File

4HEß.EWß0OETRY
Focus and Motivate
2%!$).'ßß 5NDERSTANDßTHEß
STRUCTUREßANDßELEMENTSßOFßPOETRYß
!NALYZEßTHEßEFFECTSßOFßMETRICSßANDß
OTHERßCONVENTIONSßINß!MERICANß
POETRY
TEKS Focus
READING 3 Understand the structure and elements
of poetry. Analyze the effects of metrics and other
conventions in American poetry.
about the poets
Edward Arlington Robinson Have students
cite aspects of Robinson’s life that indicate
failure or disappointment. Possible answer:
His family fortunes declined, which forced him
to drop out of Harvard, and he struggled as a
poet for many years. Tell them that Robinson’s
characters often experience failure and disappointment as well.
2ICHARDß#ORY
-INIVERß#HEEVY
0OETRYßBYß%DWINß!RLINGTONß2OBINSON
,UCINDAß-ATLOCK
0OETRYßBYß%DGARß,EEß-ASTERS
-EETßTHEß!UTHORS
%DWINß!RLINGTONß
2OBINSONß
¯
Failure is a familiar subject in the poetry of
Edwin Arlington Robinson, and one the
artist knew well. Robinson wrote poetry
for years before achieving recognition, and
he witnessed family members suffer one
personal defeat after another.
!ß$IFFICULTß9OUTHß His father’s financial
struggles forced Robinson to curtail
his studies at Harvard University. The
family’s fortunes continued to decline
and Robinson’s mother died of diphtheria
in 1896. In addition, he lost both of his
brothers to fatal addictions.
Edgar Lee Masters Ask students to find
evidence in the biography that Masters’s
view of his characters might be complex.
Possible answer: He both admired and
despised rural people.
$EVOTIONßTOß(ISß#RAFTß Despite his
tragic past and his own struggles with
%DGARß,EEß
-ASTERSß
notable quotes
“He knows much of what men paint themselves would blister in the light of what they
are.” —Edwin Arlington Robinson
¯
“How shall the soul of man be larger than the
life he has lived?” —Edgar Lee Masters
When his brilliant portrait of rural life,
Spoon River Anthology, first appeared
in 1915, Edgar Lee Masters became a
literary sensation. Both the general public
and renowned critics embraced the book,
making it an American classic.
4HEß-AKINGßOFßAß0OETß The book grew out
of Masters’s memories of growing up in
the central Illinois towns of Lewiston and
Petersburg. Living on his grandparents’
farm in Petersburg and in the semiindustrialized Lewiston, Masters acquired
both an appreciation and a distaste for
rural culture. While he admired the
hard work and resilience of rural folk,
Discuss the meaning of the two quotes. Have
students compare the viewpoints of the two
poets.
alcoholism, Robinson devoted his life to
his craft. Over time he gained a reputation
as one of the country’s most accomplished
narrative poets.
2EFLECTIONSßOFßTHEß0ASTß Robinson’s best
known poems explore the inner lives of
the citizens of Tilbury Town, a fictional
community modeled on Robinson’s
hometown of Gardiner, Maine.
Many poems grew out of the tragic
experiences of his family and childhood
acquaintances. Often, the poems focus on
individuals who are brought low because
of their own personal failings and the
town’s repressive, materialistic culture.
he despised their small-mindedness
and bigotry. Eventually Masters left
rural Illinois for the big city, residing in
Chicago and New York City.
,ITERARYß-ASTERPIECEß Masters remains
most famous for his Spoon River Anthology.
In this book, 244 deceased inhabitants of
the fictional town of Spoon River deliver
monologues in which they bare their souls.
The cast of characters is varied, ranging
from prostitutes and thieves to librarians
and Masters’s own grandmother Lucinda,
the model for “Lucinda Matlock.”
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Dca^cZ
'OßTOßTHINKCENTRALCOM
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Selection Resources
Print resources are on the Teacher One Stop DVD-ROM and on thinkcentral.com.
