Focus and Motivate READING 4 Make inferences and draw conclusions about the elements of poetry. 8 Make inferences and draw conclusions about how an author s sensory language creates imagery. summaries TEKS Focus In Mi Madre, the speaker compares the earth to a loving mother. In Canyon de Chelly, the speaker describes exploring the canyon and recounts a young son s wonder and pleasure in the joy of discovery. What gifts does the EARTH provide? Discuss the question with students and ask them to think about which of the earth s resources they have used in the last 24 hours. How would their lives be different without access to these resources? What other, intangible gifts does the earth offer? Next, have small groups work on the LIST IT activity. Suggest that they consider uses for these resources in the areas of energy, food, housing, medicine, recreation, and transportation. Essential Course of Study ecos e ore Readin What gifts does the EARTH provide? S Selection Resources RESOURCE MANAGER UNIT 3 Plan and Teach, pp. 133 139 Literary Analysis and Reading Skill, pp. 141 144 * DIAGNOSTIC AND SELECTION TESTS Selection Tests, pp. 115 118 TX_L08PE-u03s06-brMad.indd 430 Print resources are on the Teacher One Stop DVD-ROM and on thinkcentral.com. BEST PRACTICES TOOLKIT Read-and-Say-Something, p. D3 Linear Array, p. E7 Two-Column Chart, p. A25 Venn Diagram, p. A26 INTERACTIVE READER ADAPTED INTERACTIVE READER TECHNOLOGY Teacher One Stop DVD-ROM Student One Stop DVD-ROM PowerNotes DVD-ROM Audio Anthology CD Audio Tutor CD ExamView Test Generator on the Teacher One Stop Find it Online! Features on thinkcentral.com that support the selection include PowerNotes presentation ThinkAloud models to enhance comprehension 10/6/09 11:16:22 P ELL ADAPTED INTERACTIVE READER * Resources for Differentiation Also in Spanish
literary analysis: imagery The use of description that makes something seem real or easy to imagine is called imagery. Poets create imagery by using words and phrases that appeal to our senses of sight, hearing, smell, taste, and touch. Paying attention to imagery can enable you to experience a poem as if you were there. For example, look at the following lines from Mi Madre : I say tease me. She sprinkles raindrops in my face on a sunny day. The image sprinkles raindrops appeals to the sense of touch, while sunny day appeals to the sense of sight. If you combine these images in your mind, you can almost share in this scene. As you read Mi Madre and Canyon de Chelly, use a word web to keep track of these and other examples of imagery. taste smell Mi Madre touch sight sunny day hearing sprinkles raindrops in my face reading skill: understand speaker In poetry, the speaker is the voice that talks to the reader and relates the ideas presented in the poem from a specific point of view. It is important to understand that the speaker is not the same as the poet. For example, a poet may choose to write about a subject from the perspective of a child. In that case, the ideas that are expressed are those of the child, not necessarily the poet. As you read Mi Madre and Canyon de Chelly, look for clues that will help you decide who each speaker is and how he or she feels about the subject of the poem. Meet the Authors Pat Mora born 1942 Literacy Advocate The granddaughter of Mexican immigrants, Pat Mora realized early in her writing career that her cultural heritage was a source of pride. Her books celebrate family, the desert in which she grew up, and the Mexican-American experience. Her children s books frequently feature Latino characters, because she believes that children of all backgrounds should see themselves reflected in the books they read. Simon J. Ortiz born 1941 Native New Mexican Raised on New Mexico s Acoma Pueblo, Simon Ortiz is regarded as one of today s greatest Native-American writers. His work frequently focuses on having a sense of place. You have to have it, Ortiz says. Otherwise you are drifting. Ortiz hopes that all people can learn from his poetry. I tell you about me and my world, he says, so you may be able to see yourself. background to the poems Arizona s Canyon de Chelly (pronounced sha) is home to a Navajo tribal community that has preserved this sacred land for centuries. The canyon, now a national park, is known for its stunning landscapes, tribal artifacts, and rock paintings. Teach TEKS Focus LITERARY ANALYSIS READING