unit 3, part 3 unit 3, part 3 issues of identity click the mouse button or press the space bar to...

Unit 3, Part 3Unit 3, Part 3

UNIT 3, Part 3Issues of Identity

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Unit 3, Part 3Unit 3, Part 3Unit 3, Part 3Unit 3, Part 3 MAIN MENUMAIN MENU

Issues of Identity (pages 648–663)

Click a selection title to go to the corresponding selection menu.

Unit 3, Part 3Unit 3, Part 3 SELECTION MENUSELECTION MENU

Before You Read

Reading the Selection

After You Read

Selection Menu (pages 648– 651)

http://www.glencoe.com/

Unit 3, Part 3Unit 3, Part 3 BEFORE YOU READBEFORE YOU READ

Meet Lucille Clifton

Click the picture to learn about the author.



The following poem by Lucille Clifton shows that we often identify people by how they look, not by what is inside them.

Connecting to the Poem



Before you read the poem, think about the following questions:

• What visual clues do you use to judge a person?


• What makes you like or dislike a person when you first meet him or her?



Many of Clifton’s poems examine the varying roles of women in society. Our roles in life change with our age, marital status, children, and career. Our identity is often related to our roles. For example, you might have roles as child, friend, sibling, and student. You might also have roles as employee or volunteer. Some roles we choose, and some are chosen for us. For example, we choose to be a volunteer, but being the child of our parents is something we cannot choose. In this poem, poverty has given Miss Rosie a new role and a new identity.

Building Background



As you read this poem, notice how the identity of Miss Rosie has changed over time.

Setting Purposes for Reading

Issues of Identity



Alliteration is the repetition of consonant sounds at the beginnings of words. The opening line of “Miss Rosie” is a good example of alliteration because it contains repeated w sounds.

“When I watch you”


Alliteration



Alliteration can help you vividly picture what an author is trying to portray. As you read, notice Clifton’s use of alliteration and its effect on the text.


Alliteration



Sensory details are words that spark sense memories in the reader. These memories include details about the senses of taste, touch, sight, hearing, and smell. Recognizing these details can foster a deeper connection to a literary work. While reading this essay, note the sensory details that Clifton uses, as well as the senses to which they correspond.

Analyzing Sensory Details



Reading Tip: Finding Details Using a chart like the one below, record the sensory details in the poem and the senses they appeal to.




Alliteration Read the text highlighted in purple on page 650. How is this line a good example of alliteration?

READING THE SELECTIONREADING THE SELECTION

Answer: It repeats the consonant s sound at the beginning of words.

Literary Element



Issues of Identity Read the text highlighted in tan on page 650. How does this description of Miss Rosie change her identity?


Answer: It becomes positive, as she is depicted as a singularly beautiful woman.



Look at the painting on page 650. How does the woman in the painting compare with your image of the speaker in the poem? With your image of the young Miss Rosie? Which characteristics are the same and which are different?


Viewing the Art


Unit 3, Part 3Unit 3, Part 3 READING THE SELECTIONREADING THE SELECTION

Answer: The woman in the image could be a younger Miss Rosie, nicely dressed, pretty, well-groomed, confident. The older woman in the poem is sloppy, unattractive, poorly dressed, defeated.

Viewing the Art


Unit 3, Part 3Unit 3, Part 3 AFTER YOU READAFTER YOU READ

Answer: (a) You might be sympathetic to her plight. (b) You might think less of her before learning that she was beautiful.

1. (a) How do you feel about Miss Rosie? (b) Did you feel differently about her at the end of the poem than you did at the beginning? Explain.

Responding and Thinking CriticallyRespond



Answer: (a) Miss Rosie sits and stares vacantly. (b) She has apparently lost touch with reality.

2. (a) How does Clifton describe Miss Rosie in lines 9–10? (b) What does this description imply about Miss Rosie?

Responding and Thinking CriticallyRecall and Interpret



Answer: (a) The speaker pays tributeto Miss Rosie. (b) Compassionate and respectful

3. (a) How does the speaker respond to Miss Rosie by the end of the poem? (b) In your opinion, what does the speaker think about Miss Rosie?




Answer: (a) Descriptions will vary.(b) The descriptions are not concrete, so it is difficult to write an accurate physicaldescription.

4. (a) Write a short physical description of Miss Rosie, based on the details in the poem. (b) Do you think Clifton has given you enough details to go on?

