Paraphrasing the Poem With a partner, carefully read and paraphrase the poem sentence by sentence. With the frenzy of an old snake shedding its skin, the speckled road, scored with ruts, smelling of mold, twisted on itself and reentered the forest where the dasheen 1 leaves thicken and folk stories begin Text Paraphrase Sunset would threaten us as we climbed closer to her house up the asphalt hill road, whose yam vines wrangled over gutters with the dark reek of moss, the shutters closing like the eyelids of that mimosa 2 called Ti-Marie; then lucent as paper lanterns, lamplight glowed through the ribs, house ater house there was her own lamp at the black twist of the path. There s childhood, and there s childhood s aftermath. 6 Copyright 2016 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
She began to remember at the minute of the irelies, to the sound of pipe water banging in kerosene tins, stories she told to my brother and myself. Text Paraphrase Her leaves were the libraries of the Caribbean. he luck that was ours, those fragrant origins! Her head was magniicent, Sidone. In the gully of her voice shadows stood up and walked, her voice travels my shelves. She was the lamplight in the stare of two mesmerized boys still joined in one shadow, indivisible twins. Copyright 2016 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 7
Activity Three: Determining Tone and Understanding Meaning Examine the irst half of the poem. In small groups, highlight or underline any words or phrases which describe the journey the speaker takes to visit the storyteller. With the frenzy of an old snake shedding its skin, the speckled road, scored with ruts, smelling of mold, twisted on itself and reentered the forest where the dasheen 1 leaves thicken and folk stories begin. 5 Sunset would threaten us as we climbed closer to her house up the asphalt hill road, whose yam vines wrangled over gutters with the dark reek of moss, the shutters closing like the eyelids of that mimosa 2 called Ti-Marie; then lucent as paper lanterns, 10 lamplight glowed through the ribs, house after house there was her own lamp at the black twist of the path. 1. Choose the two most signiicant phrases that describe the speaker s journey. Key Phrase Write the key words/phrase below. Signiicance Explain why the phrase is so meaningful. 2. Explain how the speaker views this journey. 3. Explain how the speaker s description of the journey is colored by the fact that he experiences this event during childhood. 8 Copyright 2016 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
Now, examine the second half of the poem. Highlight or underline any words or phrases which describe how the speaker s feels about the storyteller and listening to her stories. There s childhood, and there s childhood s aftermath. She began to remember at the minute of the irelies, to the sound of pipe water banging in kerosene tins, 15 stories she told to my brother and myself. Her leaves were the libraries of the Caribbean. The luck that was ours, those fragrant origins! Her head was magniicent, Sidone. In the gully of her voice shadows stood up and walked, her voice travels my shelves. 20 She was the lamplight in the stare of two mesmerized boys still joined in one shadow, indivisible twins. 4. Choose the two most signiicant phrases that describe the speaker s feelings about listening to the storyteller. Key Phrase Write the key words/phrase below. Signiicance Explain why the phrase is so meaningful. 5. Describe the speaker s feelings about the storyteller. 6. Consider both parts of the poem. Then, list two statements that can be made about the speaker s recollection of this event. Statement #1: Statement #2: Copyright 2016 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 9
Activity Four: Identifying Patterns in Poetic Devices and the Meaning of a Work Explain how the author has created tone in the two parts of the poem. Use the organizer below to help you identify poetic elements as you move sequentially through the passage. Lines 1-11 Explain what the speaker is describing in this section. Tone Describe the tone employed in this section. Poetic Devices List poetic devices that create the tone. Lines 12-21 Explain what the speaker is describing in this section. Tone Describe the tone employed in this section. Poetic Devices List poetic devices that create the tone. 1. How would you describe the overall tone of the poem? 2. Why might the speaker choose to create this type of tone towards the subject? 3. What poetic patterns does this poem employ? 4. How do the poetic patterns, identiied above, enhance the speaker s childhood recollection? 10 Copyright 2016 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
Activity Five: Developing Commentary To write an effective analysis, you must explain how poetic devices work together to create tone and meaning. This interpretation is called commentary. Commentary provides the reader of the essay with the essay writer s insight to the poem. Choose one piece of textual evidence from lines 1-11 which establishes tone and write it below. Evidence: What associations do you have with the words/phrases/images from your piece of evidence? What impressions does the speaker wish to communicate with the audience through these words/ phrases/images from your piece of evidence? What is the effect of the words/phrases/images from your piece of evidence on your understanding of the speaker s experience? Copyright 2016 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 11
Choose two other pieces of textual evidence from lines 1-11 and list them in the below. Then, explain any associations, effects, or impressions created by the textual evidence which would show how the evidence creates the tone. Textual Evidence #2 Cite evidence especially from lines 1-11. Commentary Explain how the evidence you identiied creates a tone. Textual Evidence #3 Cite a second piece of evidence especially from lines 1-11. Commentary Explain how the evidence you identiied creates a tone. 12 Copyright 2016 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
Activity Six: Developing Body Paragraphs Using the evidence and commentary you included above, rewrite your irst body paragraph which analyzes how the author conveys the signiicance of the experience. Choose the two best examples of evidence/ commentary from the previous activity to include in your revision. Write commentary on how the words create the tone. Consider the impressions, associations, and effects of the devices you are targeting. Complete the paragraph by adding your discussion of additional pieces of evidence to support your assertion. Rewrite/improve your writing as you go. If you have not drafted a response to this free response question, write an original paragraph. Example Statement Topic Sentence Use the template if necessary. In the beginning of the poem, Derek Walcott creates a tone of through his description of The speaker that (Use a marker verb.) (Explain the context.) (Identify textual evidence and its context.) Body Paragraph Copyright 2016 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 13