RESOURCE MANAGER UNIT 5
BEST PRACTICES TOOLKIT
Plan and Teach, pp. 97–104
Literary Analysis and Reading
Skill, pp. 105–108†*
Visualizing, p. A11
Comparison Matrix, p. A24
DIAGNOSTIC AND SELECTION
TESTS
TECHNOLOGY
Teacher One Stop DVD-ROM
Student One Stop DVD-ROM
Audio Anthology CD
ExamView Test Generator
on the Teacher One Stop
Selection Tests, pp. 241–244
* Resources for Differentiation
† Also in Spanish
‡ In Haitian Creole and Vietnamese
Teach
ß ßL ITERARYßANALYSISßCHARACTERIZATIONßINß
NARRATIVEßPOETRY
7HILEßMOSTßMODERNISTßPOETSßTURNEDßTHEIRßEFFORTSßTOßLYRICßPOETRYß
%DWARDß!RLINGTONß2OBINSONßANDß%DGARß,EEß-ASTERSßCONTINUEDß
TOßDEVELOPßTHEßTRADITIONßOFßNARRATIVEßPOETRYßOFTENßTELLINGßSTORIESß
OFßINTERESTINGßCHARACTERSßINßTHEßCONTEXTßOFßTHEIRßCOMMUNITIESßß
,IKEßFICTIONßNARRATIVEßPOETRYßTELLSßAßSTORYßUSINGßELEMENTSßOFßPLOTß
CHARACTERßANDßSETTINGßß4OßDEVELOPßCHARACTERßPOETSßMAYßADAPTß
METHODSßOFßCHARACTERIZATIONßTYPICALLYßUSEDßINßFICTION
ß PHYSICALßDESCRIPTIONßOFßTHEßCHARACTERßINCLUDINGßVIVIDßIMAGERY
ß THEßCHARACTER´SßOWNßACTIONSßWORDSßTHOUGHTSßANDßFEELINGS
ß COMMENTSßTHOUGHTSßORßACTIONSßOFßOTHERßCHARACTERSß
ß DIRECTßCOMMENTSßABOUTßTHEßCHARACTERßBYßTHEßPOEM´SßSPEAKER
!SßYOUßREADßTHESEßPOEMSßPAYßATTENTIONßTOßTHEßMETHODSßUSEDß
BYßTHEßPOETßTOßDEVELOPßTHEßCHARACTERS
2EVIEWß-ETER
ß READINGßSKILLßANALYZEßSPEAKER´SßATTITUDE
)NßMANYßPOEMSßTHEßSPEAKERßHASßAßPERSONAßTHATßISßDISTINCTß
FROMßTHEßPOETßß)TßISßTHEßSPEAKER´SßATTITUDEßTHATßSHAPESßOURß
VIEWßOFßTHEßPOEM´SßSUBJECTßß)NßEACHßOFßTHEßFOLLOWINGßPOEMSß
AßSPEAKERßDELIVERSßAßCHARACTERßSKETCHßINßONEßCASEßTHEßSPEAKERß
ISßDESCRIBINGßHERSELFßß"YßNOTICINGßTHEßDETAILSßANDßPHRASESßTHEß
SPEAKERßUSESßTOßDESCRIBEßTHEßCHARACTERßWEßCANßLEARNßABOUTßHISß
ORßHERßATTITUDEßNOTßONLYßTOWARDßTHEßCHARACTERßBUTßTOWARDßLIFE
ß 4OßANALYZEßTHEßSPEAKER´SßATTITUDEßTOWARDßTHEßCHARACTERßINß
EACHßPOEMßUSEßAßCHARTßLIKEßTHEßONEßSHOWNßß!SßYOUßREADßJOTß
DOWNßTHEßDETAILSßANDßPHRASESßFROMßEACHßPOEMßTHATßREFLECTß
THATßATTITUDEßß/NEßEXAMPLEßHASßBEENßFILLEDßINßFORßYOU
What makes
for a
What makes for a
FULL LIFE?
full life?
