Before Reading
Focus and Motivate
Scaffolding
Poem by Seamus Heaney
The World Is Not a Pleasant Place to Be
Poem by Nikki Giovanni
RL 1 Cite evidence to support inferences drawn
from the text. RL 4 Determine the meaning of
words and phrases as they are used in a text,
including figurative and connotative meanings;
analyze the impact of rhymes and other
repetitions of sounds on a specific verse or stanza
of a poem. RL 5 Analyze how a poem’s form or
structure contributes to its meaning.
Annabel Lee
Poem by Edgar Allan Poe
VIDEO TRAILER
KEYWORD: HML7-574
Whom do you feel
CLOSES T to?
summary
“Scaffolding” develops a comparison between
a loving relationship and the construction
of a building. Once solid walls are built, the
scaffolding is no longer necessary. “The World
Is Not a Pleasant Place to Be” expresses the
importance of having someone in the world
to care about and who cares in return. In “Annabel Lee,” the speaker talks about his love for
his wife. Although she has died, he remains
faithful to their love and keeps a vigil by her
tomb each night.
Video link at
thinkcentral.com
RL 1 Cite evidence to support
inferences drawn from the text.
RL 4 Determine the meaning of
words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze
the impact of rhymes and other
repetitions of sounds on a specific
verse or stanza of a poem.
RL 5 Analyze how a poem’s form or
structure contributes to its meaning.
Think about a family member or friend you are close to. You have
probably fought with each other as well as shared joy and comfort.
Why is this? The poems you’re about to read explore the mysteries of
strong relationships.
QUICKWRITE Identify two or three relationships that are important
to you. In your journal, write about what makes each a good
relationship. What keeps your bonds strong when difficulties arise?
Whom do you feel
CLOSEST to?
Discuss the question with students. Ask
students for examples of strong relationships
depicted in recent movies they have seen or
books they have read. Have students explain
why each relationship is a good one. Then have
them examine their own relationships and
complete the QUICKWRITE activity.
Selection Resources
574
Video link at
thinkcentral.com
See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.
RESOURCE MANAGER UNIT 5
BEST PRACTICES TOOLKIT
Plan and Teach, pp. 39–45
Text Analysis and Reading
Skill, pp. 48–50†*
Sequence Chain, p. B21
DIAGNOSTIC AND SELECTION
TESTS
Selection Tests, pp. 155–158
* Resources for Differentiation
574-575_NA_L07TE-u05s3-brscaff.indd 574
TECHNOLOGY
Teacher One Stop DVD-ROM
Student One Stop DVD-ROM
Audio Anthology CD
GrammarNotes DVD-ROM
ExamView Test Generator
on the Teacher One Stop
Video Trailer
Go to thinkcentral.com to preview
the Video Trailer introducing this
selection.
† Also in Spanish
2/2/11 10:49:40 PM
Meet the Authors
poetic form: line and stanza
Poems are made up of lines, which may be of different
lengths and which may or may not be complete sentences.
In many poems, the lines are arranged in groups known as
stanzas. Sometimes, as in this example from “The World
Is Not a Pleasant Place to Be,” you have to read the whole
stanza to learn the speaker’s complete thought:
the world is not a pleasant place
to be without
someone to hold and be held by
Teach
Seamus Heaney
born 1939
Celebrated Irishman Nobel Prize
winner Seamus Heaney’s poetry is
celebrated throughout the
world. Describing how
he felt when he wrote
his first successful poem,
Heaney said, “I felt that I
had let down a shaft into
real life.”
POETIC FORM
RL 5
Model the Skill: line
and stanza
Tell students that stanzas in poetry are
similar to paragraphs in prose. Each stanza
usually develops a different aspect of the
main idea or topic of the poem.
text analysis: rhyme scheme
Poets use sound devices to convey meaning and create
emphasis. One sound device is rhyme, the repetition
of sounds at the end of words. The rhyme scheme is the
pattern of rhyme at the ends of lines in a poem. You can
track the rhyme by assigning a letter to each line. The first
line gets the letter a. Each following line that rhymes with
it also gets an a. The first line that doesn’t rhyme gets the
letter b, as do the other lines that rhyme with that line. Each
new rhyme gets a new letter.
And this was the reason that, long ago ,
In this kingdom by the sea ,
a
b
A wind blew out of a cloud by night
GUIDED PRACTICE Have students review
some poems they have read to compare
and contrast how lines and stanzas are
used in the poems.
born 1943
Storyteller Poet Nikki Giovanni
gained popularity as a poet
after the release of an album
of her readings, Truth Is on
Its Way. She says that in
her poetry, “I use a very
natural rhythm; I want
my writing to sound
like I talk.”
T E X T A N A LY S I S
RL 4
Model the Skill:
rhyme scheme
c
Chilling my Annabel Lee ;
b
As you read “Scaffolding” and “Annabel Lee,” use letters
to identify each poem’s rhyme scheme.
reading skill: understand speaker
In poetry, the speaker is the voice that “talks” to the reader.
To understand a poem, you have to learn who the speaker
is and how he or she feels. Complete a chart like the one
shown as you read each selection.