Responding and Thinking CriticallyAnalyze and Evaluate



Answer: Miss Rosie

5. In your opinion, does this poem present a stronger picture of Miss Rosie or of the speaker? Support your response with details from the poem.




Answer: With the identities of Miss Rosie: as a “bag lady” and as the Georgia Rose

6. In what ways does this poem relate to issues of identity?

Responding and Thinking CriticallyConnect Issues of Identity



Alliteration is often used by poets who like working with the sounds of words. Although we often think of poems as only being read silently, poetry is also an oral art.

Alliteration



Many poems are read aloud, and poets often enjoy reading their own poems aloud. In these cases, the sounds of the words become very important to the overall reception of the poem by the audience.

Alliteration



Answer: Lines 1–2 and 12–14

1. Where does Clifton use alliteration in this poem? Give two examples.

Alliteration



Answer: The alliteration and some of the sensory details are contained in the same phrases. The alliteration helps emphasize the sensory details.

2. How does Clifton’s use of alliteration enhance the use of sensory details in the poem?

Alliteration



Ronald Baughman writes of “Miss Rosie” that “the poem... functions both as a lament for the woman destroyed and as a tribute to the new black woman who rises from the ashes of her predecessor’s destruction.”

Literary Criticism



With your peers, discuss how the poem serves as both a lament and as a tribute. What do you learn about the woman who has been “destroyed”? How does the speaker “rise from the ashes”?

Literary Criticism



Often an author will use sensory details to help the reader envision what the author is describing. The selection of sensory words gives the reader a positive, negative, or neutral view of the person, object, or event being described.




Answer: She wanted to describe vividly the current condition of Miss Rosie.

1. What do you think Clifton’s purpose was when she chose certain words to create sensory details?




Answer: Examples may include“wrapped up like garbage”; “surrounded by the smell/of too old potato peels”; “old man’s shoes/with the little toe cut out”; “wet brown bag of a woman.”

2. In support of your opinion, list three sensory details from the poem.




Practice with Connotation and Denotation Decide whether the connotation of each phrase on the following slides is positive, negative, or neutral. Use a dictionary or a thesaurus if you need help.

Practice



1. wrapped up like garbage

A. positive

B. negative

C. neutral

Practice



2. smell of too old potato peels

A. positive

B. negative

C. neutral

Practice



3. little toe cut out

A. positive

B. negative

C. neutral

Practice



4. wet brown bag of a woman

A. positive

B. negative

C. neutral

Practice



5. used to be called the Georgia Rose

A. positive

B. negative

C. neutral

Practice



Before You Read


After You Read

Selection Menu (pages 652– 659)



Meet Robert Frost




Each of us struggles on occasion to decide upon a path to take in life. As we grow older, we may contemplate the decisions that have led to our present identities.

Connecting to the Poems



Before you read the poems, think about the following:

Connecting to the Poems

• How have your thoughts shaped who you are?

• Where do you fit in society? In the world?



“After Apple-Picking” and “Fire and Ice” were both written early in Frost’s career. “After Apple-Picking” was written in 1914, before World War I began. Frost was living in England, where he was influenced by other poets living in the English countryside. Frost’s own experience of living on farms, such as his family’s Derry, New Hampshire farm, is evident in his poetry.

Building Background



“Fire and Ice” was written after the devastation wrought by World War I, and in the aftermath of the influenza pandemic of 1918, which took millions of lives. In his poems, he raises questions about existence and life issues affecting each of us.

Building Background



As you read the poems, notice the speaker in each. Decide whether the identity of the speaker changes from one poem to the next.


Issues of Identity



Assonance is the repetition of the same or similar vowel sounds. Consonance is the repetition of consonant sounds, typically within or at the end of non-rhyming words and preceded by different vowel sounds. As you read the two poems, identify the use of assonance and consonance in each.

Setting Purposes for ReadingAssonance and Consonance



An author’s meaning is not always obvious in a poem or literary work. Clarifying meaning can help you better understand what you are reading. Rereading any lines that you find confusing or challenging can help. Pay attention to end punctuation to track complete thoughts.

Clarifying Meaning



Reading Tip: Finding Alternative Meaning While reading, it might be useful to ask yourself what other meanings a phrase might contain. Create a chart like the one on the next slide, writing the line or phrase from the poem in the first column and an alternative meaning in the second.

Clarifying Meaning



Clarifying Meaning



bough n. a tree branch (p. 654) Akim broke off a bough to chop for firewood, while Raman gathered smaller twigs for kindling.

essence n. necessary characteristics of a thing (p. 654) The essence of a democratic republic is having elected representatives.