%VERYONEßWANTSßTOßBEßHAPPYßBUTß
HAPPINESSßCOMESßMOREßEASILYßTOßSOMEß
PEOPLEßTHANßTOßOTHERSßß7HATßISßTHEß
SECRETßß3OMEßSEEKßHAPPINESSßINßCLOSEß
LOVINGßRELATIONSHIPSßß/THERSßPURSUEß
THEIRßDREAMSßANDßTRYßTOßREMAINßTRUEßTOß
THEIRßINNERßVOICEßß3TILLßOTHERSßSTRIVEßFORß
THEßCOMFORTSßOFßMATERIALßSUCCESSßANDß
PROSPERITYßß4HEßFOLLOWINGßPOEMSßPORTRAYß
CHARACTERSßWHOßHAVEßMETßWITHßVARYINGß
DEGREESßOFßSUCCESSßINßTHEIRßSEARCHßFORß
CONTENTMENT
$)3#533ß 7ITHßAßPARTNERßMAKEßAßLISTßOFß
SOMEßDIFFERENTßWAYSßINßWHICHßPEOPLEß
SEEKßHAPPINESSßß7HICHßAREßTHEßMOSTß
LIKELYßTOßSUCCEEDßß7HICHßAREßTHEßLEASTß
LIKELYßß!FTERßDISCUSSINGßTHESEßQUESTIONSß
PRESENTßYOURßCONCLUSIONSßTOßTHEßCLASS
ÒMiniver CheevyÓ
TEKS Focus
L I T E R A R Y A N A LY S I S
TEKS 3
Model the Skill:
characterization in
narrative poetry
Illustrate the use of characterization by
characterizing the poets themselves. Point
out that the photos on page 920 supply
physical data about Robinson and Masters
and the biographical text supplies direct
comments about each.
GUIDED PRACTICE Read aloud the
NOTABLE QUOTES. Have students explain
what Robinson and Master’s quotations
tell about their lives. Encourage them to
connect their ideas to the biographical
information on page 920.
Details and Phrases Reflecting SpeakerÕs Attitude
ÒRichard CoryÓ
Note the routes to contentment mentioned
in the paragraph and ask students to suggest
examples of these routes. Have students bring
their ideas to the DISCUSS activity.
ÒLucinda MatlockÓ
ÒHe was a gentleman from
sole to crownÓ
#OMPLETEßTHEßACTIVITIESßINßYOURß2EADER7RITERß.OTEBOOK
READING SKILL
TEKS 3
Model the Skill: analyze
lyze
speaker’s attitude
differentiated instruction
for english language learners
for struggling readers
Figurative Language English learners
may need help with unfamiliar figurative
language in the poem. As necessary, guide
them with: “gentleman from sole to crown”
(line 3), “clean favored” (line 4), “human
when he talked” (line 6), and “cursed the
bread” (line 14). To check understanding,
have students put these phrases in their
own words.
Concept Support: Analyze Speaker’s
Attitude Clarify that attitude describes how
the speaker feels about the poem’s subject,
such as admiring or disappointed. Urge students to look for descriptive nouns, adjectives, and verbs that suggest such attitudes.
For example, the excerpt on page 921 uses
the word gentleman, which conveys a positive attitude. The word crown for “head”
also suggests a positive attitude, conveying
an image of a king or queen.
Analyze a speaker’s attitude by comparing two hypothetical poems about the
same subject: a high school teacher. Tell
students that in one poem, the speaker is
the teacher herself; in the other poem, the
speaker is one of her students. How would
the attitudes of those two speakers be different? Students may say that the teacher’s
attitude would be highly personal while the
student’s might focus on how the teacher
affected him or her.
