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Focus and Motivate

Selection Resources

Before Reading

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Think about a family member or friend you are close to. You have probably fought with each other as well as shared joy and comfort. Why is this? The poems you’re about to read explore the mysteries of strong relationships.

QUICKWRITE Identify two or three relationships that are important to you. In your journal, write about what makes each a good relationship. What keeps your bonds strong when difficulties arise?

Whom do you feelCLOSEST to?

ScaffoldingPoem by Seamus Heaney

The World Is Not a Pleasant Place to BePoem by Nikki Giovanni

Annabel LeePoem by Edgar Allan Poe

KEYWORD: HML7-574VIDEO TRAILER

RL 1 Cite evidence to support inferences drawn from the text. RL 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 on a specific verse or stanza of a poem. RL 5 Analyze how a poem’s form or structure contributes to its meaning.

Video link at thinkcentral.com

Go to thinkcentral.com to preview the Video Trailer introducing this selection.

Video Trailer

RESOURCE MANAGER UNIT 5Plan and Teach, pp. 39–45Text Analysis and Reading

Skill, pp. 48–50†*

DIAGNOSTIC AND SELECTION TESTSSelection Tests, pp. 155–158

BEST PRACTICES TOOLKITSequence Chain, p. B21

TECHNOLOGY

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

Audio Anthology CD

GrammarNotes DVD-ROM

ExamView Test Generator on the Teacher One Stop

* Resources for Differentiation † Also in Spanish

See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.


summary“Scaffolding” develops a comparison between a loving relationship and the construction of a building. Once solid walls are built, the scaffolding is no longer necessary. “The World Is Not a Pleasant Place to Be” expresses the importance of having someone in the world to care about and who cares in return. In “An-nabel Lee,” the speaker talks about his love for his wife. Although she has died, he remains faithful to their love and keeps a vigil by her tomb each night.

Whom do you feelCLOSEST to?

Discuss the question with students. Ask students for examples of strong relationships depicted in recent movies they have seen or books they have read. Have students explain why each relationship is a good one. Then have them examine their own relationships and complete the QUICKWRITE activity.

Video link at thinkcentral.com

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TeachMeet the Authors

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Seamus Heaneyborn 1939Celebrated Irishman Nobel Prize winner Seamus Heaney’s poetry is celebrated throughout the world. Describing how he felt when he wrote his fi rst successful poem, Heaney said, “I felt that I had let down a shaft into real life.”

Nikki Giovanniborn 1943Storyteller Poet Nikki Giovanni gained popularity as a poet after the release of an album of her readings, Truth Is on Its Way. She says that in her poetry, “I use a very natural rhythm; I want my writing to sound like I talk.”

Edgar Allan Poe1809–1849Literary Giant Edgar Allan Poe has fascinated generations of readers with his haunting poetry and tales of horror. He and his adored young wife, Virginia, were poor and often sick. “Annabel Lee” is believed to be Poe’s tribute to Virginia.

Complete the activities in your Reader/Writer Notebook.

poetic form: line and stanzaPoems are made up of lines, which may be of different lengths and which may or may not be complete sentences. In many poems, the lines are arranged in groups known as stanzas. Sometimes, as in this example from “The World Is Not a Pleasant Place to Be,” you have to read the whole stanza to learn the speaker’s complete thought:

the world is not a pleasant placeto be withoutsomeone to hold and be held by

text analysis: rhyme schemePoets use sound devices to convey meaning and create emphasis. One sound device is rhyme, the repetition of sounds at the end of words. The rhyme scheme is the pattern of rhyme at the ends of lines in a poem. You can track the rhyme by assigning a letter to each line. The first line gets the letter a. Each following line that rhymes with it also gets an a. The first line that doesn’t rhyme gets the letter b, as do the other lines that rhyme with that line. Each new rhyme gets a new letter.

And this was the reason that, long ago , aIn this kingdom by the sea , b

A wind blew out of a cloud by night cChilling my Annabel Lee ; b

As you read “Scaffolding” and “Annabel Lee,” use letters to identify each poem’s rhyme scheme.

reading skill: understand speakerIn poetry, the speaker is the voice that “talks” to the reader. To understand a poem, you have to learn who the speaker is and how he or she feels. Complete a chart like the one shown as you read each selection.

Who is the speaker?

How does he/she feel?

Poem 1 Poem 2 Poem 3

Go to thinkcentral.com. KEYWORD: HML7-575Authors Online

Model the Skill: understand speaker

Remind students not to confuse the speaker with the poet. The speaker is like a charac-ter invented by the poet.GUIDED PRACTICE Ask students to identify speakers in other poems.