Click a vocabulary term to listen to the definition.



russet adj. a deep reddish-brown (p. 655) The tree’s russet-colored leaves were a definite sign that fall was approaching.

hoary adj. white or gray with age;covered with frost (p. 654) The old, dustyphotographs had a hoary sheen.

Click a vocabulary term to listen to the definition.



Issues of Identity As you read, consider the following questions. What is the speaker’s role in this poem? What does apple-picking make him feel and think about?




Answer: He is a worker picking apples. He wants to pick them all but cannot. To him, apple-picking seems to symbolize both the promise of life—”the great harvest”—and the inevitability of death—the image of a ladder toward heaven; the necessity of sleeping before the job is completed.




Assonance and Consonance Read the text highlighted in purple on page 655. What effect does this example of assonance create for you?


Answer: The assonance softens the reading, which reinforces the sleepy, dreamlike quality the poet refers to.

Literary Element



Issues of Identity Read the text highlighted in tan on page 655. How might these lines help you identify the speaker’s state of mind?


Answer: These lines suggest a mental or emotional fatigue, a feeling of being overwhelmed by life that helps identify the speaker as a man of sorrow.



Clarifying Meaning Read the text highlighted in blue on page 655. How does this phrase evoke a darker, hidden meaning in Frost’s poem?


Reading Strategy



Answer: “The cider-apple heap” refers to the place where the seemingly damaged apples go, the ones deemed not good enough to be eaten. This phrase suggests that some people are cast aside as not being worthwhile; they are “damaged goods.”


Reading Strategy



Assonance and Consonance Where does the first instance of assonance occur in the poem?


Answer: The title: the long i in fire and ice.

Literary Element



Issues of Identity Read the text highlighted in tan on page 656. Poets often speak of the “human condition.” To what aspect of the human condition, and, therefore, one’s identity, does this line refer?


Answer: Frost suggests that desire is part of our identity as humans.



Myth and Science Religious texts from many world cultures predict a fiery end to the world. Scientific evidence, however, suggests that most destruction occurred during Earth’s ice ages. Which argument would you side with, fire or ice? Why?


Answer: Answers will vary.

Cultural History



Answer: Answers will vary.

1. What emotions did “After Apple-Picking” and “Fire and Ice” stir in you? Explain.




2. (a) In “After Apple-Picking,” what happens to the pane of glass that the speaker looks through? (b) What deeper meaning do you suppose Frost tries to convey with the “pane of glass” image?




Answer: (a) It melts away. (b) It refersto a layer of ice that easily melts away like people or ideas.




Answer: (a) To sleep (b) Death

3. (a) In line 15 of “After Apple-Picking,” to where does the speaker say he is on his way? (b) What deeper meaning does the line suggest?




Answer: (a) Fire or ice (b) Actionsmotivated by hate

4. (a) According to the speaker in “Fire and Ice,” what are the two ways in which some say the world will end? (b) What human events might trigger destruction by ice?




Answer: (a) It is endless. (b) Thedescriptions seem accurate.

5. (a) Do you think that Frost hints, in the first five lines of “After Apple-Picking,” at a sense of frustration with apple-picking? Explain. (b) How do Frost’s rural influences affect the literal reading of the poem?




Answer: Choices prompted by desirewill lead to destruction.

6. According to many cultures, the world has been destroyed once by water. Why do you think the speaker in “Fire and Ice” sides with those who believe that the next destruction will occur by fire?




Answer: He is an older, thoughtfulmale landowner, working the land at apple harvest. His thoughts turn toward the final years of life and curiosity about death’s “long sleep.”

7. How does Frost identify the speaker in “After Apple-Picking”? Explain.




Answer: The speaker is preoccupiedwith the faults of humanity and cavalierly contemplates the end of the world.

8. How does Frost identify the speaker in “Fire and Ice”? Explain.




Many poets use assonance and consonance in their poems. These are sound devices that are more readily apparent to most of us when hearing a poem read aloud rather than reading it silently. Assonance and consonance can be used to enhance both the rhythm and imagery presented in a poem.

Assonance and Consonance



1. Identify an example of assonance in “After Apple-Picking.” What vowel sound is repeated?

Answer: An example: “Magnifiedapples” repeats the a sound, as in cat.




