1. Bell Ringer #9: Maria Collins
DIRECTIONS:
Write the quote in your comp. book.
Read over the quote and the directions and respond to the question by deciding on the task and choosing an appropriate style.
This is an independent thinking activity, meaning you must reason through the assignment on your own, even if you have questions.

2. Housekeeping Home Learning: Complete weekly A3Ks by Sunday
Announcements:
Class Procedures Review:
See blog for directions, otherwise 50% is highest score possible. DUE Feb. 8:00 A.M.

3. The Fine Print 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”?

4. page 71 We Do Open your Collections textbooks to
to the poem, “The Song of Wandering Aengus”

5. I Do
I went out to the hazel wood, Because a fire was in my head, And cut and peeled a hazel wand, And hooked a berry to a thread; 5 And when white moths were on the wing, And moth-like stars were flickering out,
In line Line 2: “a fire was in my head” This isn’t meant to be taken literally, so we know it’s figurative language. At first, I thought it meant he had a headache, but as I continued reading I learned the speaker cut a stick and fastened a berry on some thread. This sounds like the speaker is creating a makeshift fishing pole. It could be they went to the woods to relax, but it’s more likely “a fire in my head means something else. Possibly the fire represents determination because they don’t need a fancy rod and reel, but will use what they find in nature to make it happen.
In line 6: “moth-like stars” is an example I can visualize. This imagery helps establish the setting. The speaker retreats to the woods at night, but rather than say something boring like that the author paints a picture I can imagine in my mind. I can see the glow of the stars flickering because they’re being compared to the fluttering of a moth’s wings. Forming a mental picture of the images a poet presents in this way can help readers better understand the poet’s message.”

6. We Do
I dropped the berry in a stream And caught a little silver trout. When I had laid it on the floor 10 I went to blow the fire aflame, But something rustled on the floor, And someone called me by my name: It had become a glimmering girl With apple blossom in her hair 15 Who called me by my name and ran And faded through the brightening air.”
Teacher continues by SAYING, “As I continue reading the poem, follow along. As you I read, think of how you can summarize the text.
Call on student volunteers to summarize lines An example response is below:
Lines 7-8 wraps up the first octet about the speaker’s desire to go fishing and confirms he caught a trout. There is a break in time between the first and second stanza, and the second stanza is about what occurs once the speaker gets his catch home. The fish transforms into “glimmering girl.” Since this poem is based on the myth of Aengus, we can assume it’s a water nymph. In mythology there are many water nymphs that live in bodies of water and Yeats is using his knowledge. He shows that she has powers in the line where she “faded through the brightening air” because no mortal could make themselves appear to fade away.

7. page 73 We Do In your Collections textbooks turn to
and review the Determine the Impact of Rhyme box.
Teacher SAYS, “Let’s take a break from the poem and look at the Determine the Impact of Rhyme box on the top of page 73. I need one volunteer to read this box.” Teacher calls on a student to read this portion aloud while the class follows along.

8. Rhyme & Rhythm – Turn back to page 72
Teacher SAYS, “Excellent, thank you. With this in mind, I want you to start from the beginning and read the entire poem all the way through with a partner. The speaker’s job is to read the poem all the way through, smoothly. The listening partner needs to note what words rhyme. Both partners should be able to discuss how rhyme impacts the rhythm of the poem. You can refer to the information on page 73 to help form your answer. Go ahead and read.”
Students read the poem aloud in groups of 2-3 and discuss. After approximately 3 minutes, the teacher calls the class back together, SAYING “What lines rhyme with one another?”
Head (line 2)/thread (line 4)
Out (line 6)/trout (line 8)
Aflame (line 10)/name (line 12)
Hair (line 14)/air (line 16)
Lands (line 18)/hands (line 20)
Done (line 22)/sun (line 24)
Floor doesn’t rhyme because it is the same word.
Gone and done have similar spellings, but are pronounced differently which is why done rhymes with sun rather than gone, which is closer in spelling.
After students have sufficiently listed end rhymes and teacher has corrected any misconceptions, teacher SAYS, “How does rhyme impact the rhythm of the poem?” Possible answer: The end rhymes in the second stanza are aflame/name and hair/air. The poet repeats the word floor; the /f/ in floor, fire, aflame, faded; and the /g/ in glimmering girl. The sounds create a musical rhythm. They also create images of a glowing fire, suggesting a feeling of burning love and the sudden disappearance of this love, almost into thin air (hair/air).

