the lake poets focus and motivate selected poetry ... analysis: romantic poetry in england,...

Selection Resources

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.

Meet the Author

Selected Poetryby 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 1792. Almost immediately, war broke out between

France and England, preventing Wordsworth from seeing Annette

and the child she had recently borne

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.

KEYWORD: HML12-798AVIDEO TRAILER

William Wordsworth 1770–1850

The Lake Poets

(background) Dove Cottage, Wordsworth’s Lake District home

Go to thinkcentral.com. KEYWORD: HML12-798B

Author Online

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RL 5 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.

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Essential Course of Study

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Focus and Motivate

RL 5 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. 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 poetClarify 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 mean-ing of these famous lines by William Words-worth. 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.

RESOURCE MANAGER UNIT 4Plan and Teach, pp. 61–68Text Analysis and Reading

Skill, pp. 69–72†*Question Support, p. 73Grammar and Style, p. 74

DIAGNOSTIC AND SELECTION TESTSSelection Tests, pp. 229–232

BEST PRACTICES TOOLKITDefinition Mapping, p. E6Two-Column Chart, p. A25Venn 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

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

* Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese

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

Video Trailer

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Teach

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text analysis: romantic poetryIn 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.

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differentiated instruction

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 con-sider their responses as they move on to the DISCUSS activity.

for english language learnersReading: 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

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 MasterAnalyze Stylistic Elements p. 71

(for student use while reading the selections)

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

Model the Skill: romantic poetry

Write these lines on the board. Then, iden-tify 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 spontane-ous; the ghost is a supernatural element; and the word choice is simple. GUIDED PRACTICE Have students share lyrics of popular songs that they feel ex-press ideas of romanticism.

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

selected poetry by wordsworth 799

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Five years have passed; five summers, with the lengthOf five long winters! and again I hearThese waters, rolling from their mountain-springsWith a soft inland murmur. Once againDo I behold these steep and lofty cliffs,That on a wild secluded scene impressThoughts of more deep seclusion; and connectThe landscape with the quiet of the sky.The day is come when I again reposeHere, under this dark sycamore, and viewThese 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 seeThese hedgerows, hardly hedgerows, little linesOf sportive wood run wild; these pastoral farms,Green to the very door; and wreaths of smokeSent up, in silence, from among the trees!With some uncertain notice, as might seemOf vagrant dwellers in the houseless woods,Or of some Hermit’s cave, where by his fireThe Hermit sits alone. a

Tinter� Abbey

William Wordsworth

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Lines Composed a Few Miles Above

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.

9 repose: lie at rest.

14 copses (kJpPsGz): thickets of small trees.

16 pastoral (pBsPtEr-El): rural and serene.20 vagrant: wandering.

a

POETRYWhat details in lines 14–22 suggest that Wordsworth preferred to celebrate the individual rather than society in his work?

Analyze VisualsWhat elements in this painting help give it a sense of grandeur?

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.800 unit 4: the flowering of romanticism

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Practice and Applysummary 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 purposeHelp 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 promptsUse 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 signifi-cance 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 under-stand his feelings. Lines 5–7 describe the impact of the landscape on the speaker’s thoughts, further emphasizing the signifi-cance of the place.

for english language learnersLanguage: 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 readersOptions 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.


a romantic poetryPossible answer: Wordsworth shares per-sonal 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

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Analyze Visuals

Possible answers: The low angle of the com-position 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 paint-ers, Joseph Mallord William Turner (1775–1851) is famous for his romantic landscapes. Al-though 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.

backgroundThe 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 travel-ing. 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, 1798.” 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 pos-sible reasons for the change in wording.

for struggling readersDevelop Reading Fluency Point out that the natural speech in this poem contrasts with the rhythm and rhyme of poems from previ-ous 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 dis-cuss how taking note of punctuation helped them better understand the poem.

for advanced learners/apExpert 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

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.