2. Identify an example of consonance in “After Apple-Picking.” What consonant sound is repeated?

Answer: An example: “Essence ofwinter sleep is on the night, / The scent of apples: I am drowsing off,” repeats the s sound, as in scent.




As you learned on page 649, alliteration is the repetition of consonant sounds at the beginning of words. Alliteration can be used to emphasize words, reinforce meaning, or create a musical effect. An example of alliteration might be the phrase, “Later we located the laughing loons of Laredo.”

Review: Alliteration



Partner Activity Pair up with a classmate and discuss alliteration in “After Apple-Picking” and “Fire and Ice.” Working with your partner, create a chart similar to the one on the next slide. Fill in the column with examples from the texts that demonstrate alliteration.




After you have identified examples of alliteration in the poems, discuss with your partner the possible significance of each example.




Frequently, poems do not include punctuation stops or might use them inconsistently. The poet depends on the readers to determine meaning in the text by rereading the poem and finding the punctuation stops for themselves. Identifying end punctuation is one way to clarify meaning as you read.

Clarifying Meaning



Answer: Punctuation helps readersunderstand where sentences end.

1. How might Frost’s meaning in “After Apple-Picking” be clarified by finding the punctuation stops.

Clarifying Meaning



Answer: Answers might include: “ForI have had too much / Of apple-picking: I am overtired / Of the great harvest Imyself desired.”

2. To support your opinion, list three details from the selection.

Clarifying Meaning



Practice with Synonyms Find the synonym for each vocabulary word. Use a dictionary or a thesaurus if you need help.

Practice



1. bough

Practice

A. branch

B. creek



2. essence

Practice

A. smell

B. core



3. hoary

Practice

A. gentle

B. frosty



4. russet

Practice

A. reddish

B. silver



These words will help you think, write, and talk about the selection.

potential adj. that which can be developed

consequent adj. in a sequence

Academic Vocabulary



Answer: That a man who is tired after a life of hard work looks forward to the eternal sleep.

1. What is a potential meaning of “After Apple-Picking”?

Academic VocabularyPractice and Apply



Answer: Destruction of the world by fire

2. In “Fire and Ice,” what consequent action would destroy the world because of desire?




Analyze Rhyme and Rhyme Scheme In “After Apple-Picking” and “Fire and Ice,” Frost utilizes unusual rhyme schemes. Write a short essay explaining the rhymes and rhyme scheme that Frost uses in these two poems. Explain how the patterns of rhyme affect each poem’s meaning.

Writing About Literature



Before you begin drafting, take notes on the rhyme schemes and how rhyme is generally utilized in both poems. In your essay, use examples from each work to support your arguments. Use a web like the one on the next slide to brainstorm ideas and organize examples and evidence.




Meet with a peer reviewer after completing your draft. Edit each other’s work and suggest revisions. Thenproofread and edit your draft for errors in spelling, grammar, and punctuation.




Interdisciplinary Activity: Art Find images (paintings or photographs) of either apple orchards and apple-picking or fire, ice, and world destruction. Using your visuals, compare and contrast them with the images in the respective poems.




Do the images you found resemble how you visualize the poem’s imagery? Present your findings to your class with a brief oral report.




Using Inversion in Poetry In “After Apple-Picking” and “Fire and Ice,” Frost uses inversion to create his rhyme scheme. Inversion is a reversal of the usual word order.

Frost’s Language and Style



Note the inversion present in the following example from Frost’s poems:


“And I keep hearing from the cellar bin

The rumbling sound”



A more conventional way of writing that sentence, without inversion, would be:


And I keep hearing the rumbling sound

from the cellar bin”



Using the following organizer, find examples of inversion and then write the words in the order they would normally appear.




Activity Rewrite “After Apple-Picking” using the normal word order that you wrote for each inversion. Compare your revised version with Frost’s version. What specific conclusions can you draw from the comparison? Explain.




Inversion can add rhythm and meaning to your writing. Review the essay you wrote analyzing Frost’s use of rhyme and rhyme scheme, and look for places where you might be able to use inversion. Revise your draft to include any additions you wish to make.

Revising Check: Inversion



Before You Read


After You Read

Selection Menu (pages 660–663)


Meet Naomi Shihab Nye



In “Arabic Coffee,” Nye shows the reader how even a simple act like making coffee for visitors represents caring. Before you read the poem, think about the questions on the following slide.



• When you spend time with loved ones, what gestures or actions do you use to show that you care for them?


• Why do you think the author uses coffee and clothing as symbols? What symbols are meaningful to you?


