Formative close reading plan

Transcription

1 Formative close reading plan For The Highwayman by Alfred Noyes 7 th grade Standards: RL.7.2, RL.7.3, RL.7.4, RL.7.5, RL.7.6 Created by Ronda McBryde, 2014 Delaware Dream Team teacher

2 Directions for teachers: How to use this document The text-dependent questions below should be administered as a formative checkpoint to students after they have read the poem The Highwayman. In addition to collecting written responses (in a reading journal or on a separate piece of paper), student work could also be recorded as the product of observation or interview. Use the response guide beginning on page 3 to evaluate each response and determine if student Exceeds, Meets Approaches or Struggles with the given question. Use the corresponding close reading follow-up mini-lessons to provide targeted and close-reading based intervention to students in the Approaches and Struggles group. Text and author Where to access the text: Grade-level: Target Common Core State Standards: Text and standard details The Highwayman by Alfred Noyes The poem is available on 7 th grade RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.7.5 Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 1

3 Formative text-dependent questions 1. The metaphors in stanza one describe the setting. How do these metaphors create the mood of the poem? 2. How do Bess s actions throughout the poem show her love for the highwayman? 3. How does the author reveal the intensity of The Highwayman s commitment to Bess? 4. How do Tim the Ostler s actions affect the plot? 5. Until Stanza three, Bess s lover is referred to as The Highwayman. Why does the author choose to refer to him as robber in the thoughts of Tim the Ostler? 6. The author repeats the first two stanzas at the end. How do these two stanzas convey the theme of the poem? 2

4 Formative text-dependent question 1 Question #1 The metaphors in stanza one describe the setting. How do these metaphors create the mood of the poem? Standard(s) covered: RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Response Guide Example student response Indicators In stanza one there are three metaphors. The wind was a torrent of darkness among the gusty trees, the moon was a ghostly galleon tossed upon cloudy Identified the metaphors directly from the text. seas,, and, the road was a ribbon of moonlight over the purple moor. The Pulled out words that describe the setting metaphors use words like darkness, ghostly, to describe the setting. When Connected those words to describe the mood. seeing these words, it gives the reader a feeling of gloom or maybe even Explains the impact of the word choice. eerie or creepy. Exceeds Meets The metaphors create the mood of the poem by making it seem scary and dark. For example, the metaphors use words like darkness and ghostly. This makes the reader feel like this is going to be a creepy or mysterious poem.. Pulled out the words that describe the mood. Explains the impact. Intervention Approaches Struggles The mood is creepy. The scene may be a ghost story because it is night. The metaphors created the mood by how the metaphors created images in your mind. Also you can connect in some way if metaphors are used. Identified the mood Uses the text but not in a way to support the answer to the question Doesn t identify or describe the mood There were no text examples used The question was not answered. See Close reading followup lesson #1 3

5 Question #2 Standard(s) covered: Formative text-dependent question 2 How do Bess s actions throughout the poem show her love for the highwayman? RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Response Guide Example student response Indicators Exceeds Bess gave the ultimate sacrifice to save the love of her life by giving up her own. Saving him were her only thoughts after being captured. The poem states, and the blood of her veins, in the moonlight, throbbed to love s refrain Instead of being afraid because of what she was experiencing, She worked tirelessly through pain while to get out of the knots that were holding her captive. During the hours of sweating and bleeding she fought toward her goal. She knew that the soldiers would kill The Highway man once he would appear, so she warned him with her death. After straining, tugging and bleeding, she knew the only way to save his life, was to take her own. The sound of the gun shot would drive him away. Explained the character s actions Used text evidence to show intensity of her actions Used descriptive words to summarize the character s choices. Explained the consequences if the character didn t make the choice she did Shared some of Bess thoughts to support her actions Meets The Highwayman told her to watch by moonlight for him, and Bess struggled to sit up so that she could see him outside. Also she shot herself, because that was the only way to warn the highwayman the King George s men were coming to kill him. Some evidence that is shown when the poem states She would not risk their hearing; she would not strive again; For the road lay bare in the moonlight, blank and stare and the moonlight and the blood of her veins in the moonlight throbbed to her loves refrain. It lets us know that she only thought about him. It also lets us know more when it states, she drew one last deep breath, then her finger moved in the moonlight, her musket shattered the moonlight, shattered her breast in the moonlight and warned him-with her death. This is how she showed her love in the poem. She killed Herself to warn him. Used descriptive words to explain her actions Used text evidence to support Shared some of Bess thoughts to support her actions 4