Reading Support

. . . tintern abbey 801


These beauteous forms,Through a long absence, have not been to meAs is a landscape to a blind man’s eye;But oft, in lonely rooms, and ’mid the dinOf 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 tooOf unremembered pleasure; such, perhaps,As have no slight or trivial influenceOn that best portion of a good man’s life,His little, nameless, unremembered, actsOf 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 weightOf 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 frameAnd even the motion of our human bloodAlmost suspended, we are laid asleepIn body, and become a living soul;While with an eye made quiet by the powerOf harmony, and the deep power of joy,We see into the life of things. b

If thisBe but a vain belief, yet, oh! how oft—In darkness and amid the many shapesOf joyless daylight; when the fretful stirUnprofitable, 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 thoughtWith many recognitions dim and faint,And somewhat of a sad perplexity,

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38 burthen: burden.

56 sylvan: located in a wood or forest; Wye: a river near Tintern Abbey.

43 corporeal (kôr-pôrPC-El): bodily.

b

ROMANTIC POETRYReread lines 22–49. 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?

c

ROMANTIC POETRYWhat feelings does the speaker express in lines 49–57 about his everyday life? Cite details.




revisit the big questionWhere do we find PEACE?Discuss Which two phrases in the passage from lines 22–42 include synonyms for peace-ful? 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).

for english language learnersVocabulary 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—TransparencyDefinition Mapping p. E6

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.



b romantic poetryPossible answer: The speaker was com-forted by his memories of the landscape. He believes that his past experiences with nature made him a kinder, more loving per-son (lines 22–35) and also made possible his moments of insight into life (lines 37–49).

c Model the Skill: romantic poetry

To model how to identify the speaker’s feelings about his everyday life, point out his description of “turning” in lines 55–57. Explain that he is turning his attention away from the everyday life described in lines 49–54 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?


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The picture of the mind revives again;While here I stand, not only with the senseOf present pleasure, but with pleasing thoughtsThat in this moment there is life and foodFor future years. And so I dare to hope,Though changed, no doubt, from what I was when firstI came among these hills; when like a roeI bounded o’er the mountains, by the sidesOf the deep rivers, and the lonely streams,Wherever nature led—more like a manFlying from something that he dreads than oneWho 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 dWhat then I was. The sounding cataractHaunted me like a passion; the tall rock,The mountain, and the deep and gloomy wood,Their colors and their forms, were then to meAn appetite; a feeling and a love,That had no need of a remoter charm,By thought supplied, nor any interestUnborrowed from the eye.—That time is past,And all its aching joys are now no more,And all its dizzy raptures. Not for thisFaint I, nor mourn nor murmur; other giftsHave followed; for such loss, I would believe,Abundant recompense. For I have learnedTo look on nature, not as in the hourOf thoughtless youth; but hearing oftentimesThe still, sad music of humanity,Nor harsh nor grating, though of ample powerTo chasten and subdue. And I have feltA presence that disturbs me with the joyOf elevated thoughts; a sense sublimeOf 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 impelsAll thinking things, all objects of all thought,And rolls through all things. Therefore am I stillA lover of the meadows and the woods,

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76 cataract (kBtPE-rBktQ): waterfall.

86 Faint I: I lose heart.

93 chasten (chAPsEn): scold; make modest.

67 roe: deer.

88 recompense (rDkPEm-pDnsQ): compensation.

d

STYLISTIC ELEMENTSReread lines 72–75. Identify the subject and the verb of this sentence. What phrases interrupt the main idea?

Language CoachEtymology A word’s etymology is its history. The word impels(line 100) comes from the Latin prefi x 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


tiered discussion promptsUse 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 72–102:

Summarize How did the speaker react to the natural landscape on his first visit? Pos-sible 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? Pos-sible 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 learnersLanguage CoachEtymology 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 readersVocabulary 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”

R E A D I N G S K I L Ld Model the Skill:

stylistic elementsTo model how to identify stylistic elements, read lines 72–75 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.


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And mountains; and of all that we beholdFrom this green earth; of all the mighty worldOf eye, and ear—both what they half create,And what perceive; well pleased to recognizeIn nature and the language of the senseThe anchor of my purest thoughts, the nurse,The guide, the guardian of my heart, and soulOf all my moral being.