GUIDED PRACTICE Ask students to name
a famous person and state two attitudes
that people could have about the person.
RESOURCE MANAGER—Copy Master
Analyze Speaker’s Attitude p. 107
. . . cory / . . . cheevy / . . . matlock
921
Practice and Apply
summary
The title character of this poem is the rich
industrialist of a small town, envied by all
until he commits suicide without warning.
Richard Cory
read with a purpose
Help students set a purpose for reading. Tell
them to read the poems to find what the
people named in the poems’ titles are like.
L I T E R A R Y A N A LY S I S
a
Edwin Arlington Robinson
Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored,1 and imperially slim.
TEKS 3
Model the Skill:
a CHARACTERIZATION
characterization
5
Read aloud 1–8, emphasizing the phrases
that describe Cory’s appearance and manner. Point out that he seems to be well
known and admired by the townspeople,
who take note of his every move.
10
Possible answer: Richard Cory is elegant,
polished, and attractive. By saying “he
fluttered pulses” (line 7) and “he glittered
when he walked” (line 8), the speaker is
saying that even when Cory attempts to be
friendly, his wealth and status distance him
from those he lives among.
15
And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
“Good-morning,” and he glittered when he walked.
And he was rich—yes, richer than a king—
And admirably schooled in every grace:2
In fine,3 we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the light,
And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head. b
a
Reread lines 1–8. Describe
Richard Cory’s appearance
and manners. What do
you think the speaker
means by “he fluttered
pulses” and “he glittered
when he walked”?
b SPEAKER’S ATTITUDE
Reread lines 11–16.
What contrast does the
speaker draw between
Richard Cory and the
townspeople? How do
they seem to regard him?
IF STUDENTS NEED HELP . . . Discuss why
someone’s voice and appearance would
cause pulses to flutter. Help students
see that objects that glitter are usually
valuable, which suggests Cory’s wealth.
1. clean favored: having a tidy appearance.
2. schooled in every grace: extremely well-mannered and cultured.
3. in fine: in short.
READING SKILL
b
TEKS 3
Model the Skill:
922
unit 5: the harlem renaissance and modernism
Sir Philip Sassoon (1923), John Singer
Sargent. Oil on canvas, 95.2 cm x
57.8 cm. Tate Gallery, London. ©
Tate Gallery, London/Art Resource,
New York.
speaker’s attitude
TX_L11PE-u05s21-RCory.indd
Point out that in lines 13–14, the speaker
indicates that Cory has everything that
anyone could wish for, while the townspeople are too poor to buy meat for their
table. How do the townspeople relate to
Cory as a result? Possible answer: The
speaker uses “we” to show that everyone else had situations that made them
wish they could trade places with Richard
Cory. Their attitude is envy caused by the
perception that if Cory does not have their
problems, he must have no problems at all.
922
unit 5
922
9/8/09
differentiated instruction
for struggling readers
Develop Reading Fluency
• Have students listen to the poems on the
Audio Anthology CD (also recommended for
English language learners) while they read
along in their books. Have students listen
to the reader’s tone and use it to infer the
attitude of the poems’ speakers.
• Note the absence of rhyme in “Lucinda
Matlock.” Urge students to read according
to punctuation, not line breaks.
10:25:
tiered discussion prompts
In lines 1–16, use these prompts to help students understand Richard Cory’s behavior:
Connect Think of a time you envied
someone, then learned that he or she was
actually very unhappy. How does that
experience help you understand Richard
Cory’s behavior? Students’ responses should
show an awareness of the possible contradiction between inner feelings and outward
appearances.
Analyze At what point do readers realize
that Richard Cory is unhappy? Looking back,
does the poem provide any clues to this
outcome? Explain. Possible answer: Readers
realize Cory’s unhappiness in the last line of
the poem. The isolation hinted at in lines
7–12 is a clue to the ending.
Evaluate Is the surprise ending effective?