6 Intervention Approaches Her actions throughout the poem show her love for the highwayman because she knows he is a robber, but she still loves him. For example shattered her breast in the moonlight and warned him with her death. Identified one action Some text evidence Doesn t provide support to show throughout See Close reading followup lesson #2 Struggles Bess actions throughout the story showed her love by almost shooting herself. There is not an understanding of the text The questions was not answered with evidence 5

7 Formative text-dependent question 3 Question #3 How does the author reveal the intensity of The Highwayman s commitment to Bess? Standard(s) RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). covered: Response Guide Example student response Indicators The author shows us how committed he was to Bess through his words and actions. For example at the beginning of the poem, he promised Bess that he would return to her no matter what. though hell should bar the way. Also, Uses multiple text examples to support the answer later in the story, after he learns of Bess death, he purposefully returns to the Infers meaning to add support to answer inn where the soldiers are to be killed also. He was so distraught about her Uses descriptive language to answer the question. death, he wanted to join her as well. He knew that he would die, yet he Recognizes how character s action impact the plot approached it bravely, with white road smoke behind him and his rapier brandished high. Exceeds Meets The author reveals the intensity of the highwayman s commitment to Bess through his actions and words because he promised to her that he would come back by moonlight after he gets some gold. He grazed her hand before he left. He also kept telling her to watch for him. In the story he told her, I shall be back with yellow gold, before the morning light, yet if they press me sharply, and harry me through the night. Then look for me by moonlight, watch for me by moonlight, wait for me by moonlight, though hell should bar the way. Uses text examples to support the answer Uses the author s word choices to answer the question. Intervention Approaches Struggles The author revealed the intensity of the highwayman by saying he got revenge after he found out Bess is dead. The author lets Bess kill herself to warn the highwayman about the redcoats, but out of rage he goes to fight back but then they killed him. Lacks support There is no specific text evidence Does not include author s word choices to answer the question. Recognizes how the character s actions impact the plot Does not include much support from the text. Does not include author s word choices to answer the question See Close reading followup lesson #3 6

8 Question #1 Formative text-dependent question 4. How do Tim the Ostler s actions affect the plot? Standard(s) RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) covered: Response Guide Example student response Indicators After overhearing the plans of the highwayman, he lets the soldiers know where and when the highwayman would meet his love....dumb as a dog he listened and he heard the robber say... His motive behind it would be his love Cites a few samples of text evidence for Bess and his jealousy of the highwayman. The poem explains Tim in one Inferred a character s actions stanza as having hair as moldy hay and eyes were hollows of madness but Inferred a character s motivation it also states that he loved the landlord s daughter. After overhearing the Explains with support from the text conversation, the next stanza tells us King George s men came marching This introduces the conflict in our story. Although Tim the Ostler was not a Explains how a shift in the plot happened central character in the story, he cause the plot to shift. Exceeds Meets Tim the Ostler s actions affected the plot, because it makes it seem as though Tim told the troop that the highwayman was going to return later that night. Tim was obviously jealous of the highwayman and Bess relationship because his eyes were hollows of madness and he loved Bess. In the story, it shows that he was mad when he overheard the highwayman and Bess talking and them the troop came immediately after most likely because of Tim. Cites text evidence Explains how the shift in the plot happened Inferred a character s actions Intervention Approaches Tim the Ostlers actions affected the plot because he was in love with Bes, but she was in love with the highwayman. So, Tim had troops kill the highwayman and when they were about to kill him, Bess shot herself so the highwaymen knew that he had to leave before he was shot too, but the signal didn t help because he ends up getting shot. So Tim caused them both to die. Inferred a character s actions Summarizes other parts of the story Does not cite specific text samples See Close reading followup lesson #4 7

9 Struggles Tim overhears the conversation about the robberies so he went to get the redcoats, but if he didn t, then Bess and the highwayman would be alive. Summarizes the story Includes an opinion Did not answer the question No specific text evidence 8

