1. To Young Readers
by Gwendolyn Brooks

2. Before we read the poem....
Your teacher is going to show you a picture on the next slide. Briefly look at the picture (3-5 seconds) and tell a partner/your group what you think the picture is mainly about.

3. from Look-Alikes by Joan Steiner

4. First Read
I think that the picture is mainly about _______.

5. Now let’s “reread” the picture by zooming in on a particular feature (no time limit).
What do you notice when “rereading” the picture that you did not notice on your first “quick read”?

7. Now let’s “reread” the picture by zooming in on a different part.
What do you notice when “rereading” this part of the picture that you did not notice on your first “quick read”?

9. And one more reread…
What do you notice when “rereading” this part of the picture that you did not notice on your first “quick read”?

11. Has your “reading” of this picture changed in any way, now that you’ve “reread” and analyzed certain parts of it more carefully?
Explain your thinking to a partner.

12. Rereading is a helpful skill that good readers use with all types of text. When you “seek” new insights through rereading, you will usually “find” them.
When we read poems, it is usually helpful to read the poem more than once.
On the first read, we get the overall “feel” of the poem.
But usually, the more we reread and analyze different aspects of the same poem, the more “discoveries” we make about it that we didn’t pick up on the first time.

13. Structure of Poetry Poetry is usually arranged in lines.
A group of lines is called a stanza.
Poems may have a regular rhyme, which is the repetition of similar sounds.
A rhyme scheme is the pattern formed by end rhymes.

14. Structure of Poetry Free Verse
Poetry that has no fixed pattern of meter, rhyme, line length, or stanza arrangement
Traditional rules are ignored
Techniques such as repetition and alliteration are sometimes used to create musical patterns
Definition adapted from Glencoe Texas Treasures, Literary Terms Handbook, p. R4

15. Structure of Poetry
The speaker of the poem is the person/animal/thing who is “speaking” in the poem.
CAUTION: The author of the poem is not always the speaker in the poem. For example, I might write a poem in which the speaker is a young boy, a cloud, or a dog.

16. Imagery
Poets use imagery, or language that appeals to the senses, to help readers visualize what they read. It creates an image in the reader’s mind.
Figurative language communicates ideas beyond the literal meanings of words.
A simile uses like or as to compare seemingly unlike things.
A metaphor implies the comparison instead of directly stating it.
Poets use personification to write about an idea, an object, or an animal as if it were human.
An idiom is an expression whose meanings cannot be understood by simply joining the meanings of the words.
Guide students in brainstorming examples of each of the types of figurative language.

17. Gwendolyn Brooks Uses Metaphor in “To Young Readers”
A metaphor is a figure of speech that compares or equates things in a fresh way. For example:
He was a tornado, blasting his way through the opposing team.

18. Gwendolyn Brooks Also Use Symbolism in “To Young Readers”
With a partner/small group, talk about what the following images are might symbolize.
Record your ideas on a response board/Post-it note/chart paper.

19. What might be good symbols for …?
persistence
dreams
a lifetime
confusion
Brainstorm with a partner.

20. Reading Purpose
Read to find out how the speaker feels about books. How does she use symbolism and metaphors to express her ideas?

21. First Impressions What questions do you have?
Underline any confusing parts/words.
What is the overall tone/mood?
Mostly positive?
Mostly negative?
Some of both?
What do you think is the main idea of the poem?
Why do you think the author wrote the poem?
What is the speaker trying to say?
Underline any striking phrases/lines.
What do you like about it?
What caught your attention?

22. Structure of Poetry Free Verse
Poetry that has no fixed pattern of meter, rhyme, line length, or stanza arrangement
Traditional rules are ignored
Techniques such as repetition and alliteration are sometimes used to create musical patterns
How can you tell that “To Young Readers” is written in free verse?
Definition adapted from Glencoe Texas Treasures, Literary Terms Handbook, p. R4

23. Let’s Reread and Think Again…
As we reread, think about the metaphors that the poet used.
How does visualizing the metaphor help you understand its meaning?
What might be the connections between books/reading and the items with which they are compared?
What do you think the poet is really trying to say about books/reading?

24. Good books are bandages
What is the usual function/use of bandages?
How could that be similar to the function of books?

25. and voyages How could that be similar to the purpose of books?
What is the usual purpose of voyages?
How could that be similar to the purpose of books?

26. and linkages to Light;
What is the usual function/use light?
How could that be similar to the function of books?

27. are keys How could that be similar to the function of books?
What is the usual function/use of a key?
How could that be similar to the function of books?

28. and hammers, How could that be similar to the function of books?
What is the usual function/use of a hammer?
How could that be similar to the function of books?

29. ripe redeemers, How could that be similar to the function of books?
What is the usual function/use of a redeemer?
How could that be similar to the function of books?

30. dials How could that be similar to the function of books?
What is the usual function/use of a dial?
How could that be similar to the function of books?

31. and bells How could that be similar to the function of books?
What is the usual function/use of a bell?
How could that be similar to the function of books?

32. and healing hallelujah.
How could a “hallelujah” be healing?
How could that be similar to the function of books?

33. Good books are good nutrition.
What is the usual function/use of a nutritious food?
How could that be similar to the function of books?

34. A reader is a Guest nourished, by riches of the Feast,
How is a guest treated at a feast? What are some different ways that a guest at a feast might be nurtured?
How could that be similar to what books do for readers?

35. to lift, How might books lift readers?
What is the usual function/use of lifting?
How might books lift readers?

36. to launch, How might books launch readers?
What is the usual function/use of launching?
How might books launch readers?

37. and to applaud the world.
What is the usual function/use of applause?
How might books “applaud the world”?

38. So, What Do You Think Now?
How does the speaker feels about books? How does she use symbolism and metaphors to express her ideas?

39. Author’s/Speaker’s Attitude
TONE
Author’s/Speaker’s Attitude
Text ONLY
Me / My Feelings
What is the author/speaker thinking and feeling as they write this text?

40. So, how would you describe the tone of the poem?
Share your idea with a partner.
Support your idea by referring to the text and explaining your thoughts to your partner.
Possible answers: Positive; inspired; appreciative; admiring; in awe

41. Topic
The topic of a selection is its subject (what the selection is about). A topic (unlike a theme) can usually be stated in one word or a short phrase.
A theme is stated in a complete sentence.
Example:
Topic: Friendship
Theme: True friendship can endure hardships.

42. Theme
The theme of a selection is its central idea. It is the author’s message about life and the common human experience. It is the author’s “gift” to us, the readers. Sometimes the theme is stated. Many times, the reader must make inferences in order to determine the theme.

43. Theme
Work with a partner to state and record a theme of “To Young Readers.”
Explain your thinking with evidence from the poem

44. Hmmmm
Why do you think the poet capitalized the words “Light,” “Guest,” and “Feast”?

45. “The Library” by Jacob Lawrence
What seems to be the attitude of these people toward books?
How do the artist’s choice of colors affect the tone/mood of the poem?
How does this picture connect to the poem?

46. Final Thoughts
How has my thinking about/understanding of this poem changed since the first time I read it?
What did I learn that might help me better understand/appreciate the next poem that I read?

47. Challenge! Read other poems AND/OR record and analyze
some of your favorite song lyrics.
What other examples of symbolism can you find?
What other examples of metaphor can you find?
What is the effect of the use of symbolism and metaphor in those poems/song lyrics?