RESOURCE MANAGER—Copy MasterUnderstand Speaker p. 49 (for student use while reading the poems)

R E A D I N G S K I L L

P O E T I C F O R M

T E X T A N A L Y S I S

Model the Skill: line and stanza

Tell students that stanzas in poetry are similar to paragraphs in prose. Each stanza usually develops a different aspect of the main idea or topic of the poem. GUIDED PRACTICE Have students review some poems they have read to compare and contrast how lines and stanzas are used in the poems.

Model the Skill: rhyme scheme

Read aloud this poem, leaving out the last word:

Just before you turn on the TV,Ask, Is this where I really should be?

With my friends I could talk,Read a book, take a walk—

There’s so much that my eyes ought to !

Ask students to provide the last word (see), and to explain how the rhyme scheme helped them figure it out. Possible answer: The rhyme scheme leads listeners to expect a word that rhymes with TV and be. GUIDED PRACTICE Write the poem on the board and have students use letters to identify the rhyme scheme.

for english language learnersLanguage Transfer Students who do not hear all the phonemes in English may have difficulty hearing rhymes. Consonants at the ends of words are particularly difficult to distinguish. Before reading the next poem, say each pair of rhyming words distinctly, then ask students to say them with you, paying attention to where their lips and teeth should be to reproduce the sounds correctly.

for struggling readersConcept Support Help students implement these steps when they read each poem. 1. Read the poem aloud or listen to it.

2. Try to picture the images mentally.3. Identify the speaker.

4. Focus on important words and phrases.5. Think about the poem’s overall meaning.

6. Reread the poem to discover ideas that you overlooked the first time.

differentiated instruction

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Practice and Apply

Masons,1 when they start upon a building,Are careful to test out the scaffolding;

Make sure that planks won’t slip at busy points,Secure all ladders, tighten bolted joints.2 a

And yet all this comes down when the job’s doneShowing off walls of sure and solid stone.

So if, my dear, there sometimes seem to beOld bridges breaking between you and me

Never fear. We may let the scaffolds fallConfident that we have built our wall. b

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1. masons (mAPsEnz): wallers who build with brick or stone.

2. joints (joints): places where two parts or pieces join together.

Seamus Heaney

SCAFFOLDING

576 unit 5: appreciating poetry

a LINE AND STANZAA stanza that consists of two rhyming lines is called a couplet. What is being described in this couplet?

b SPEAKER

Reread lines 7–10. Whom is the speaker addressing? In your chart, note how the speaker feels about this person.

Stages II, Paul Davis. Oil, 10˝ × 8˝. Courtesy Coda Gallery. © Paul Davis.

How does this painting reflect the title of the poem?


for struggling readersComprehension Use a graphic organizer, such as the one at right, to help students compre-hend the central metaphor of the poem and to make parallels between the stages of a relationship and the stages of construction.

a line and stanza

Possible answer: This couplet (lines 3–4) gives directions for building a strong scaffold.

P O E T I C F O R M

read with a purposeHelp students set a purpose for reading. As they read the three poems, ask them to think about the personality of the speaker in each poem and how it affects their reactions to the poem.

revisit the big questionWhom do you feel CLOSEST to?Discuss In lines 7–10, what does the speaker say might sometimes happen in the relationship? Does the speaker feel that this is a cause for con-cern? Possible answer: The speaker says that old bridges sometimes break, meaning that the two people may have disagreements or go through changes. Because their relationship is strong, the speaker knows that they can handle these situations.

b Model the Skill: speakerDraw the chart from page 575 on the board. Reread lines 7–10 and discuss the answers before filling in the chart. Possible answer:


“Scaffolding”

Who is the speaker?

someone in a lovingrelationship

How do I know? The speaker addresses the other person as “my dear.”

How does he/she feel?

The speaker loves the person and wants to keep their relationship strong.

Construction Relationship

Scaffolding provides support for workers. It allows them to build strong walls.

A strong relationship is built by investing time and energy in it.

Strong walls will not crumble.

A strong relationship can survive problems and changes.


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for english language learnersComprehension: Clarify • Show students a picture of a scaffold to help

them visualize lines 1–6.• Make sure students understand the basic

comparison: a strong relationship is like a well-built wall. If two people have built their relationship carefully, it can survive changes and problems, just as a strong wall survives the removal of scaffolding.