10 Question #1 Formative text-dependent question 5 Until Stanza three, Bess s lover is referred to as The Highwayman. Why does the narrator choose to refer to him as robber in the thoughts of Tim the Ostler? Standard(s) RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. covered: Response Guide Example student response Indicators In stanza three the author shows us how much Tim loves Bess. Not only does the author directly state his love, But he loved the landlord s daughter... he Describes the thoughts of the character also describes Bess as the landlord s red-lipped daughter when talking Cites text evidence about her appearance. But in other stanzas the author describes Bess as Describes the appearance to support the character s thoughts. having black hair, or black eyes. Infer a character trait Calling him a robber carries a negative tone which would be a thought more Shows a character s perspective based on the author s word fitting to someone who is jealous. When the author refers to The Highwayman choice as a robber, we are shown Tim s jealousy. Exceeds Meets The author makes Tim refer to him as a robber instead of a highwayman because Tim sees him as a bad person. Bess sees him as her lover. In the story, Tim doesn t like the highwayman so that s why he would refer to him as a robber. The text states, But he loved the landlord s daughter Cites text evidence Shows character s perspective based on author s word choice Intervention Approaches Struggles Tim the Ostler did not like The Highwayman so he called him robber because of how he felt about him. The author refers to him as a robber because he steals a lot of stuff for him and the black eyed daughter. Shows a characters perspective NO text evidence No text evidence Does not answer the questions based on any story elements. See Close reading followup lesson #5 9

11 Question #1 Standard(s) covered: Formative text-dependent question 6 The author repeats the first two stanzas at the end. How do these two stanzas convey the theme of the poem? (Make sure to state the theme in your answer.) RL.7.5 Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 10

12 Response Guide Example student response The theme is Love conquers all. Bess and The Highwayman are together even in death. The passage states, Indicators And still of a winter s night, they say, when the wind is in the trees, Exceeds When the moon is a ghostly galleon tossed upon cloudy seas, When the road is a ribbon of moonlight over the purple moor, A highwayman comes riding Riding riding A highwayman comes riding, up to the old inn-door. Over the cobbles he clatters and clangs in the dark inn-yard. He taps with his whip on the shutters, but all is locked and barred. He whistles a tune to the window, and who should be waiting there But the landlord s black-eyed daughter, Bess, the landlord s daughter, Plaiting a dark red love-knot into her long black hair. Identifies theme Explains importance of repetition Cites text evidence Refers to the specific stanzas in question The repetition of these stanzas let us know that even through the betrayal and violence of their deaths, according to Bess and The highwayman, nothing has changed. Meets The author repeats these stanzas to emphasize how important Bess was to the highwayman and vice versa. The theme, True love conquers all, is shown because Bess was willing to die to keep them alive. she warned him with her death. The repetition helps to bring out the theme since its showing that he is going to see her. Identifies theme Identifies repetition Cites text evidence Intervention Approaches These stanzas convey the theme of the poem because it emphasizes the part where he sees Bess because he loves her. This symbolizes his love for Bess. Does not identify theme NO text evidence See Close reading followup lesson #6 11

13 Struggles The author did this to make those stanzas stand out to remember the highwayman coming down the road. Also these stanzas show the setting and imagery when it explains how he looks in detail. Does not answer the question Improper reference to repetition in question No theme identified No specific text evidence cited 12

14 Close Reading Follow-Up Lessons #1 Text Title: The Highwayman Delaware Dream Team teacher: Gradelevel: Seventh Coach: Ronda McBryde Alysia Lutz Standards covered: RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.7.5 Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Tier Two Words (General academic vocabulary) Words that are far more likely to appear in written texts than in speech. [They] often represent subtle or precise ways to say relatively simple things saunter instead of walk, for example. (CCSS ELA Appendix A) Vocabulary Tier Three Words (Domain-specific words) [Tier Three words] are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text. (CCSS ELA Appendix A) Identify Explain Affect Convey Stanza Theme Mood Plot Metaphor Ostler 13

15 Formative textdependent question Answer (Meets) CCSS Objective Foundational knowledge Lesson 1 The metaphors in stanza one describe the setting. How do these metaphors create the mood of the poem? The metaphors create the mood of the poem by making it seem scary and dark. For example, the metaphors use words like darkness and ghostly. This makes the reader feel like this is going to be a creepy or mysterious poem.. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. In this lesson you will be able to determine the mood of a poem by analyzing the setting. The reader will be able to identify stanzas and metaphors in a poem. Also they will be able to analyze the text in order to get a deeper understanding. Steps 1. Identify the metaphors used to describe the setting. 2. Look for the words that describe the setting. 3. Summarize the mood by asking How do these words make the reader feel? Close Reading Follow-Up Plan Model Thinking Look at stanza one Read it carefully Find the metaphors (remember, a metaphor compares two things not using the words like or as.) The wind was a torrent of darkness among the gusty trees. The moon was a ghostly galleon tossed upon cloudy seas. The road was a ribbon of moonlight over the purple moor. Think to yourself, How is the author describing the setting? Pull out the descriptive words from the metaphor (darkness= wind in the trees, gusty=trees, ghostly=moon, purple=moor) Think to yourself, How do these words make the reader feel? Using those words, create a summary discussing the impact of these words about the setting. After looking at these words, I think that the author has created a dark or creepy mood. When I think of darkness, or ghostly that makes me think that the poem might be something scary because of the setting. 14

