Bell Ringer: Take out your planner and open it to today’s date. Complete the Connotation & Denotation worksheet – there is a back! Sit silently and wait for further directions. © Copyright Showeet.com – Free PowerPoint Templates

Housekeeping: HOMEWORK: Week 22 - Complete two weekly A3K articles due by Sat. at 11:59 P.M. ANNOUNCEMENTS: Printed copies of two articles are available on the table by the door for anyone who may be without a computer/internet Celebrate Literacy Week

Clear your desk of everything except: S.O.A.P.S.S.T.O.N.E. Poetry Comparison Chart Pen/Pencil “The Song of Wandering Aengus Poem (page 72) 1 computer per table

The Fine Print Objectives/Standards: I can… determine the meaning of word and phrases as they are used in a text, including figurative and connotative meanings (RL.2.4) analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem (RL.2.4) analyze how a poem’ form contributes to its meaning (RL.2.5). cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (RL.1.1). determine the central idea of a text and analyze its development over the course of the text (RL.1.2) engage effectively in a range of collaborative discussions (SL.1.1). understand figurative language, word relationships, and nuances in word meanings (L.3.5) Essential Question: How does the figurative language affect meaning in the poem, “The Song of Wandering Aengus”?

Work Period: Group Work Continue to analyze the poem. Create a single power point slide with the key information for your S.O.A.P.S.S.T.O.N.E. section(s). Consider including multiple interpretations on your presentation slide. Watch the clock! If finished early, you may work on: Homework – must be finished first! Quill Nitrotype Work for another class

Work Period: Gallery Walk Put your presentation in “Slide Show” mode Take your S.O.A.P.S.S.T.O.N.E. Poetry Comparison Chart and something with which to write with you The Gallery Walk is self-guided Add relevant information to your chart Be prepared to review once finished rotating through the different groups

Closing: Review Follow along to double-check your thinking and ensure accurate interpretation

SPEAKER: Aengus is identified as the speaker. It could be interpreted that he’s the Irish god of love and inspiration. However, he’s referred to as “old” in stanza 3, and gods are traditionally immortal. This could simply be an allusion to the myth, and the speaker could be a male describing love throughout his life. © Copyright Showeet.com – Free PowerPoint Templates

OCCASION: As the title suggests, the poem is a song.

AUDIENCE: The speaker does not identify his audience. It is assumed that the intended audience is the reader. Whether to be entertained by Yeats’ interpretation of the Irish myth, or educated about growing up.

PURPOSE: On the surface level, the purpose is to entertain the reader with Yeats’ version of the Aengus myth. Upon further analysis, the speaker’s purpose is to express their experience with growing up—particularly relating to love. The intended message regards how their understanding of love changed with age. The message’s intended effect is to show how when a person is young, they have an immature concept of love, but as they age, they mature and their perceptions change. © Copyright Showeet.com – Free PowerPoint Templates

SUBJECT: At first glance, the subject appears to be a re- telling of the Aengus myth. However, re-reads reveal the subject is the quest for love. The poem’s structure confirms the subject of the poem is the journey to find love. On the surface level it tells Aengus’ quest to find the nymph he loves, while also delving deeper by tracing a person’s lifespan. The poet presents his subject in three stanzas which show different periods of one’s life: childhood, young adult, and old age. The deeper meaning is revealed later. © Copyright Showeet.com – Free PowerPoint Templates

Stylistic & Linguistic Elements: Devices: Simile = moth-like stars were flickering out Paradox = faded through the brightening light (Extended) Metaphor = (And pluck til times and time are done/)The silver apples of the moon/the golden apples of the sun Effect: The simile doubles as imagery and helps the reader picture the setting. Similar to how a moth flaps its wings, making it look bigger (if the wings are open,) or smaller (if the wings are shut,) the reader can picture how the stars are “flickering out” as dawn approaches. The paradox helps illustrate the mythical element of the disappearing nymph if the poem is taken at surface level. The deeper analysis reveals that these seemingly contradictory statements “fading” through a “brightening light” are referring to the young man’s memory of a young love. The metaphor compares silver apples to nights that pass and golden apples to the days that go by. It can be extended by saying he will “pluck” the apples (days and nights) until he finds her, and once he does he will never let go. © Copyright Showeet.com – Free PowerPoint Templates

Stylistic and Linguistic elements Continued: Stanza Imagery & Effect 1 = Childhood The imagery of dawn represents childhood. The boy has a desire in his head to “catch a fish,” so he gets together the gear he knows he needs to accomplish the task. 2 = Young Adult The “brightening air” paints the picture that the sun is rising, which represents young adulthood. The “glimmering girl … calls [him] by name.” Thus, the “fish” is a young love that got away. 3 = Old Age This stanza is the most direct. The reader knows the speaker has aged, which a god would not be able to do since a god is immortal. Thus, this stanza reveals a man late in life with a strong memory of his “glimmering girl” that no one else has compared to in a lifetime of searching. Stylistic and Linguistic elements Continued: © Copyright Showeet.com – Free PowerPoint Templates

TONE: The author’s attitude toward the subject is: Calm Hopeful Optimistic Reflective The author’s word choice indicates the poem’s tone because he chooses words that create periodic end rhyme. In doing so, it gives the poem a sing-song rhythm. The words he chooses have positive connotations, which cause the reader to associate positive tone words with the poem.

ORGANIZATION: Large Image slide The poem is organized using: Fixed form/traditional poetry Three stanzas of eight lines each End rhyme The rhyme scheme is ABCB where the second and fourth, sixth and eighth line of each stanza rhyme with one another Chronological order text structure is used within the poem. Each stanza shows a shift in time. © Copyright Showeet.com – Free PowerPoint Templates

Narrative Style: The poet tells the story through a song. He reveals the Irish myth of Aengus. Despite these direct statements, this myth is less well- known. W.B. Yeats conceals his lesson about the search for love. © Copyright Showeet.com – Free PowerPoint Templates

EVIDENCE: Formal diction dominates the poem. Word choice such as “a fire was burning in my head” is a formal way of expressing that the speaker had a burning desire. Also, “I went to blow the fire a-flame” is a formal expression that he tried to impress a young love. Alternatively, the same line could be interpreted as an attempt to re-kindle a romance from his youth. The diction “who called me by my name and ran/and faded through the brightening air” is a more complex way of saying he has a memory of this “glimmering girl” for whom he fell in love. In stanza three, “though I am old with wandering” and “I will find out where she has gone” implies that he has searched for elsewhere, but he cannot find love like he had. Instead of writing that he will not stop searching and once he finds it he will treasure it for the rest of his life, these sentiments are expressed in these formal terms: “and pluck till time and times are done/the silver apples of the moon/the golden apples of the sun.” The end rhyme helps establish a sing-song rhythm to express these ideas.