Why or why not? Possible answer: Some students will say it is effective, because it mirrors
the surprise of the events described. Others
will say it is implausible because there is not
enough evidence to explain Cory’s
unhappiness.
for struggling readers
for advanced learners/ap
Concept Support: Analyze Speaker’s Attitude
Help students add to the prereading chart
introduced on page 921, noting details that
express the speaker’s attitude toward Richard
Cory. Point out that the comment “richer than
a king” suggests the speaker’s envy and even a
little resentment.
Speculate about Character Cory’s suicide is a
surprise to readers and to his fellow citizens.
Have students speculate either orally or in
writing about the reasons for Cory’s suicide.
Urge them to identify possible external
reasons, such as scandal or business failure,
as well as internal ones. Then ask students to
create descriptions of Cory’s life and character
based on their inferences.
Details and Phrases Reflecting Attitude
“Richard Cory”
“he was rich—yes, richer than a king”
richard cory
923
-INIVERß
#HEEVY
summary
The title character of this poem, frustrated by
small-town life, fantasizes about the days of
chivalry—and drinks.
%DWINß!RLINGTONß2OBINSON
Miniver Cheevy, child of scorn,
Grew lean while he assailed1 the seasons;
He wept that he was ever born,
And he had reasons.
5
L I T E R A R Y A N A L Y S I S : Review
c
meter
10
Possible answer: The last line of each
stanza has a shorter meter. This change of
rhythm has the effect of a punch line or an
abrupt ending. It emphasizes the ironic discrepancy between Miniver’s grand dreams
and his mundane life.
15
IF STUDENTS NEED HELP . . . Have them find
the line that is shortest in each stanza.
20
L I T E R A R Y A N A LY S I S
d
Miniver loved the days of old
When swords were bright and steeds
were prancing;
The vision of a warrior bold
Would set him dancing. C
Miniver sighed for what was not,
And dreamed, and rested from his labors;
He dreamed of Thebes and Camelot,
And Priam’s neighbors.2
Miniver mourned the ripe renown
That made so many a name so fragrant;
He mourned Romance, now on the town,
And Art, a vagrant.
characterization
n
IF STUDENTS NEED HELP . . . Have students
check lines 9–20 against the bulleted list
on page 921.
Extend the Discussion What would you
say to Miniver Cheevy if you met him?
-%4%2
2EREADßLINES߯ßß)NßEACHß
STANZAßWHICHßLINEßHASßAß
METERßTHATßSTANDSßOUTß
FROMßTHEßOTHERSßß7HATß
EMPHASISßISßACHIEVEDßBYß
THISßCHANGEßINßRHYTHM
D #(!2!#4%2):!4)/.
2EREADßLINES߯ßß
)DENTIFYßTHEßPRIMARYß
MEANSßOFßCHARACTERIZATIONß
INßTHESEßLINESßß7HATßISßTHEß
MAINßTRAITßCONVEYEDßHERE
Miniver loved the Medici,3
Albeit4 he had never seen one;
He would have sinned incessantly
Could he have been one. D
ß ß ASSAILEDßATTACKEDßVIOLENTLYßINßTHISßCASEßWITHßWORDS
ß ß 4HEBESßaU8Ogßßßß#AMELOTßßßß0RIAM´Sß]_;E:ZgNEIGHBORSß
4HEBESßWASßANßANCIENTß'REEKßCITYßTHEßSETTINGßOFßMANYßFAMOUSß
LEGENDSß#AMELOTßWASßTHEßSITEßOFß+INGß!RTHUR´SßLEGENDARYßCOURTß
0RIAM´SßßNEIGHBORSßWEREßPARTICIPANTSßINßTHEß4ROJANß7ARßDURINGß
WHICHß0RIAMßWASßKINGßOFß4ROY
ß ß -EDICIßZ9QE:"PU8ßAßPOWERFULß)TALIANßFAMILYßTHATßFUNDEDßTHEß
ARTSßANDßRULEDß&LORENCEßSOMETIMESßWITHßCRUELßANDßIMMORALß
LEADERSßDURINGßTHEß2ENAISSANCE
ß ß ALBEITßY"O8E<aßEVENßTHOUGH
unit 5: the harlem renaissance and modernism
differentiated instruction
for struggling readers
for advanced learners/ap
Visualize [small-group option] Use a
Visualizing chart to help students achieve
a clear mental picture of Miniver Cheevy.
