h 2 vales: valleys. L 4b Language Coach Roots and Affixes The suffix -ly often signals an adverb, which modifies a verb, adjective, or other adverb; -ly can also form an adjective, which modifies a noun. Which type of word is sprightly (line 12)? How can you tell? What does sprightly mean? 16 jocund (jjkpend): merry. ROMANTIC POETRY According to lines 19 24, what has the speaker been able to accomplish by using his memory and imagination? CRITIQUE Ask students to look through the four poems for a quotation that they think best illustrates Wordsworth s attitude toward nature. After they cite the quotation, have them explain why they chose it. After completing the After Reading questions on page 810, have students revisit their responses and tell whether they have changed their opinions. INDEPENDENT READING Students who appreciate nature might enjoy My First Summer in the Sierra by John Muir and Coming into the Country by John McPhee. 808 unit 4: the flowering of romanticism 808 unit 4: the flowering of romanticism differentiated instruction for english language learners Language Coach Roots and Affixes L 4b Possible answer: Sprightly is the adjective form of spright, a variation of sprite ( spirit ). You can tell because it comes before a noun, dance. Sprightly means lively or spirited. Point out to students that if sprightly had been placed next to the verb Tossing, it would be an adverb rather than an adjective. Vocabulary Support Point out that the first two lines present the speaker as being lonely and isolated like a floating cloud. In contrast, the words crowd, host, and Ten thousand describe the daffodils whose appearance brings company and joy. Help students identify words related to positive feelings in the poem: sprightly (line 12), glee (line 14), gay (line 15), jocund (line 16), bliss (line 22), pleasure (23).

12 Reading for Information JOURNAL Many of Wordsworth s poems were inspired by his frequent walks with his sister Dorothy in the English countryside. This excerpt from Dorothy s journal records the same scene that inspired Wordworth s I Wandered Lonely As a Cloud. Grasmere Journals Apr. 15. from the Dorothy Wordsworth It was a threatening misty morning but mild. We [Dorothy and William] set off after dinner from Eusemere. 1 Mrs. Clarkson went a short way with us but turned back. The wind was furious and we thought we must have returned. We first rested in the large Boat-house, then under a furze Bush opposite Mr. Clarkson s. Saw the plough going in the field. The wind seized our breath the Lake was rough. There was a Boat by itself floating in the middle of the Bay below Water Millock. We rested again in the Water Millock Lane. The hawthorns are black and green, the birches here and there greenish but there is yet more of purple to be seen on the Twigs. We got over into a field to avoid some cows people working, a few primroses by the roadside, wood-sorrel flower, the anemone, scentless violets, strawberries, and that starry yellow flower which Mrs. C. calls pile wort. When we were in the woods beyond Gowbarrow park we saw a few daffodils close to the water side. We fancied that the lake had floated the seeds ashore and that the little colony had so sprung up. But as we went along there were more and yet more and at last under the boughs of the trees, we saw that there was a long belt of them along the shore, about the breadth of a country turnpike road. 2 I never saw daffodils so beautiful they grew among the mossy stones about and about them, some rested their heads upon these stones as on a pillow for weariness and the rest tossed and reeled and danced and seemed as if they verily laughed at the wind that blew upon them over the lake, they looked so gay ever glancing ever changing. This wind blew directly over the lake to them. There was here and there a little knot and a few stragglers a few yards higher up but they were so few as not to disturb the simplicity and unity and life of that one busy highway. We rested again and again. The Bays were stormy, and we heard the waves at different distances and in the middle of the water like the sea. 1. Eusemere: the home of Thomas and Catherine Clarkson, friends living near the Wordsworths on the banks of Lake Ullswater in the Lake District. 2. breadth... road: width of one of the narrow, centuries-old English roads that pedestrians once had to pay tolls to use. reading for information 809 connect This selection connects with the events described in I Wandered Lonely As a Cloud. You can also use it as a minilesson on reading for information. reading for information Point out that the selection is a journal entry. Then ask In what way is the purpose of a journal entry different from that of a lyric poem? Possible answer: A journal entry is nonfiction that provides factual information as well as thoughts and feelings and that aims to record experiences accurately. While lyric poetry expresses personal thoughts and feelings, it does not purport to record experiences accurately or provide factual information. Instead, it is marked by imagination and characterized by melodic rhythms. It also creates a strong, unified impression for the reader. What seems to be Dorothy Wordsworth s specific purpose in writing this journal entry? Possible answer: She wants to describe an interesting and wonderful experience that she and her brother had. tiered discussion prompts Use these prompts to help students connect the details in Dorothy Wordsworth s journal entry to the details in her brother s poem. Connect How does reading this journal entry affect your understanding of the experiences described in the poem? Possible answer: It gives context for the events of the poem, making them seem more real. It provides numerous details about the setting, making the events easier to picture. Interpret From the journal entry, what can you tell about Dorothy Wordsworth s attitude toward nature? Why? Possible answer: She loves nature and is a careful observer of its details. She calls the daffodils beautiful and gives minute details about the plants in the region. Synthesize What does the poem capture about the experience that the journal barely touches on? Possible answer: The poem captures the sudden joy of seeing the daffodils and the comfort that thinking about them brings later. reading for information 809