Nor perchance,If I were not thus taught, should I the moreSuffer my genial spirits to decay:For thou art with me here upon the banksOf this fair river; thou my dearest Friend,My dear, dear Friend; and in thy voice I catchThe language of my former heart, and readMy former pleasures in the shooting lightsOf thy wild eyes. Oh! yet a little whileMay I behold in thee what I was once,wMy dear, dear Sister! and this prayer I make,Knowing that Nature never did betray eThe heart that loved her; ’tis her privilege,Through all the years of this our life, to leadFrom joy to joy: for she can so informThe mind that is within us, so impressWith quietness and beauty, and so feedWith lofty thoughts, that neither evil tongues,

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115 thou my dearest Friend: Wordsworth’s sister, Dorothy.

111 perchance: by chance; perhaps.

113 genial (jCnPyEl): relating to genius; creative.

Tintern Abbey (1800s), Frederick Waters Watts. Private collection. © Bridgeman Art Library.


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STYLISTIC ELEMENTSWordsworth 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?



About the Art This watercolor of Tintern Ab-bey is by Frederick Waters Watts (1800–1862), a lesser-known English artist who lived near the great romantic landscape painter John Constable and was influenced by his work.

tiered discussion promptsUse these prompts to help students under-stand the significance of the presence of the speaker’s sister as described in lines 111–134.

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 say-ing 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.

for advanced learners/apAnalyze 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?

• Have students consider whether Words-worth 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 67–72 on page 803, which compare the speaker in his past visit to a man “flying from something that he dreads.”


e stylistic elementsRemind students that poetry is not subject to the same grammatical rules as other writing is. Tell students that poems some-times contain otherwise incorrect gram-mar in order to make a specific point or emphasize something.Possible answer: Wordsworth capitalizes Sister and Nature to emphasize their impor-tance; 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 mo-ment when he first saw Tintern Abbey.


RL 5L 3a



Rash judgments, nor the sneers of selfish men,Nor greetings where no kindness is, nor allThe dreary intercourse of daily life,Shall e’er prevail against us, or disturbOur cheerful faith, that all which we beholdIs full of blessings. Therefore let the moon fShine on thee in thy solitary walk;And let the misty mountain winds be freeTo blow against thee: and, in after years,When these wild ecstasies shall be maturedInto a sober pleasure; when thy mindShall be a mansion for all lovely forms,Thy memory be as a dwelling placeFor all sweet sounds and harmonies; oh! then,If solitude, or fear, or pain, or griefShould be thy portion, with what healing thoughtsOf tender joy wilt thou remember me,And these my exhortations! Nor, perchance—If I should be where I no more can hearThy voice, nor catch from thy wild eyes these gleamsOf past existence—wilt thou then forgetThat on the banks of this delightful streamWe stood together; and that I, so longA worshiper of Nature, hither cameUnwearied in that service; rather sayWith warmer love—oh! with far deeper zealOf holier love. Nor wilt thou then forget,That after many wanderings, many yearsOf absence, these steep woods and lofty cliffs,And this green pastoral landscape, were to meMore dear, both for themselves and for thy sake!

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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 111–119)

146 exhortations: words of encouraging advice.

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STYLISTIC ELEMENTSParaphrase lines 119–134, breaking the information into two or more sentences. What does the speaker’s “prayer” or hope for his sister reveal about him?

149 past existence: the speaker’s own past experience five years before (see lines 116–119).

lines composed a few miles above tintern abbey 805


answersPossible answers: 1. As a younger man, the speaker related to

nature on a more instinctive and physi-cal level, taking “coarser pleasures” with “animal movements” through the land-scape (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 76–85 the speaker describes in rapturous terms his own youthful plea-sure in nature and expresses his poignant awareness that he no longer has the same response. In lines 111–119, 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 imme-diacy 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.

for struggling readersInfer 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—TransparencyTwo-Column Chart p. A25

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.

lines 25–30,

139–144

Nature inspires spiritual awareness.

lines 37–49, 128

Nature makes a person better.

lines 33–35


f stylistic elementsPossible 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.


RL 5L 3a


Westminste� Bridge,

Earth has not anything to show more fair:Dull would he be of soul who could pass byA sight so touching in its majesty; gThis City now doth, like a garment, wearThe beauty of the morning; silent, bare,Ships, towers, domes, theaters, and temples lieOpen unto the fields, and to the sky;All bright and glittering in the smokeless air.Never did sun more beautifully steepIn 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!

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Composed upon

September 3, 1802

William Wordsworth

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.