Have student groups share their images and
discuss differences in them. Ask students to
cite language from the poem that led to their
mental images.
Evaluate Character Have students use these
questions to discuss Cheevy’s character:
BEST PRACTICES TOOLKIT—Transparency
Visualizing p. A11
unit 5
C
TEKS 3
Possible answer: The primary means of
characterization in lines 9–20 is the depiction of the character’s thoughts. The main
trait conveyed is a sense of romantic longing
“for what was not” (line 9).
924
Reading in a Study, Walt Louderback. Oil on plywood, 76.2 cm × 59.7 cm. Private
collection. Photo © Bridgeman Art Library.
• Does he have a valid cause for discontent?
• Is his discontent an excuse for laziness and
lack of will?
• If he is right to be discontented, how else
might he have dealt with his emotions?
• Are there Miniver Cheevys around today,
or is he an obsolete type?
revisit the big 
What makes for a
Language Coach
7ORDß$EFINITIONSß 4OßEYEß
SOMETHINGßMEANSß±TOßLOOKß
ATßSOMETHINGßCLOSELY²ß)Nß
LINEßßWHYßISß-INIVERß
EYEINGßTHEßKHAKIßSUITßWITHß
LOATHING
Miniver cursed the commonplace
And eyed a khaki suit with loathing;
He missed the medieval grace
Of iron clothing. E
25
30
Miniver scorned the gold he sought,
But sore annoyed was he without it;
Miniver thought, and thought, and thought,
And thought about it.
Miniver Cheevy, born too late,
Scratched his head and kept on thinking;
Miniver coughed, and called it fate,
And kept on drinking. F
E
F
30%!+%2´3ß!44)45$%
)DENTIFYßTHEßIRONYßINßLINESß
¯ßß7HATßDOESßTHISß
IRONYßSUGGESTßABOUTßTHEß
SPEAKER´SßATTITUDEßTOWARDß
-INIVER´SßLOVEßOFßTHEß
MEDIEVAL
-%4%2
(OWßDOESßTHEßLASTßLINEß
OFßTHEßPOEMßCHANGEß
YOURßUNDERSTANDINGßOFß
-INIVERßß2ECALLßYOURß
EARLIERßANALYSISßOFßTHEß
POEM´SßMETERßANDßEXPLAINß
ITSßEFFECTßINßTHISßSTANZA
,ITERARYß!NALYSIS
FULL LIFE?
Discuss Is contentment possible for Miniver?
Why or why not? What does he do about it?
Possible answer: Contentment is possible for
Miniver because his life is not bad, but he turns
away from this possibility to brood and drink.
TEKS 3
READING SKILL
e
speaker’s attitude
d
de
Possible answer: The notion that “iron
clothing” could be graceful is ironic. The
irony suggests that the speaker doesn’t take
Miniver’s love of the medieval seriously.
L I T E R A R Y A N A L Y S I S : Review
f
meter
Possible answer: The revelation that
Miniver is a drinker tells readers that Miniver
has deeper problems than a longing for the
past. The change in meter underscores the
seriousness of this sudden revelation.
answers
ß ß 2ECALLß 7HATßISßTHEßTOWNSPEOPLE´SßINITIALßIMPRESSIONßOFß
2ICHARDß#ORYß
ß ß 2ECALLß 7HYßDOESß-INIVERß#HEEVYßCLAIMßTOßBEßUNHAPPYß
1. Initially, the townspeople are impressed
by Richard Cory’s wealth and gentility.