13 Practice and Apply For preliminary support of post-reading questions, use these copy masters: RESOURCE MANAGER Copy Masters Romantic Poetry p. 69 Question Support p. 73 Additional selection questions are provided for teachers on page 65. answers, RL 9, L 3a 1. The speaker feels alone, aimless, and unconnected to the natural landscape. 2. The speaker experiences sudden joy when he comes across a large number of daffodils beside a lake. 3. It means come suddenly to my memory or form a sudden picture in my mind. Possible answers: 4. The speaker is describing the natural landscape a few miles from Tintern Abbey, not the abbey ruins. His focus is on nature. 5. commore core focus Analyze Stylistic Elements The long, free-flowing sentences with their frequent interruptions reflect his idea of spontaneous overflow, and the emotional statements signaled by exclamation points reflect the powerful feelings. 6. common core focus Romantic Poetry Accept all reasonable answers. All four poems provide examples of the listed romantic conventions except for mysterious, exotic, or supernatural elements, probably best illustrated by the mention of a hermit in Tintern Abbey (lines 14 22) and the sudden appearance of the daffodils in I Wandered Lonely As a Cloud (lines 3 12). 7. Wordsworth suggests that people s memories of the beauty and wonder of nature help them experience peace and harmony in the present and permit them to imagine the scene later. Evidence includes lines in Tintern Abbey, the last stanza of I Wandered Lonely As a Cloud, and the ability to re-create the scene in composing all four poems. 8. In Composed upon Westminster Bridge, the speaker admires the city s beauty in the octave and describes its effects on him in the sestet. In The World Is Too Much with Us, the speaker describes his upset feelings about human alienation from nature in the octave and suggests that pagan societies are closer to nature in the sestet. After Reading Comprehension 1. Clarify The last poem begins: I wandered lonely as a cloud / That floats on high o er vales and hills. What is the meaning of this statement? 2. Summarize Reread lines 3 12 of the poem. In your own words, describe the scene the speaker encounters. 3. Clarify In line 21, what does the phrase flash upon that inward eye mean? Text Analysis 4. Make Inferences About Setting In Tintern Abbey, why do you think the speaker says so little about the ruined abbey named in the poem s title? 5. Analyze Stylistic Elements In his Preface to Lyrical Ballads, Wordsworth defines poetry as the spontaneous overflow of powerful feelings. Review the list of Wordsworth s stylistic elements on page 799. How do the stylistic elements help him achieve this state in Tintern Abbey? 6. Examine Romantic Poetry Select one of the four poems in the lesson. For each convention of romantic poetry listed on page 799, provide an example from one of Wordsworth s poems. What overall effect do these conventions help create? 7. Draw Conclusions What connection does Wordsworth make between the speakers memories of the past and their ability to experience peace in the present? Cite evidence from all four poems to support your response. 8. Evaluate Sonnets Both Composed upon Westminster Bridge and The World Is Too Much with Us are Petrarchan sonnets. For each poem, identify the speaker s situation or problem in the octave and his comments in the sestet. Which sonnet provides a more satisfying resolution? 9. Compare Texts Review I Wandered Lonely As a Cloud and Dorothy Wordsworth s journal entry on page 809. How does Dorothy s response to the daffodils compare with her brother s? Explain any similarities in the images and feelings expressed. Text Criticism 10. Critical Interpretations Some critics have argued that Wordsworth presents an idealistic, and therefore unrealistic, portrait of childhood. Based on Tintern Abbey, do you agree with this argument? Support your opinion with details from the poem. Where do we find peace? Why do we associate peace with the natural world? Are there times when nature is not serene or tranquil? Explain your response. 810 unit 4: the flowering of romanticism 9. Like her brother, Dorothy finds the daffodils beautiful and describes them as dancing in the breeze. She also finds their sudden appearance somewhat mysterious, speculating with her brother about their origin. Her brother does not comment on the mystery but instead focuses on his joy at their sudden appearance. 10. Accept all reasonable answers. Students who agree may note that Wordsworth captures the excitement and passions of youth but fails to mention the emotional turmoil and frustrations. Where do we find PEACE? Analyze how an author s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning. RL 9 Demonstrate knowledge of eighteenth- and nineteenth-century foundational works of literature. L 3a Apply an understanding of syntax to the study of complex texts when reading. Encourage students to discuss how peacefulness can be subjective. Students may note that natural disasters, such as tornadoes, floods, and hurricanes, are not peaceful. 810 unit 4: the flowering of romanticism