• Ask students to identify the lines that sum-marize this main idea (lines 7–10).

for advanced learners/pre–apMake Judgments Discuss some of the charac-teristics of conventional love poetry—flowery and elaborate language, references to nature, lofty comparisons. Then ask students if they would classify “Scaffolding” as a love poem. Have them draw up a list of reasons and details from the poem that support their view that it is or is not a love poem. Have students meet in small groups and present their ideas.

backgroundScaffolding The poem “Scaffolding” is based on an extended metaphor. A strong rela-tionship is compared to a solid wall that is supported during the building process by scaffolding. Scaffolding is constructed from wood or metal. It consists of a vertical frame that supports planks or platforms upon which the workers stand. Water Cycle Lines 8–10 of “The World Is Not a Pleasant Place to Be” (“an ocean would never laugh / if clouds weren’t there / to kiss her tears”) refer to the water cycle. Oceans provide much of the water in the atmosphere. Water evaporates, forming clouds, which later drop precipitation back into the ocean and over the land in the form of rain or snow.

Analyze Visuals

Possible answer: People are positioned on a structure that is similar to scaffolding.About the Art The painting Stages II could be a metaphor for the career of American artist Paul Davis. He has moved through many stages in his career. His early art reflected the bleakness of the world. Then he realized that he could create whatever vision of life he wanted. His works are characterized by many layers of paint as well as layers of meaning.

scaffolding 577


the world is not a pleasant placeto be withoutsomeone to hold and be held by

a river would stopits flow if onlya stream were thereto receive it

an ocean would never laughif clouds weren’t thereto kiss her tears

the world is nota pleasant place to be withoutsomeone c

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Nikki Giovanni

THE WORLD

PLACE TO BE

IS NOT A PLEASANT


c LINE AND STANZARepetition is the repeating of a sound, word, phrase, or line to emphasize an idea. Notice how the last stanza echoes the first, but with small differences. What effect is created by these changes?

Detail of Family in the Park (1999), Colin Bootman. Oil on canvas. Private collection. Photo © Bridgeman Art Library.


for struggling readersDevelop Reading Fluency Have students read “The World Is Not a Pleasant Place to Be” silently. Then do a choral reading. Divide the class into two groups (boys and girls, front and back rows, etc.). Have one group read the first and last stanzas; the other group will read the second and third stanzas. You should set the pace as well as model pronun-ciation.

RESOURCE MANAGER—Copy MasterReading Fluency p. 52

for advanced learners/pre–apAnalyze Poetic Form In each stanza, the poet uses words that establish a sense of loss, lack, or contradiction—such as “not,” “with-out,” “stop,” “if only,” “never,” and “weren’t.” Discuss how this style affects the poem’s message. Challenge students to rewrite the poem using only positive words and ideas (“the world is a pleasant place / to be with / someone to hold and be held by”). Have stu-dents compare their drafts in small groups. Which poem do they prefer, and why?

c Model the Skill: line and stanza

Read both stanzas aloud. Compare and contrast the message students get from each stanza. Possible answer: The last stanza omits the phrase “to hold and be held by,” emphasizing the word “someone.” This suggests that finding love is the best way to improve one’s world.

P O E T I C F O R M

Analyze VisualsActivity What do the expressions on the people’s faces suggest about their relation-ship? Possible answer: They are happy in each other’s company.About the Art The artist Colin Bootman moved from Trinidad to the United States at a young age. Art became a way for him to cope with adjusting to a new culture and later led him to a career as an illustrator of children’s books.

tiered discussion promptsIn lines 1–7, use these prompts to help students understand important ideas in the poem:

Connect Think about the relationships you identified in the QUICKWRITE activity. In what ways do they make the world a more pleasant place for you to be? Students may say that their relationships give them comfort, security, and joy.Analyze Into what does a river normally flow? How does the poem say a river would be affected if “only a stream were there to receive” its flow (lines 5–7)? Possible answer: A river normally flows into a larger body of water, such as an ocean or a larger river. The poem suggests that if a smaller waterway such as a stream were at the receiving end, the river would have to stop flowing and dry up, because there would be nowhere for the water to go.Synthesize What point about human rela-tionships is the poet making through the im-age of the river? Possible answer: People need to give and receive love—“to hold and be held by” someone (line 3). If a person does not have someone to love, his or her love will dry up, like a river that has nowhere to deposit its water.


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It was many and many a year ago, In a kingdom by the sea,That a maiden there lived whom you may know By the name of Annabel Lee;—And this maiden she lived with no other thought Than to love and be loved by me. d

She was a child and I was a child, In this kingdom by the sea,But we loved with a love that was more than love— I and my Annabel Lee—With a love that the wingéd seraphs1 of Heaven Coveted2 her and me. e

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1. seraphs (sDrPEfs): any of the highest order of angels.