ß ß #OMPAREß4EXTSß 7HATßISßSIMILARßABOUTßTHEßWAYSßTHEßTWOß
POEMSßENDßß)NßEACHßCASEßHOWßDOßTHEßLASTßTWOßLINESß
CHANGEßYOURßVIEWßOFßTHEßCHARACTERß
2. Miniver Cheevy claims to be unhappy
because he was not born in the Middle
Ages.
miniver cheevy
for struggling readers
Compare and Contrast Characters Suggest
that students create a Comparison Matrix
for Richard Cory and Miniver Cheevy. Categories might include wealth, happiness,
self-destructive actions, and tastes.
BEST PRACTICES TOOLKIT —Transparency
Comparison Matrix p. A24
3. The two poems end by revealing something
shocking about the characters. In each case,
the last two lines show that the character
is more deeply troubled than he appears on
the surface.
for english language learners
Language Coach
TEKS 1E
Word Definitions Students
may note that the khaki suit must symbolize
“the commonplace” to him, and he curses
common, contemporary things. Then have
students identify other words that need
definition such as gold and sore annoyed.
Ask them to find the meanings, through
context clues or by using dictionaries.
miniver cheevy
925
Prereading for this poem is found on page 920.
summary
In this first-person poem, the speaker
describes her 96 years of rural hard work,
family life, tragedy, and joy, and expresses a
view that life should be lived fully.
Analyze Visuals
,UCINDAß
ßßßßß-ATLOCK
TEKS 12
Possible answer: Qualities of quiet, homespun
grace and dignity can be seen in the dancers
and in Lucinda Matlock.
%DGARß,EEß-ASTERS
About the Art This 1941 oil painting by Jenne
Magafan (1916–1952) is a study for a mural
made for the Anson, Texas, post office. Its
qualities of rustic simplicity and stately grace
can also be found in Lucinda Matlock’s poetic
voice.
L I T E R A R Y A N A LY S I S
g
5
TEKS 3
characterization
n
10
Possible answer: The speaker’s behavior
reveals a healthy, life-affirming joy.
15
READING SKILL
h
TEKS 3
de
speaker’s attitude
20
Possible answer: She might be addressing
her sons and daughters or, figuratively, the
younger generation that is angry, sad, or
disappointed. She feels they are weak.
IF STUDENTS NEED HELP . . . Reread lines
18–22 aloud to emphasize the speaker’s
tone.
selection wrap–up
READ WITH A PURPOSE Now that students
have read the poems, ask them to characterize
the characters named in the poems’ titles.
Possible answers: Richard Cory may have felt
isolation and despair; Miniver Cheevy is mired
in self pity; Lucinda Matlock is resilient and
proud.
926
unit 5
Detail of Cowboy Dance (mural study, Anson, Texas, post office) (1941),
Jenne Magafan. Oil on fiberboard. Photo © Smithsonian American Art
Museum, Washington, D.C./Art Resource, New York.
I went to the dances at Chandlerville,
And played snap-out1 at Winchester.
One time we changed partners,
Driving home in the moonlight of middle June,
And then I found Davis.
We were married and lived together for seventy years,
Enjoying, working, raising the twelve children,
Eight of whom we lost
Ere I had reached the age of sixty.
I spun, I wove, I kept the house, I nursed the sick,
I made the garden, and for holiday
Rambled over the fields where sang the larks,
And by Spoon River gathering many a shell,
And many a flower and medicinal weed—
Shouting to the wooded hills, singing to the green valleys.
At ninety-six I had lived enough, that is all,
And passed to a sweet repose.2
What is this I hear of sorrow and weariness,
Anger, discontent and drooping hopes?