SKILL TEKS 8 Model the Skill: imagery Read this example aloud: The day was bright and cold. A feathery blanket of snow covered the wintry city. Explain that the image appeals to the senses of sight ( bright, blanket ) and touch ( cold, feathery ). GUIDED PRACTICE Ask students how imagery helps them experience this scene. RESOURCE MANAGER Copy Master Imagery p. 141 (for student use while reading the poems) TEKS 4 Model the Skill: understand speaker Explain that in a poem about a mother and a child, there are three possible speakers: the mother, the child, or an outside observer. GUIDED PRACTICE Have students identify the speakers of the last two or three poems they have read. Complete the activities in your Reader/Writer Notebook. Authors Online Go to thinkcentral.com. KEYWORD: HML8-431 mi madre / canyon de chelly 431 M differentiated instruction for english language learners Options for Reading [paired option] Have students listen to the Audio Anthology CD while they read along with the poems. Then have students do the Read-and-Say-Something activity with a partner, commenting on images, phrases, and ideas that struck them as they read. BEST PRACTICES TOOLKIT Transparency Read-and-Say-Something p. D3 Concept Support Tell students that both of these poems reflect the speakers feelings about the earth. As students read, suggest that they ask themselves the following questions: Who are the characters in the poems? (the speakers, the desert in Mi Madre, the son of the speaker in Canyon de Chelly ) How do the speakers feel about the earth? How can you tell? (Both speakers feel affection and gratitude. They describe the gifts the earth has given them.) mi madre / canyon de chelly 431
Practice and Apply read with a purpose Help students set a purpose for reading. Tell them to read the poems to find out with which speaker they most identify. Mi Madre1 Pat Mora LITERARY ANALYSIS a imagery Possible answer: taste and touch: red prickly pear on a spiked cactus touch and sight: sprinkles raindrops in my face on a sunny day hearing: shouts thunder sight: flashes lightning LITERARY ANALYSIS b Model the Skill: imagery Direct students attention to the first footnote and point out that many people associate these feelings with their mothers. Explain that the image suggests comfort, protection, and warmth. READING SKILL c Model the Skill: speaker TEKS 8 TEKS 8 TEKS 4 To model analyzing the speaker, point out all the I statements the speaker makes. Explain that the speaker has many needs, and the desert helps fulfill those needs. The speaker loves and appreciates nature. 5 10 15 20 I say feed me. She serves red prickly pear on a spiked cactus. I say tease me. She sprinkles raindrops in my face on a sunny day. I say frighten me. She shouts thunder, flashes lightning. a I say comfort me. She invites me to lay on her firm body. I say heal me. She gives me manzanilla, orégano, dormilón. 2 I say caress me. She strokes my skin with her warm breath. b I say make me beautiful. She offers turquoise for my fingers, a pink blossom for my hair. c I say sing to me. She chants lonely women s songs of femaleness. I say teach me. She endures: glaring heat numbing cold frightening dryness. She: the desert She: strong mother. 1. Mi Madre (mc mäpdra) Spanish: my mother. 2. manzanilla, orégano, dormilón (mbnqze-ncpye, E-rDgPE-nIQ, dôr-mc-ljnp) Spanish: sweetsmelling herbs that can be used to make home medicines. 432 unit 3: setting and mood a b c Compare this painting with your own mental image of the desert. Are the images similar or different? IMAGERY Reread lines 1 6. To what senses do these images appeal? Record your answers in your word web. IMAGERY Reread lines 11 12. What feelings does this image suggest? SPEAKER What type of person is the speaker? How do you know? Prickly Pear, Isabel Bronson Cartwright. Oil on canvas. Private collection. Peter Harholt/SuperStock. differentiated instruction for english language learners Vocabulary Support [mixed-readiness pairs] Have students complete Linear Arrays for some or all of these words in the poem: prickly, shouts, invites, gives, warm, beautiful, endures. Suggest that students use the same part of speech in each array. Discuss the nuances of meaning in each array. BEST PRACTICES TOOLKIT Transparency Linear Array p. E7 Comprehension Support Discuss the structure of the poem. Point out that nearly all of the stanzas (except the last) are couplets with the same structure. In the first line of each couplet, the speaker says something. In the second line, She (the desert) responds with various actions. Encourage students to look for patterns as they read poetry. Explain that this will increase their enjoyment and understanding of what they read. 432 unit 3: setting and mood