2. coveted (kOvPG-tGd): envied.

�nnabelLeelEdgar Allan Poe

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d RHYME SCHEMEWhat rhyme scheme is used in the first stanza?

The Seashore (1900), William Henry Margetson. Oil on canvas. Private collection. Photo © The Maas Gallery, London/Bridgeman Art Library.

e SPEAKER

What is the speaker’s relationship to Annabel Lee?

T E X T A N A L Y S I S

d Model the Skill: rhyme scheme

Write the last word of each line on the board vertically. Assign a to the first sound (the long o), and b to the second sound (the long e). Then have students work in pairs to identify where each sound repeats.Answer: The rhyme scheme is ababcb.Extend the Discussion What feeling is created by the regular rhyme scheme in this first stanza?


e speakerPossible answer: The speaker is a person who had a strong and loving relationship with Annabel Lee.Extend the Discussion What does the de-scription of their relationship suggest about the speaker’s feelings for Annabel Lee?

for english language learnersVocabulary Support To help students prepare to read this poem, preview some of the more archaic vocabulary it contains, such as• maiden (line 3), “unmarried girl or woman”• high-born kinsmen (line 17), “relatives of

noble birth”• bore her away (line 18), “carried her away”• demons (line 31), “evil spirits”

for reluctant readersConnect to the Poem• Explain that “Annabel Lee” has many musi-

cal qualities and, when read aloud, sounds much like a song. Have pairs take turns reading or singing the stanzas aloud, listen-ing for the story that unfolds.

• Remind students that punctuation not only signals a break in ideas, but can also suggest different moods and emotions like different tempos and beats in music.

Analyze VisualsActivity Ask students what mood is created by this image. Possible answer: The mood is calm and reflective.About the Art This painting by British artist William Henry Margetson (1861–1940) shows his hallmark style. He is noted for his pictures of beautiful solitary women in various settings.

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And this was the reason that, long ago, In this kingdom by the sea,A wind blew out of a cloud by night Chilling my Annabel Lee;So that her high-born kinsmen came And bore her away from me,To shut her up in a sepulcher3

In this kingdom by the sea.

The angels, not half so happy in Heaven, Went envying her and me;Yes! that was the reason (as all men know, In this kingdom by the sea)That the wind came out of the cloud chilling And killing my Annabel Lee.

But our love it was stronger by far than the love Of those who were older than we— Of many far wiser than we—And neither the angels in Heaven above Nor the demons down under the seaCan ever dissever4 my soul from the soul Of the beautiful Annabel Lee:— f

For the moon never beams without bringing me dreams Of the beautiful Annabel Lee; And the stars never rise but I feel the bright eyes Of the beautiful Annabel Lee;And so, all the night-tide, I lie down by the sideOf my darling, my darling, my life and my bride In her sepulcher there by the sea— In her tomb by the side of the sea. g

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3. sepulcher (sDpPEl-kEr): a place for burial; tomb.

4. dissever (dG-sDvPEr): separate; tear apart.


f LINE AND STANZAReread this stanza. Identify words and phrases that are repeated. What emphasis does this repetition create?

g LINE AND STANZAThe last two stanzas are among the longest in the poem. What ideas and emotions does the poet emphasize by ending the poem with long stanzas?


for english language learnersComprehension: Task Support To help stu-dents understand the meaning of “Annabel Lee,” explain that it begins by describing a young couple in love. When the woman dies, the speaker tries to make sense of her death, but ultimately he is still sick with grief. Have student pairs complete a Sequence Chain of key events (noting the lines). Have pairs con-tribute ideas to a class sequence chart.

BEST PRACTICES TOOLKIT—TransparencySequence Chain p. B21

for advanced learners/pre–apAnalyze Poe likely began composing this musical tribute to his young wife, Virginia, during the long, five-year illness that preced-ed her death. Challenge students to find out more about the background of “Annabel Lee.” For example, when was the poem published, and by whom? When did Poe and Virginia marry? To what illness did Virginia succumb? What was the topic Poe believed to be most worthy of poetry? Have student groups pres-ent their findings to the class.

revisit the big questionWhom do you feel CLOSEST to?Discuss In lines 21–26, how does the speaker say the angels view his relationship with Annabel Lee? What insight into his frame of mind do the speaker’s thoughts in these lines give the reader? Possible answer: According to the speaker, the angels were jealous of his love, so they killed Annabel Lee. His thoughts show that he is unbalanced by grief.

selection wrap–upREAD WITH A PURPOSE Ask students to think about the role of the speaker in each poem and whether or not the speaker’s personality influences students’ reactions to the poetry. Possible answer: Students may note that the speaker plays a strong role in each poem. Ac-cept all responses that students can justify.