16 Formative textdependent question Answer (Meets) CCSS Objective Foundational knowledge Lesson 2 How do Bess s actions throughout the poem show her love for the highwayman? The Highwayman told her to watch by moonlight for him, and Bess struggled to sit up so that she could see him outside. Also she shot herself, because that was the only way to warn the highwayman the King George s men were coming to kill him. Some evidence that is shown when the poem states She would not risk their hearing; she would not strive again; For the road lay bare in the moonlight, blank and stare and the moonlight and the blood of her veins in the moonlight throbbed to her loves refrain. It lets us know that she only thought about him. It also lets us know more when it states, she drew one last deep breath, then her finger moved in the moonlight, her musket shattered the moonlight, shattered her breast in the moonlight and warned him-with her death. This is how she showed her love in the poem. She killed herself to warn him. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). In this lesson you will be able to determine a character s emotion by analyzing a character s actions. Students should know how to look at a character s actions, they should also have an idea of creating inferences. Steps 1. Look for actions of the character throughout the story. 2. Explain the character s actions by asking Why did the character act that way? 3. Use your character analysis to answer the question. Close Reading Follow-Up Plan Model Thinking Let s pull out some of the things that Bess did for the highwayman o She kissed him through the window, she kept looking at the window where they would meet, she strained to pull the trigger, she pulled the trigger to the musket that was tied to her chest Let s look at each action and explain why someone would do them. Remember, Bess was in a dangerous situation. o Her kiss let us know that she loved him o She kept looking out of the window where they were supposed to meet- this let us know she was concerned for him. o She strained to find the trigger-even though the soldiers could have killed her, she kept trying to find a way to save the highwayman. This let us know that she was fearless for him o She pulled the trigger and ended her life. This let us know that she was dedicated. Now let s take all of these actions, and create a summary for our answer. o Bess showed her love for the highwayman in the beginning when she kissed him before left. She also showed us how concerned she was, because while she was tied up and in danger, she kept looking for him. She fought to find the trigger of the musket that she knew would kill her, this showed us that she was fearless and was willing to die for him. When she pulled the trigger, she showed how dedicated she was to him. She gave up her life to save his. 15

17 Formative textdependent question Answer (Meets) CCSS Objective Foundational knowledge Lesson 3 How does the author reveal the intensity of The Highwayman s commitment to Bess? The author reveals the intensity of the highwayman s commitment to Bess through his actions and words because he promised to her that he would come back by moonlight after he gets some gold. He grazed her hand before he left. He also kept telling her to watch for him. In the story he told her, I shall be back with yellow gold, before the morning light, yet if they press me sharply, and harry me through the night. Then look for me by moonlight, watch for me by moonlight, wait for me by moonlight, though hell should bar the way. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). In this lessons students will be able to look to determine a character s motivation by analyzing a character s actions over the course of the text. Students should be able to understand characterization Steps 1. Analyze character action at the beginning 2. Look for character s actions at the end of the poem 3. Let s make an inference to connect the character s actions and show his intensity Close Reading Follow-Up Plan Model Thinking Ask yourself, what did The Highwayman do in the beginning? Let s Look at stanza # 5 where Tim the Ostler is listening to The Highwayman Speak o The Highwayman says he wanted one kiss from Bess before he left. o He says he would come to her at moonlight, though hell should bar the way. After learning of Bess death, the author lets us know how the highwayman reacted and felt. Let s look at stanza 14 to see what other actions he did to show his commitment. o Back, he spurred like a madman, shouting a curse to the sky; with the white road smoking behind him and his rapier brandished high. Blood red were his spurs in the golden noon We see that he is angry with Bess s death and he is going back to face the redcoats. The author shows us how committed he was to Bess through his words and actions. For example at the beginning of the poem, he promised Bess that he would return to her no matter what. though hell should bar the way. Also, later in the story, after he learns of Bess death, he purposefully returns to the inn where the soldiers are to be killed also. He was so distraught about her death, he wanted to join her as well. He knew that he would die, yet he approached it bravely his with white road smoke behind him and his rapier brandished high 16