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. fine art desert landscape with cactus, pink blossom, turquoise can use photo if a stunning one is found background The American Southwest The region known as the American Southwest includes Arizona, New Mexico, and parts of Texas, Oklahoma, Colorado, Utah, Nevada, and California. Known for its dryness, the region has high mountains, dry plains, sandstone deposits, and deserts. For the most part, the region s climate is hot and arid. cultural connection Southwest Culture The American Southwest was originally inhabited by Native American groups who lived off the land as farmers, hunters, and herders. Spanish settlers from Mexico came to the region in the 1600s in search of gold. Many stayed to farm the land. Anglo settlers came to the region from the eastern United States in the 1800s, looking for land and economic opportunity. The cultures of the American Southwest today, particularly those of New Mexico and Arizona, are a blend of these three influences. Analyze Visuals TEKS 13 for english language learners Language: Punctuation and Print Cues Point out the Spanish words in line 10. Explain that non-english words are usually italicized to indicate they are from another language. Encourage Spanish speakers who are familiar with the herbs mentioned here to describe their characteristics and uses. Next, point out the colons in lines 18 and 21 22. Explain that the colons indicate emphasis. Discuss what the poet is emphasizing in these lines. for advanced learners/pre ap Synthesize Ask students to choose five couplets and rewrite the second line of each one with a focus on where they live. Invite students to share their couplets with the rest of the class. Possible answer: Students might say that they pictured a cactus like the one in the painting. However, they might not have pictured the flowers, trees, and colors found in the painting. About the Art This painting by American artist Isabel Bronson Cartwright (1885 1966), called Prickly Pear, illustrates the image in line 2 of the poem. The flowers will eventually turn into a sweet, red, fleshy fruit called tuna in Spanish. Tuna is a popular food in Mexico. mi madre 433
Analyze Visuals TEKS 13 Possible answer: Some students may conclude that it is a painting because the background is blurry and indistinct. Others may say that it could be a photograph that was taken from far away (perhaps with a digital zoom) or that was simply shot out of focus. C anyon de C helly revisit the big QUESTION What gifts does the EARTH provide? Simon J. Ortiz Discuss In lines 1 7, what gifts of the earth does the speaker appreciate? Possible answer: The speaker appreciates the feel of the stone and the sight of the blue skies, as well as the earth s enduring quality. 5 Lie on your back on stone, the stone carved to fit the shape of yourself. Who made it like this, knowing that I would be along in a million years and look at the sky being blue forever? Is this a photograph or a painting? Tell what led you to your answer, and why others might conclude differently. READING SKILL d speaker Possible answer: The speaker is in awe of the canyon and has a son. TEKS 4 10 15 My son is near me. He sits and turns on his butt and crawls over to stones, picks one up and holds it, and then puts it into his mouth. The taste of stone. What is it but stone, the earth in your mouth. You, son, are tasting forever. d d SPEAKER What do you know about the speaker of this poem? 434 unit 3: setting and mood George H. H. Huey/Corbis. differentiated instruction Reading Skill Follow-Up: Understand Speaker Discuss Mi Madre and have students use the first column of a Two-Column Chart to record what they learned about the speaker. As students read Canyon de Chelly, have them write what they learn about its speaker in the second column of the chart. Ask these questions to help students think about the poems speakers: What is each speaker s attitude toward his or her subject? What might each speaker want the reader to know? BEST PRACTICES TOOLKIT Transparency Two-Column Chart p. A25 434 unit 3: setting and mood