In “Arabic Coffee,” Nye alludes to the practice of tasseography, or fortune telling with tea leaves. The practice of interpreting tea leaves to tell fortunes began centuries ago in China. The ritual continued through the centuries and, in parts of the Middle East, was adapted for Turkish (or Arabic) coffee as well as tea. In tasseography, one interprets the pattern of tea leaves or coffee grounds left in a cup or saucer after drinking the beverage. The reader may use certain symbols to interpret the pattern or may intuitively “read” the residue for deeper meaning.

Building Background


As you read, notice how the speaker describes the father and his treatment of the guests and explores the significance of people gathering together.


Issues of Identity


A symbol is any person, place, object, or experience that exists on a literal level within a work but also represents something on a figurative level. The symbol refers to or stands for someone or something else. Examining the use of symbols can help the reader understand the poet’s intent.


Symbol


For example, recognizing that a road may symbolize a person’s life could be critical to comprehending the message of a poem. As you read “Arabic Coffee,” examine how Nye uses the process of preparing and serving coffee as a symbol.


Symbol


Rhythm is the pattern of beats created by the arrangement of stressed and unstressed syllables in a line. When you analyze rhythm in an unrhymed poem, you pay attention to how structure, diction, and sound devices work together to create rhythm.

Analyzing Rhythm


Various elements of poetry, such as the length of words or lines, the flow of words from line to line, where thoughts begin or end, and word choice, all help create rhythm. While reading this poem, pay attention to the way Nye creates a flow and paces events and emotions.

Analyzing Rhythm


Reading Tip: Noting Rhythm As you read the poem, note how the author creates rhythm using the elements listed above. Create a list of passages from the poem and explain how these passages convey rhythm.

Analyzing Rhythm


Analyzing Rhythm


grounds n. the remains of the coffee beans after water has been passed through them; sediment (p. 662) When the filter tore, the wet coffee grounds made a mess on the countertop.

offering n. something that is presented as a gift (p. 662) An olive branch symbolizes a peace offering.


Issues of Identity Refer to the text highlighted in tan on page 662. What does the speaker mean by this statement?


Answer: Hospitality and generosityare important themes in this poem. Even though men and women do not usually sittogether, all are welcome in this space.


Look at the painting on page 662. Identify how Ingalls uses this still life to elevate everyday things into objects of beauty.


Viewing the Art


Answer: The rich colors give the objects a sense of warmth and history. They look well-used, which suggests that they have brought comfort to their owners. By making ordinary creamers the object of a painting, the artist acknowledges their importance.


Viewing the Art


Answer: Answers will vary, but you should be prepared to explain your answer.

1. Do you identify with the experience described in the poem? Explain.



2. (a) How does the speaker like coffee prepared? (b) Why do you think the speaker first tells us her personal preference before explaining how Papa prepares it for others?



Answer: (a) She likes it “strong” and “thick in the bottom.” (b) It connects readers to the speaker and her father.



Answer: (a) Disappointments anddreams (b) They are universalexperiences.

3. (a) What things are said to take their place at the table? (b) Why do you think the speaker chooses these images?



Answer: (a) It becomes the center ofthe flower. (b) The coffee connects the guests.

4. (a) As the talk flows wherever it goes, what does the coffee become? (b) What does this suggest about the importance of the coffee for this gathering?



5. (a) Why might the speaker compare dark coffee grounds in the bottom of small white cups to luck and people gathering together? (b) Is this an effective image? Explain.



Answer: (a) It shows how people can find luck and community in ordinary things. (b) The image helps the reader to understand the power of ordinary things.



6. (a) Why does the speaker compare dreams to pocket handkerchiefs? (b) Do you think this is an effective comparison? Why or why not?



Answer: (a) We keep both hidden, tucked away for a time when we need them. (b) Yes, by finding a meaningful similarity in two different things.



Answer: (a) The clothes show thattomorrow holds hope. (b) To call attention to the idea of a hopeful future

7. (a) How do you interpret the following line: “You will live long enough to wear me”? (b) Why do you think Nye chose to italicize this line?



Answer: The poem emphasizes howcommunity can define one’s identity.

8. In what ways is this poem about identity?



Nye uses symbols throughout “Arabic Coffee” to help the reader understand the meaning of the poem.

Symbol


1. When the speaker explains in short sentences that her father boils the coffee two times, no sugar, and in preparation for guests, what do you think this act symbolizes? Explain.