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.

g

STYLISTIC ELEMENTS Rewrite lines 1–3, reordering the syntax. What does this passage exaggerate?




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.

answersPossible 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 val-ley, 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. 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.

for advanced learners/apSynthesize Explain that by the time Words-worth 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 understand-ing of this poem and its nature imagery. Ask students to write their ideas in a paragraph and share them.

R E A D I N G S K I L Lg Model the Skill:

stylistic elementsTo 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.


RL 5L 3a



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!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 beA 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.

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Th� WorldIs Too Much with Us

William Wordsworth

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.

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.13–14 Proteus (prIPtC-Es) . . . Triton (trFtPn): sea gods of Greek mythology.

. . . westminster bridge . . . / the world is too much with us 807


for english language learnersLanguage: Pronoun Referents Point out the pronoun this in line 8, and elicit from stu-dents 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/apIndividual 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 20–22 of “Tintern Abbey”)? How does the speaker’s expressed desire to be a pagan reflect on this issue?

summary This sonnet suggests that the materialism of everyday life interferes with our power to appreciate nature.

tiered discussion promptsUse 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.

answersPossible 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.

. . . westminster . . . / the world . . . 807


I wandered lonely as a cloudThat 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 shineAnd twinkle on the milky way,They stretched in never-ending lineAlong the margin of a bay:Ten thousand saw I at a glance,Tossing their heads in sprightly dance.

The waves beside them danced; but theyOutdid the sparkling waves in glee;A poet could not but be gay,In such a jocund company;I gazed—and gazed—but little thoughtWhat wealth the show to me had brought:

For oft, when on my couch I lieIn vacant or in pensive mood,They flash upon that inward eyeWhich is the bliss of solitude;And then my heart with pleasure fills,And dances with the daffodils. h

I Wandered

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15

20

Lonely As a Cloud

William Wordsworth

h

ROMANTIC POETRYAccording to lines 19–24, what has the speaker been able to accomplish by using his memory and imagination?

2 vales: valleys.

Butterfly on Daffodils, Karen Armitage. Watercolor. Private collection. © Bridgeman Art Library.

16 jocund (jJkPEnd): merry.

Language CoachRoots 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?


L 4b

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for english language learnersLanguage CoachRoots and AffixesPossible 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).

summary In this lyric poem, the speaker takes joy in encountering a field of daffodils and comfort in recalling them.

selection wrap–upREAD 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 nega-tively 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.

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 ques-tions on page 810, have students revisit their responses and tell whether they have changed their opinions.

INDEPENDENT READINGStudents who appreciate nature might enjoy My First Summer in the Sierra by John Muir and Coming into the Country by John McPhee.


h romantic poetryPossible 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?


RL 5RL 9

L 4b

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Reading for Information

Grasmere Journals

Apr. 15. 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.

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.”

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.

Dorothy Wordsworth

from the

reading for information 809

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connectThis selection connects with the events de-scribed in “I Wandered Lonely As a Cloud.” You can also use it as a minilesson on reading for information.

reading for informationPoint 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 ex-presses 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 promptsUse 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? Pos-sible 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 atti-tude 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 cap-tures the sudden joy of seeing the daffodils and the comfort that thinking about them brings later.

reading for information 809


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.


RL 5 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.

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Practice and Apply

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, speculat-ing with her brother about their origin. Her brother does not comment on the mystery but instead focuses on his joy at their sud-den appearance.

10. Accept all reasonable answers. Students who agree may note that Wordsworth cap-tures the excitement and passions of youth but fails to mention the emotional turmoil and frustrations.

Where do we find PEACE?Encourage students to discuss how peacefulness can be subjective. Students may note that natural disasters, such as tornadoes, floods, and hurricanes, are not peaceful.

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

RESOURCE MANAGER—Copy MastersRomantic Poetry p. 69Question Support p. 73

Additional selection questions are provided for teachers on page 65.

answers 1. The speaker feels alone, aimless, and uncon-

nected 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 land-

scape a few miles from Tintern Abbey, not the abbey ruins. His focus is on nature.

5. commore core focus Analyze Stylis-tic Elements The long, free-flowing sentenc-es with their frequent interruptions reflect his idea of “spontaneous overflow,” and the emotional statements signaled by exclama-tion points reflect the powerful feelings.