preferably fine art image of this canyon image of edge of cliff looking into canyon with fields, sand furrows, cottonwoods visible can use photo if a stunning one is found tiered discussion prompts In lines 1 16, use these prompts to help students develop insight into the poem s meaning: Recall What is the speaker doing in the first stanza? Answer: The speaker is lying on a rock and looking at the sky. Infer What can you infer about the speaker s son from this description? What details help you make that inference? Possible answer: The son is still very young perhaps a baby or toddler. He crawls and puts things in his mouth, in the way that very young children do. Evaluate The last line of each stanza (lines 7 and 16) ends with the word forever. What is the effect of that repetition? What does it tell you about the speaker s feelings toward the canyon? Possible answer: The repetition calls attention to the vast size and extreme age of the canyon, putting the small, mortal speaker and the boy in sharp contrast. This implies that the speaker is in awe of the canyon. Concept Support Help students identify the images in the first two stanzas of the poem. Ask them to determine to which senses these images appeal. Then have them add the images to the word webs they began on page 431. Canyon de Chelly sight the sky being blue forever Lie on your back on stone The taste of stone taste touch the stone carved to fit / the shape of yourself canyon de chelly 435
LITERARY ANALYSIS e imagery Possible answer: touch: wind moves softly hearing: laughs with the wind ; gasps and laughs These images suggest happiness and peacefulness. READING SKILL f speaker Possible answer: The speaker wants to teach the boy about nature and share a connection to the earth. selection wrap up TEKS 8 TEKS 4 READ WITH A PURPOSE Now that students have read the poems, have them explain which speaker they most identified with and why. Possible answer: Accept any response that is supported with logical reasoning. CRITIQUE Discuss the different structures of the poems. Ask students how the structure of each poem complements its content and theme. 20 25 30 35 40 45 We walk to the edge of cliff and look down into the canyon. On this side, we cannot see the bottom cliff edge but looking further out, we see fields, sand furrows, cottonwoods. In winter, they are softly gray. The cliffs shadows are distant, hundreds of feet below; we cannot see our own shadows. The wind moves softly into us. My son laughs with the wind; he gasps and laughs. e We find gray root, old wood, so old, with curious twists in it, curving back into curves, juniper, piñon, or something with hard, red berries in spring. You taste them, and they are sweet and bitter, the berries a delicacy for bluejays. The plant rooted fragilely into a sandy place by a canyon wall, the sun bathing shiny, pointed leaves. My son touches the root carefully, aware of its ancient quality. He lays his soft, small fingers on it and looks at me for information. I tell him: wood, an old root, and around it, the earth, ourselves. f f SPEAKER Reread lines 41 46. Why do you think the speaker brings his son to the canyon? e IMAGERY Reread lines 27 29. Add the images in these lines to your web. What emotions do these images suggest? INDEPENDENT READING Students may enjoy reading more works by Pat Mora in her collection of poetry for young adults, My Own True Name. 436 unit 3: setting and mood differentiated instruction Develop Reading Fluency Use Canyon de Chelly to give students practice reading poetry. Remind students to pause at end punctuation, rather than at the ends of lines. Have mixedability pairs read every other stanza aloud, provide one another with feedback on tone and pacing, and then read the poem aloud again. RESOURCE MANAGER Copy Master Reading Fluency p. 146 for advanced learners/pre ap Compare and Contrast How are the two poems similar and different? Have students compare and contrast the tone, mood, imagery, subjects, and themes. They may also consider the stanza structure of each poem. Have them complete a Venn Diagram showing the poems similarities and differences. BEST PRACTICES TOOLKIT Transparency Venn Diagram p. A26 Evaluate Have students write a letter to Pat Mora or Simon J. Ortiz expressing their reactions to one of the poems. Suggest that they review the biographical information on page 431 and ask the author questions based on that information as well as on the content of the poem. 436 unit 3: setting and mood