Degenerate3 sons and daughters,
Life is too strong for you—
It takes life to love Life. H
Analyze Visuals
7HATßQUALITIESßDOßYOUß
SENSEßINßTHEßDANCERSß
PORTRAYEDßINßTHISß
PAINTINGßß$OßYOUßFINDß
THEMßTOßHAVEßANYTHINGß
INßCOMMONßWITHß,UCINDAß
-ATLOCKßß%XPLAIN
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unit 5: the harlem renaissance and modernism
differentiated instruction
for advanced learners/ap
Synthesize Remind students that both
Edwin Arlington Robinson and Edgar Lee
Masters created complex, realistic series
of poems about characters drawn from
the people of their hometowns. Robinson
said that he was more interested in the
people who were failures than in those
who were successes, while Masters’s poem
“Lucinda Matlock” suggests an interest in
people who get the job done. Ask students
whether they agree that failure makes
better literary subject matter than success.
Encourage students to brainstorm reasons
for both responses and to cite examples of
works of literature featuring success or failure. Have students indicate which category
they generally have preferred as reading
matter and which they feel offers deeper,
more meaningful ideas. Ask students to
share and explain their responses.
!FTERß2EADING
Practice and Apply
#OMPREHENSION
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,ITERARYß!NALYSIS
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STRUCTUREßANDßELEMENTSßOFßPOETRYß
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POETRY
For preliminary support of post-reading
questions, use these copy masters:
RESOURCE MANAGER—Copy Masters
Characterization in Narrative Poetry p. 105
Question Support p. 109
Additional selection questions are
provided for teachers on page 101.
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ß 2ICHARD´SßSELFRESTRAINTß
ß -INIVER´SßROMANTICISM
answers
1. Pleasures: marriage, gardening,
and nursing; Sorrows: loss of eight children
2. Yes, Lucinda was content overall.
Possible answers:
3. Cory appears depressed by a life made of
wealth and solitude. Cheevy is unhappy
because of alcoholism and the sense of
being mismatched with his time. Matlock
is happy because she has inner strength.
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4.
teks focus Characterization in Narrative Poetry Perfectionism: Richard is
perfectly dressed (lines 3–4) and behaved
(line 10). Self-restraint: His difficulties are
entirely hidden. Laziness: Miniver takes
time from working to daydream (line 10).
Romanticism: Miniver longs for “days of
old” (line 5). Students’ responses to the
characters will vary but should reflect the
details they have chosen.
5.
teks focus Analyze Speaker’s
Attitude Richard Cory: The speaker first
envies Richard Cory, but then grimly
observes his death. The speaker does not
value wealth much. Miniver Cheevy: The
speaker mocks Cheevy and finds little value
,ITERARYß#RITICISM
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What makes for a
TEKS 3
full life ?
4HEßSPEAKERßINß±,UCINDAß-ATLOCK²ßAPPEARSßTOßHAVEßTHEßMOSTßREASONSßTOßBEß
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richard cory / miniver cheevy / lucinda matlock
Assess and Reteach
Assess
in daydreaming. Lucinda Matlock: Lucinda
states the facts of her life bluntly, then
praises herself at the end of the poem. She
values energy.
6. Students may appreciate the ironic twist of
serious topics presented playfully and feel
it gives the poems’ endings greater impact.
Others may feel the playfulness undercuts
the poems’ serious themes.
7. Students may feel that the judgmental
attitude of the speakers toward Richard
Cory and Miniver Cheevy stems from a
Puritan ethic.
What makes for a FULL
LIFE?
Students may say Lucinda
Matlock gets her contentment from her
many memories, and that they get their
contentment from relationships and
accomplishments.
DIAGNOSTIC AND SELECTION TESTS
Selection Test A pp. 241–242
Selection Test B/C pp. 243–244
Interactive Selection Test on thinkcentral.com
Reteach
Level Up Online Tutorials on thinkcentral.com
Reteaching Worksheets on thinkcentral.com
Literature Lessons 3, 16, 18, 20, 36
richard cory / miniver cheevy / lucinda matlock
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