CRITIQUE Have students evaluate the images used in each poem to represent or bring out ideas about relationships. Which images help them understand the poet’s point most clearly?

INDEPENDENT READING Students may also enjoy reading Mary

Oliver’s helpful guide to poetry, A Poetry Handbook.

f line and stanza

Possible answer: The words that are repeated include “love,” “of . . . than we,” and “soul.” The effect is to emphasize the strength of the connection between the speaker and Annabel Lee.

g line and stanza

Possible answer: The longer lines and stan-zas emphasize that the speaker’s love will endure for all time. The earlier stanzas tell about past events, but the speaker has more to say when he is describing his reaction to Annabel Lee’s death.

P O E T I C F O R M

P O E T I C F O R M


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Practice and ApplyAfter Reading

Comprehension1. Recall Why does the speaker in “Scaffolding” say that the scaffolds in his

relationship could be allowed to fall?

2. Recall In “The World Is Not a Pleasant Place to Be,” what is the relationship between the ocean and the clouds?

3. Clarify What happened to Annabel Lee and the person who loved her?

Text Analysis4. Identify Rhyme Scheme Determine the rhyme scheme in “Scaffolding.”

Why do you think Seamus Heaney might have chosen this rhyme scheme for a poem about a couple’s relationship?

5. Analyze Line and Stanza Reread the first stanza of “The World Is Not a Pleasant Place to Be.” How does the meaning of the first line change as you read the rest of the stanza? Find one other example of a line break that you think affects the meaning of the words in an important way.

6. Draw Conclusions About Speakers Review the chart you created as you read. Based on the details you recorded and your understanding of the poems, what conclusions can you draw about each speaker’s attitude about relationships? Give evidence from the poems to support your conclusions.

7. Make Judgments Go back and reread “Annabel Lee.” In a chart, note words and details that make the speaker seem romantic and those that make him seem grief stricken. Are his feelings and attitudes understandable? Support your opinion with examples from your chart.

Extension and Challenge 8. Creative Project: Art As you read the poems, which images seemed

especially beautiful or powerful? Draw a sketch of one of these images, and explain how it helped draw you into the poem.

Whom do you feel CLOSEST to?Which poem best characterizes one of your closest relationships? Compare the qualities described in the poem with the qualities you most admire in a relationship.

Romantic Grief Stricken

“. . . we loved with a love that was more than love—”


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For preliminary support of post-reading questions, use these copy masters:

RESOURCE MANAGER—Copy MastersRhyme Scheme p. 47 Question Support p. 51For additional questions, see page 42.

answersComprehension 1. The scaffolding may be removed because

the wall—the strong relationship—is already built.

2. The ocean is replenished by the rain that falls from the clouds.

3. Annabel Lee dies, and the speaker keeps a vigil at her tomb.

Text AnalysisPossible answers:4. common core focus Identify Rhyme

Scheme The rhyme scheme is aa bb cc dd ee. Each stanza is a couplet, which empha-sizes the couple’s close, strong relationship.

5. common core focus Analyze Line and Stanza Line 1 says that “the world is not a pleasant place,” but the rest of the stanza explains that this is true only if a person has no one “to hold and be held by.” The last stanza ends each line with a nega-tive word that signals a shift in meaning.

6. common core focus Draw Conclusions About Speakers first speaker—relationships can handle problems; second speaker—relationships give meaning to life; third speaker—focused on his lost relationship

7. Accept students’ opinions that they can support with examples. Romantic: “With a love that the wingéd seraphs of Heaven / Coveted her and me,” “our love it was stronger . . . than we,” “beautiful Annabel Lee.” Grief Stricken: “The angels, not half so happy . . . Went envying her and me,” “neither the angels . . . Nor the demons . . . Can ever dissever my soul from the soul / Of the beautiful Annabel Lee,” “And so, all the night-tide, I lie down by the side / Of my darling, my darling, my life and my bride”

Assess and ReteachAssessDIAGNOSTIC AND SELECTION TESTS

Selection Test A pp. 155–156Selection Test B/C pp. 157–158

Interactive Selection Test on thinkcentral.com

ReteachLevel Up Online Tutorials on thinkcentral.comReteaching Worksheets on thinkcentral.com:

Literature Lessons 17 and 19

Extension and Challenge 8. Students’ images should reflect important

ideas contained in one of the poems.

Whom do you feel CLOSEST to? Encourage students to review each poem before responding. Accept all responses that connect the qualities described in the poems with the qualities students admire.

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