After Reading Comprehension 1. Recall In Mi Madre, how does the desert heal the speaker? 2. Recall In Canyon de Chelly, what two things does the speaker s son taste? 3. Represent Reread lines 13 14 from Mi Madre and lines 17 22 from Canyon de Chelly. Choose one of these groups of lines and sketch the image created in your mind. Literary Analysis 4. Interpret Poem In Mi Madre, the speaker refers to the desert as a strong mother. How is the desert in the poem like a mother? 5. Make Inferences Reread the first three lines of Canyon de Chelly. To whom do you think the speaker is talking? Why do you think so? 6. Compare and Contrast Speakers Using a Y-chart like the one shown, fill in the Mi Madre Canyon de Chelly top part with what you know about each speaker s relationship to the earth. Include the gifts he or she receives from it and how he or she Similarities feels about it. How are these relationships similar? Then cross out the similarities and write them in the bottom part. 7. Evaluate Imagery Both Mi Madre and Canyon de Chelly are about real places the poets have visited. Review the imagery webs you created. Which poem s imagery best helped you to picture the subject of the poem? Extension and Challenge 8. Creative Project: Poetry Think of a place in the outdoors that you enjoy. Jot down notes about how the place looks, smells, feels, sounds, or tastes. Then write a poem about the place. Be sure to include imagery that appeals to at least three of the five senses. 9. SOCIAL STUDIES CONNECTION The Navajo, or Diné, make up the largest Native American nation in the United States. Research their history and traditions, including their preservation of Canyon de Chelly as a national landmark. Share your findings with a group. What gifts does the EARTH provide? Now that you have read the poems, what other gifts might you add to your list? READING 4 Make inferences and draw conclusions about the elements of poetry. 8 Make inferences and draw conclusions about how an author s sensory language creates imagery. mi madre / canyon de chelly 437 Practice and Apply For preliminary support of post-reading questions, use these copy masters: RESOURCE MANAGER Copy Masters Understand Speaker p. 143 Question Support p. 145 For additional questions, see page 136. answers Comprehension 1. The desert gives the speaker manzanilla, orégano, and dormilón. 2. The speaker s son tastes stone and forever. 3. Students sketches should include key images from these lines. Literary Analysis Possible answers: 4. The desert is like a mother because she feeds, plays with, comforts, adorns, and teaches her children. She helps heal her children s injuries and sicknesses. TEKS 4, 8 5. teks focus Make Inferences Students may say that the speaker is talking to the reader because the speaker says yourself. They may say the speaker is talking to his son, because much of the poem is about the speaker teaching his son about the canyon. 6. teks focus Compare and Contrast Speakers Mi Madre : The desert fulfills needs and gives gifts of food, healing, comfort, and beauty; the speaker learns from the desert; the desert is like a mother. Canyon de Chelly : The speaker is awed by the canyon, which provides a connection to the past and gives gifts of plants and the wind; the speaker wants to share the canyon with his son. Similarities: Both describe a parent/child relationship; the earth provides necessities for the speakers; they feel connected to the earth. 7. teks focus Evaluate Imagery Answers will vary but should include images that appeal to the senses. Extension and Challenge 8. Encourage students to record their notes in a web like the one on page 431. 9. SOCIAL STUDIES CONNECTION Students may wish to explore the Web sites of the Navajo nation and Canyon de Chelly for information. What gifts does the EARTH provide? Answers will vary but should describe gifts the earth provides. Students are likely to add the desert and the canyon. Assess and Reteach Assess DIAGNOSTIC AND SELECTION TESTS Selection Tests A, B/C pp. 115 116, 117 118 Interactive Selection Test on thinkcentral.com Reteach Level Up Online Tutorials on thinkcentral.com Reteaching Worksheets on thinkcentral.com Literature Lessons 19, 28 mi madre / canyon de chelly 437