6. common core focus Romantic Poetry Accept all reasonable answers. All four poems provide examples of the listed ro-mantic 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 25–49 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.


RL 5, RL 9, L 3a


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Language grammar and style: Add EmphasisOne of the many delights of Wordsworth’s style is his use of repetition and exclamation points to emphasize different thoughts and emotions. In “Tintern Abbey,” for instance, he repeats phrases, such as “lofty cliffs” and “blessed mood,” to underscore the feelings of joy that nature arouses in him. Notice how, in the excerpt below, Wordsworth repeats the adjective “dear” and uses exclamation points to express his affection for his sister Dorothy.

My dear, dear Friend; and in thy voice I catchThe language of my former heart, and readMy former pleasures in the shooting lightsOf thy wild eyes. Oh! yet a little whileMay I behold in thee what I was once,My dear, dear Sister! . . . (lines 116–121)

PRACTICE Write your own sentences about a topic you feel strongly about, imitating Wordsworth’s use of repetition and exclamation points to create emphasis.

example

Five years have passed; five summers, with the length / Of five long winters!One week has passed; seven slow days with seven slow nights! So many hours of waiting in the hospital to see if his condition had improved.

1. These hedgerows, hardly hedgerows, little lines / Of sportive wood run wild;

2. In hours of weariness, sensations sweet, / Felt in the blood, and felt along the heart;

3. 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!

reading-writing connectionYOUR

TURN

Expand your understanding of imagery by responding to this prompt. Then, use the revising tips to improve your essay.

Go to thinkcentral.com.KEYWORD: HML12-811

InteractiveRevision

• Discuss what the poem would lose if the imagery were removed from it.

• Include direct quotations from the poem to show how imagery enriches its themes.

ANALYZE AUTHOR’S STYLE Wordsworth is widely praised for his use of imagery, or details that appeal to the senses. Identify several examples of visual and auditory imagery in “Lines Composed a Few Miles Above Tintern Abbey.” Then write a three-paragraph essay in which you explain how this imagery enriches the poem.

writing prompt revising tips

selected poetry by william wordsworth 811

L 2 Demonstrate command of the conventions of standard English punctuation when writing. W 4 Produce clear and coherent writing in which the style is appropriate to task, purpose, and audience.

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Languagegrammar and styleDirect students to page 804, and point out that exclamation points are used in the middle of lines 119 and 121 to express strong emotion. Answers should follow the quotations as mod-els; for example: 1. This city living, hardly living, little apartments / Into which we squeeze. 2. In lonely times, phone calls to childhood friends / Made joyfully, and joyfully received; 3. How of-ten have I longed to go home to you, / O beau-tiful prairie! rolling from our farm, / How often have I turned to your memory for comfort!

RESOURCE MANAGER—Copy MasterUse Repetition and Exclamation

Points p. 74reading-writing connectionTo help students analyze the sensory appeal of images in the poem, suggest that they record visual images from the poem on one side of a Venn Diagram, auditory images on the other side, and images with both visual and auditory appeal on the overlapping part of the diagram.

BEST PRACTICES TOOLKIT—TransparencyVenn Diagram p. A26

Assess and ReteachAssessDIAGNOSTIC AND SELECTION TESTS

Selection Test A pp. 229–230Selection Test B/C pp. 231–232

Interactive Selection Test on thinkcentral.com

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

Literature Lesson 44: Style and Syntaxfor struggling writersWriting Support• Suggest that students gather images

quickly, jotting them down in their journals.• Ask students to examine the images they

have gathered and consider how they en-hance the poem.

• Have students turn their observations about the images into a general statement that will serve as the thesis statement for their paragraphs.

• Tell students to include their thesis state-ment in the first paragraph and then write one or two body paragraphs that elaborate on the thesis.

• Remind students to cite some or all of the specific images to support their ideas.

• Ask students to conclude with a short para-graph that sums up their ideas.

• Encourage students to exchange papers with a partner and make suggestions for improving the wording or flow of ideas. selected poetry by . . . wordsworth 811

W 4, L 2


the lake poets focus and motivate selected poetry ... analysis: romantic poetry in england,...

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