18 Formative textdependent question Answer (Meets) CCSS Objective Foundational knowledge How do Tim the Ostler s actions affect the plot? Lesson 4 Tim the Ostler s actions affected the plot, because it makes it seem as though Tim told the troop that the highwayman was going to return later that night. Tim was obviously jealous of the highwayman and Bess relationship because his eyes were hollows of madness and he loved Bess. In the story, it shows that he was mad when he overheard the highwayman and Bess talking and them the troop came immediately after most likely because of Tim. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) In this lesson you will be able to analyze how a character s actions advance a plot. Students should be able to understand story elements and how they shape a plot. Steps 1. Examine how the character is described 2. Examine how other characters interact 3. Determine when the conflict is introduced. 4. Connect the characters to the plot to infer a character s actions Close Reading Follow-Up Plan Model Thinking Ask, How is Tim the Ostler described? o In stanza 4 Tim the Ostler is described and he is eavesdropping o He is described as having eyes hollows of madness and hair as moldy hay, dumb as a dog, and his face was white and peaked. o But it also says, He loved the landlord s daughter. Ask yourself, What is Tim the Ostler hearing while he is eavesdropping. o The next three stanzas lets the reader know that the highwayman promises to come and see Bess at midnight after he commits a robbery. Ask, When does our plot take a turn? o If we look at Stanzas 1-7, we notice that the story does not have a problem. o The highwayman and Bess are introduced and described o Tim The Ostler is described o But in stanza 8, the redcoats appear and our conflict is introduced. Let s think, how would the redcoats know what time to appear? o We can infer that because Tim loved Bess, and at the same time was mad he let the redcoats know what time to come and get The Highwayman. This is what caused our conflict and later causes the death of our characters. 17

19 Formative textdependent question Answer (Meets) CCSS Objective Foundational knowledge Lesson 5 Until Stanza four, Bess s lover is referred to as The Highwayman. Why does the narrator choose to refer to him as robber in the thoughts of Tim the Ostler? The author makes Tim refer to him as a robber instead of a highwayman because Tim sees him as a bad person. Bess sees him as her lover. In the story, Tim doesn t like the highwayman so that s why he would refer to him as a robber. The text states, But he loved the landlord s daughter RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. In this lesson students will be able to look at a narrator s word choice to identify and explain a character s perspective. Students should be able to identify a character and their words and actions in a story, and also be able to identify the speaker. Steps 1. Look for narrator s word choice 2. Analyze the narrator s word choice 3. Infer a meaning from the author s word choice 4. Create a summary statement based on the analysis and inference. Close Reading Follow-Up Plan Model Thinking Ask yourself, how is the author describing the highwayman through the thoughts of Tim? Let s look at some of the exact lines in stanza four: o While listening to the conversation with Bess, the narrator says, Dumb as a dog he listened, and he heard the robber say Ask yourself, Why would the narrator want me to think of the highwayman as a robber? o Although he is a thief, the word robber does not come up until we are looking through the eyes of Tim. We know that from the story Tim loved Bess and he was upset that the highwayman had her heart. Ask yourself, What s the difference between calling someone a highwayman, and a robber? o The word robber seems to have a negative connotation to it. Everyone looks at robbers as someone who is bad The word robber has a negative feel to it and would be an appropriate thought of Tim because of his jealousy of the highwayman. The narrator is letting us know the thoughts and feeling of Tim in this stanza. 18

20 Formative textdependent question Answer (Meets) CCSS Objective Foundational knowledge Lesson 6 The author repeats the first two stanzas at the end. How do these two stanzas convey the theme of the poem? (Make sure to state the theme in your answer.) The author repeats these stanzas to emphasize how important Bess was to the highwayman and vice versa. The theme, True love conquers all, is shown because Bess was willing to die to keep them alive. she warned him with her death. The repetition helps to bring out the theme since its showing that he is going to see her. RL.7.5 Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. In this lesson students will be able to look identify and explain the theme of a poem by looking at its structure. Students should be able to identify theme, story elements, and poetry terms (repetition) Steps 1. Analyze the poem s structure 2. Infer theme 3. Explain theme and how it connects to the poem s structure Close Reading Follow-Up Plan Model Thinking Ask yourself, what is so important about these stanzas? o The stanza that is being repeated lets us know that the lovers are meeting. It describes their appearance, and actions and shows us how they love each other. In the beginning of the poem it introduces the characters, and when repeated at the end, things are still the same. Ask yourself, what happened in the story that would show us a lesson through these two stanzas? o In between the two stanzas, we are told a story of love, betrayal, violence and death. I believe that the characters overcame everything because they loved each other. Ask yourself how important was the repetition of these stanzas to show us the theme? o The author repeats these stanzas to emphasize how important Bess was to the highwayman and vice versa. The theme, True love conquers all, is shown because Bess was willing to die to keep them alive. she warned him with her death. The repetition helps to bring out the theme since its showing that he is going to see her. 19