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Figurative Language in Poetry

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Figurative Language in Poetry “Little Red Riding Hood and the Wolf” from ROALD Grade 4, Unit 3, Poetry - Poet’s Journal DAHL’S REVOLTING RHYMES by Roald Dahl, text ISBN 978-1-68161-265-2 Copyright © 1982 by Roald Dahl Nominee Limited. Used by permission of Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Random House LLC. All rights reserved. Any third party use of this material, outside of this publication, is prohibited. Interested parties must apply directly to Random House LLC for permission. “Ask Aden” from SLEEPING WITH THE DICTIONARY by Harryette Mullen. Berkeley: U of California P, 2002. Copyright © by the Regents of the University of California. “My First Memory (of Librarians)” by Nikki Giovanni from ACOLYTES by Nikki Giovanni. Copyright © 2007 by Nikki Giovanni. Reprinted by permission of HarperCollins Publishers. “Harlem (2)” from THE COLLECTED POEMS OF LANGSTON HUGHES by Langston Hughes, edited by Arnold Rampersad with David Roessel, Associate Editor, copyright © 1994 by the Estate of Langston Hughes. Used by permission of Alfred A. Knopf, an imprint of the Knopf Doubleday Publishing Group, a division of Random House LLC. All rights reserved. Any third party use of this material, outside of this publication, is prohibited. Interested parties must apply directly to Random House LLC for permission. “Why We Play Basketball” by Sherman Alexie. Reprinted from THE SUMMER OF BLACK WIDOWS, Copyright © 1996 by Sherman Alexie, by permission of Hanging Loose Press. “She Had Some Horses” by Joy Harjo. Copyright © © 2017 Amplify Education, Inc. and its licensors 1983 by Joy Harjo, from SHE HAD SOME HORSES www.amplify.com by Joy Harjo. Used by permission of W.W. Norton & Company, Inc. All Rights Reserved. “Words Free As Confetti” by Pat Mora from CONFETTI: No part of this publication may be reproduced, POEMS FOR CHILDREN by Pat Mora. Text Copyright transmitted, transcribed, stored in a retrieval system, © 1999 by Pat Mora. Permission arranged with or translated into any other language in any form or by Lee & Low Books, Inc., New York, NY. All rights not any means without the written permission of Amplify specifically granted herein are reserved. Education, Inc. “Kavikanthabharana” (“A Poet Should Learn With His Core Knowledge Language Arts and CKLA are Eyes”) by Kshemendra translated into the English trademarks of the Core Knowledge Foundation. language by W. S. Merwin, currently collected in EAST WINDOW: THE ASIAN TRANSLATIONS. Trademarks and trade names are shown in this book Translation Copyright © 1998 by W. S. Merwin, used strictly for illustrative and educational purposes and with permission of The Wylie Agency LLC. All rights are the property of their respective owners. References reserved. herein should not be regarded as affecting the validity of said trademarks and trade names. “They Were My People” by Grace Nichols. Reproduced with permission of Curtis Brown Group, Ltd, London on Printed in the USA behalf of Grace Nichols. Copyright © Grace Nichols 1988. 02 LSCOW 2017 Contents Introduction 1 Roald Dahl From “Little Red Riding Hood and the Wolf” 2 Harryette Mullen “Ask Aden” 14 Norman Ault “Wishes” 18 Nikki Giovanni “My First Memory (of Librarians)” 32 Langston Hughes “Harlem” 44 Sherman Alexie From “Why We Play Basketball” 62 Walt Whitman “I Hear America Singing” 74 Joy Harjo From “She Had Some Horses” 84 Pat Mora “Words Free As Confetti” 98 Carl Sandburg “Fog” 112 Ernest Lawrence Thayer “Casey at the Bat” 120 Kshemendra From Kavikanthabharana 136 Grace Nichols “They Were My People” 146 Unit Assessment 148 Pausing Points 154 Henry Wadsworth Longfellow “Paul Revere’s Ride” 154 Emma Lazarus “The New Colossus” 172 Glossary 183 Creative Space 192 Introduction The American poet Emily Dickinson, who lived in the 1800s, once compared poetry to possibility, and that seems like a good comparison, because poetry uses a set of tools called figurative language to show how words can mean many different things, depending on how you use them. Poets write about all sorts of subjects, from how they feel to what they believe, from questions they have to their dreams for themselves and the world. In this unit, you will study poems written by men and women from different countries and time periods. You’ll learn how to read poems aloud and how to figure out what possibilities each poem holds. You’ll also learn how to recognize the tools poets use and to use them in poems of your own. We hope you’ll enjoy learning all about these possibilities! Now let’s get started! Core Knowledge Language Arts | Grade 4 Lesson 1 | Poet’s Journal 1 From Little Red Riding Hood and the Wolf Roald Dahl As soon as Wolf began to feel That he would like a decent meal, He went and knocked on Grandma’s door. When Grandma opened it, she saw From The sharp white teeth, the horrid grin, And Wolfie said, ``May I come in?’’ Little Red Riding Poor Grandmamma was terrified, Hood and the Wolf ``He’s going to eat me up!’’ she cried. Roald Dahl And she was absolutely right. He ate her up in one big bite. But Grandmamma was small and tough, And Wolfie wailed, ``That’s not enough! I haven’t yet begun to feel That I have had a decent meal!’’ He ran around the kitchen yelping, ``I’ve got to have a second helping!’’ Then added with a frightful leer, ``I’m therefore going to wait right here Till Little Miss Red Riding Hood Comes home from walking in the wood.’’ (no stanza break) 3 He quickly put on Grandma’s clothes, (Of course he hadn’t eaten those). He dressed himself in coat and hat. He put on shoes, and after that He even brushed and curled his hair, Then sat himself in Grandma’s chair. In came the little girl in red. She stopped. She stared. And then she said, ``What great big ears you have, Grandma,’’ ``All the better to hear you with,’’ the Wolf replied. ``What great big eyes you have, Grandma.’’ said Little Red Riding Hood. ``All the better to see you with,’’ the Wolf replied. He sat there watching her and smiled. He thought, I’m going to eat this child. Compared with her old Grandmamma She’s going to taste like caviar. 4 Then Little Red Riding Hood said, ``But Grandma, what a lovely great big furry coat you have on.’’ ``That’s wrong!’’ cried Wolf. ``Have you forgot To tell me what BIG TEETH I’ve got? Ah well, no matter what you say, I’m going to eat you anyway.’’ [. ] A few weeks later, in the wood, I came across Miss Riding Hood. But what a change! No cloak of red, No silly hood upon her head. She said, ``Hello, and do please note My lovely furry wolfskin coat.’’ Activity Page Name: 1.1 Date: Reflection and Inference This part of “Little Red Riding Hood and the Wolf” does not explain in detail what happens to the wolf, but it does give several clues to help readers infer what happens next. Remember that when you infer something, it means that you make a reasonable conclusion based on the evidence or information provided. Read the end of the poem again, then use words from the poem to answer the questions below. These questions will help you infer what happens after Little Red Riding Hood meets the wolf. 1. Where and when did the speaker of the poem see Little Red Riding Hood? 2. The speaker lists two things that have changed about Little Red Riding Hood. What are those changes? 3. The poem’s title refers to “Little Red Riding Hood,” but in this section of the poem, the speaker calls her something different. What does the speaker call her in this part of the poem? 6 Poet’s Journal | Lesson 1 Grade 4 | Core Knowledge Language Arts Activity Page Name: Date: 1.1 4. How is the new name the narrator uses different from her name in the title of the poem? 5. Based on the words in the poem, why do you think the speaker called Miss Riding Hood something different from before? 6. What is Miss Riding Hood wearing when she meets the speaker? Core Knowledge Language Arts | Grade 4 Lesson 1 | Poet’s Journal 7 Activity Page Name: 1.2 Date: Poetic Devices Some special terms exist to help describe different parts of a poem. Part 1: Stanza and Line Poetry is usually written in stanzas, or groups of lines. Lines may be complete sentences, but they may also consist of phrases—or even just a single word. A stanza is usually separated from other stanzas with extra space called a stanza break. Because your reader includes a section of the whole poem, the dotted line after “I’m going to eat you anyway” shows where part of the poem was cut. Therefore, it is not a stanza break. Stanza 1 runs from the poem’s first line to the line “‘He’s going to eat me up!’ she cried.” 1. Draw a star by the stanza break after stanza 1. 2. Count the number of lines in the first stanza. 3. Count the number of stanzas in the poem. 4. The word stanza comes from an Italian word that means “little room.” Why might this be the word used to describe a group of lines in a poem? 5. What do the stanzas in a poem have in common with the rooms of a building? 8 Poet’s Journal | Lesson 1 Grade 4 | Core Knowledge Language Arts Activity Page Name: Date: 1.2 Part 2: Rhyme Remember that rhyming words end with the same sound and that poems with a rhyme scheme, or pattern of rhyming words, usually put those words at the ends of lines.
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