Answer: The power of tradition and of hospitality.

Symbol


2. How do “clothes on a line” symbolize hope and faith?

Answer: The clothes are for future days.

Symbol


Respond to Figurative Language Figurative language is language or expressions that are not literally true but express some truth beyond the literal level. Types of figurative language include symbols, metaphors, and similes.



Read “Arabic Coffee” aloud, paying particular attention to Nye’s use of figurative language. Think of a time when you were part of a gathering of friends or family.



Write a letter describing that experience. Include figurative language in your letter. Draw upon Nye’s use of figurative language and any shared experiences between her poem and your event.



“Arabic Coffee” has a rhythm and pace that is established by the author’s choice of words (diction) and where she chooses to start and end lines. A reader should be aware of the many elements an author uses to create and maintain rhythm in poetry.

Analyzing Rhythm


Answer: Without any breaks, the flow of words and thoughts evokes an excited child. The reader is drawn into the poem by the speaker’s enthusiasm.

1. What effect does the author create by making the first stanza one long sentence?

Analyzing Rhythm


Answer: Repeating words with the same vowel sound creates a rhythm. For example, “it was an offering to all of them” repeats the aw sound, creating rhythm.

2. How does Nye’s diction help create rhythm?

Analyzing Rhythm


These words will help you think, write, and talk about the selection.

assemble v. to gather as a group.

Academic Vocabulary

function n. a gathering of people for a specific purpose.


1. When people assemble for Papa’s coffee, what do they bring with them?

Answer: Disappointments and dreams



2. Can the gathering described in “Arabic Coffee” be defined as a function? Explain.

Answer: Yes, people are gathered fora purpose.



Make list a of words that describes who you are.

Which of these words do you think will still describe you ten years from now? Twenty years from now?

Unit 3, Part 3Unit 3, Part 3 BELLRINGERBELLRINGER


What feelings or ideas does your favorite season symbolize to you?



What do you think makes a successful social gathering?


Unit 3, Part 3Unit 3, Part 3Unit 3, Part 3Unit 3, Part 3 BELLRINGER OPTION TRANSPARENCYBELLRINGER OPTION TRANSPARENCY

Click on the image to see a full version of the Bellringer Option Transparency.


0%

0%

0%

0%A. old potato peels

B. a grocery store

C. garbage

D. a wet brown bag

To what does the speaker compare Miss Rosie when she is wrapped up?

CHECKPOINT QUESTIONSCHECKPOINT QUESTIONS


0%

0%

0%

0%A. The Georgia Rose

B. Rosie the Potato

C. The Brown Bag Woman

D. Toe-less Rosie

What was Miss Rosie once called?



0%

0%

0%

0%A. toward his cellar

B. toward his dreams

C. toward heaven

D. toward a pane of glass

In “After Apple-Picking,” to where does the speaking say his ladder is pointed?



0%

0%

0%

0%A. magnified apples appearing and

disappearingB. a sleeping wood chuck

C. ladders in the cellar bin

D. gallons of apple cider

In “After Apple-Picking,” what is the first vision the speaker sees in his sleep?



0%

0%

0%

0%A. They are picked, cleaned and thrown into

the cellar.B. They are brought into the house.

C. They are given to the woodchuck.

D. They are thrown onto the cider-apple heap.

In “After Apple-Picking,” what happens to the apples that strike the ground?



0%

0%

0%

0%A. by an explosion

B. by fire

C. by ice

D. by human stupidity

In “Fire and Ice,” how does the speaker think the world will end?



0%

0%

0%

0%A. a combination of fire and ice

B. ice

C. fire

D. revenge

In “Fire and Ice,” what type of destruction is great for hate?



0%

0%

0%

0%A. in the center of a flower

B. in a dish of corn

C. in olive-wood beads

D. in a spot of grounds

According to the speaker’s father, where does luck live?



0%

0%

0%

0%A. dreams

B. coffee grounds

C. sugar Cubes

D. the hundred disappointments

What are tucked like pocket handkerchiefs into each day?



0%

0%

0%

0%A. “Stay, be seated, and follow the talk.”

B. “You will live long enough to wear me.”

C. “Tell us about how years will gather in small white cups.”

D. “We are a motion of faith.”

What does the speaker imagine clothes on a line saying?



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Documents

miss rosie slide

miss rosie alliteration

identity of miss rosie

poem slide

miss rosie selection

reading alliteration

opening line of miss

background slide