9. The Song of Wandering Aengus
What else suggests this is a chant or a song?
Teacher SAYS, “Poets play with diction, or word choice, as they write. They choose words
not only for their meaning, but also for their sound. One example of this is a poet’s use of rhyme, the repetition of sounds at the end of words. Rhyme can help emphasize ideas and create a musical quality. The most common type of rhyme in a poem is end rhyme, in which rhyming words come at the end of lines. The rhyming words create rhythm and help give this poem a rhythm of a folk song, which adds a mystical feel. With this in mind, I need a volunteer to re-read lines 1–16 aloud.”
Teacher calls on student to re-read the first two stanzas aloud to give students an opportunity to listen to the singsong/chant effect the rhyme has on the overall poem.
Teacher SAYS, “What else suggests this is a chant or a song?” The title.

10. We Do
Though I am old with wandering Through hollow lands and hilly lands, I will find out where she has gone, 20 And kiss her lips and take her hands; And walk among long dappled grass, And pluck till time and times are done, The silver apples of the moon, The golden apples of the sun.
Teacher SAYS, “Poets often use figurative language to compare things, emphasize ideas, or give
an emotional effect. Figurative language uses statements that are not literally true to express
the writer’s ideas. Yeats uses both similes and metaphors in his poem. Remind me again, what’s the difference between the two devices?” A simile is a comparison between two unlike things using the word like, as, or than. A metaphor is a comparison of two unlike things without the word like, as, or than.
Teacher SAYS, “That’s it. I need another volunteer to re-read lines 17–24 aloud. As we listen to the poem, try to locate the metaphors. (pause to let student read) Thank you. What does the poet means by the metaphors “silver apples of the moon” and “golden apples of the sun.”?”night and day
“Teacher SAYS, “What is the brief summary of lines 17-24? When Aengus finds his love, they will be together until the end of time.
Call on student volunteers to summarize lines An example response is below:
Lines 7-8 wraps up the first octet about the speaker’s desire to go fishing and confirms he caught a trout. There is a break in time between the first and second stanza, and the second stanza is about what occurs once the speaker gets his catch home. The fish transforms into “glimmering girl.” Since this poem is based on the myth of Aengus, we can assume it’s a water nymph. In mythology there are many water nymphs that live in bodies of water and Yeats is using his knowledge. He shows that she has powers in the line where she “faded through the brightening air” because no mortal could make themselves appear to fade away.

11. Work Period 1) Independent 2) Technology 3) Early Finisher
Materials Needed:
Separate piece of paper
Pencil
Collections textbook
Questions (below)
Computer
Article Analysis Sheet
Conversational Level 1
Title your paper “Song of Wandering Aengus” Questions
Write down and respond to the following:
Focus is defined as “direct attention toward a specific point or purpose.” Perceive is defined as “to be aware of something through the senses.” On your own, and on a separate sheet of paper (front side only) answer the questions below, including the words focus and perceive in your responses.
1. How does the focus of the poem shift at different points?
2. How does the speaker, or person who “talks” to the reader, perceive life with and without love?
Conversation Level 1
Navigate to Achieve 3000.
Complete the assigned article: “Freedom: How We Got It” (BR poll – AR poll)
Due at the end of class today.
Conversation Level 0
Items MUST be completed in the following order:
Check over today’s work before submitting.
Check the No Name Paper Wall.
Check your grades in Focus and work on any absent/late work you still can.
Work on weekly A3K articles.
Work on work for another class or read silently.

12. Packing Up Checklist HOMEWORK:
Weekly A3Ks due 11:59 P.M on Feb. 5
DO THE FOLLOWING:
Turn in classwork to the class inbox
Return teacher’s supplies you borrowed where they belong
Throw away trash
Pack-up personal belongings
Sit silently and wait for teacher to dismiss you