Poem 1
Nikki Giovanni
Poem 2
Poem 3
Read aloud this poem, leaving out the
last word:
Edgar Allan Poe
1809–1849
Just before you turn on the TV,
Literary Giant Edgar Allan Poe has
fascinated generations of readers
with his haunting poetry
and tales of horror. He and
his adored young wife,
Virginia, were poor and
often sick. “Annabel Lee”
is believed to be Poe’s
tribute to Virginia.
Ask, Is this where I really should be?
With my friends I could talk,
Read a book, take a walk—
There’s so much that my eyes ought
to
Ask students to provide the last word (see),
and to explain how the rhyme scheme
helped them figure it out. Possible answer:
The rhyme scheme leads listeners to expect
a word that rhymes with TV and be.
Who is the speaker?
How does he/she feel?
Authors Online
Complete the activities in your Reader/Writer Notebook.
!
Go to thinkcentral.com. KEYWORD: HML7-575
GUIDED PRACTICE Write the poem on the
board and have students use letters to
identify the rhyme scheme.
575
READING SKILL
differentiated instruction
RL 1
Model the Skill:
for english language learners
for struggling readers
Language Transfer Students who do not
hear all the phonemes in English may have
difficulty hearing rhymes. Consonants at
the ends of words are particularly difficult
to distinguish. Before reading the next
poem, say each pair of rhyming words
distinctly, then ask students to say them
with you, paying attention to where their
lips and teeth should be to reproduce the
sounds correctly.
Concept Support Help students implement
these steps when they read each poem.
1. Read the poem aloud or listen to it.
understand speaker
2. Try to picture the images mentally.
Remind students not to confuse the speaker
with the poet. The speaker is like a character invented by the poet.
GUIDED PRACTICE Ask students to identify
speakers in other poems.
3. Identify the speaker.
4. Focus on important words and phrases.
5. Think about the poem’s overall meaning.
6. Reread the poem to discover ideas that
you overlooked the first time.
RESOURCE MANAGER—Copy Master
Understand Speaker p. 49 (for student
use while reading the poems)
scaffolding / the world . . . / annabel lee
574-575_NA_L07TE-u05s3-brscaff.indd 575
575
1/26/11 11:17:27 AM
Practice and Apply
read with a purpose
Help students set a purpose for reading. As
they read the three poems, ask them to think
about the personality of the speaker in each
poem and how it affects their reactions to the
poem.
SCAFFOLDING
Seamus Heaney
POETIC FORM
a
line and stanza
RL 5
Possible answer: This couplet (lines 3–4)
gives directions for building a strong scaffold.
Masons,1 when they start upon a building,
Are careful to test out the scaffolding;
READING SKILL
b
Model the Skill: speaker
RL 1
Make sure that planks won’t slip at busy points,
Secure all ladders, tighten bolted joints.2 a
Draw the chart from page 575 on the
board. Reread lines 7–10 and discuss the
answers before filling in the chart.
Possible answer:
5
someone in a loving
relationship
How do I know?
The speaker addresses
the other person as
“my dear.”
How does he/she
feel?
The speaker loves
the person and wants
to keep their
relationship strong.
a
LINE AND STANZA
A stanza that consists
of two rhyming lines is
called a couplet. What
is being described in
this couplet?
And yet all this comes down when the job’s done
Showing off walls of sure and solid stone.
So if, my dear, there sometimes seem to be
Old bridges breaking between you and me
“Scaffolding”
Who is the
speaker?
How does this painting
reflect the title of
the poem?
10
Never fear. We may let the scaffolds fall
Confident that we have built our wall. b
b
SPEAKER
Reread lines 7–10.
Whom is the speaker
addressing? In your
chart, note how the
speaker feels about
this person.
1. masons (mAPsEnz): wallers who build with brick or stone.
revisit the big question
Whom do you
feel CLOSEST to?
Discuss In lines 7–10, what does the speaker say
might sometimes happen in the relationship?
Does the speaker feel that this is a cause for concern? Possible answer: The speaker says that
old bridges sometimes break, meaning that
the two people may have disagreements or go
through changes. Because their relationship is
strong, the speaker knows that they can handle
these situations.
576
2. joints (joints): places where two parts or pieces join together.
576
Stages II, Paul Davis. Oil, 10˝ × 8˝.
Courtesy Coda Gallery. © Paul Davis.
unit 5: appreciating poetry
differentiated instruction
for struggling readers
Comprehension Use a graphic organizer, such
as the one at right, to help students comprehend the central metaphor of the poem and
to make parallels between the stages of a
relationship and the stages of construction.
Construction
Relationship
Scaffolding
provides support
for workers. It
allows them to
build strong walls.
A strong
relationship is
built by investing
time and energy
in it.
Strong walls will
not crumble.
A strong
relationship can
survive problems
and changes.
unit 5: appreciating poetry
576-580_NA_L07TE-u05s3-scaff.indd 576
1/26/11 11:18:13 AM
background
Scaffolding The poem “Scaffolding” is based
on an extended metaphor. A strong relationship is compared to a solid wall that is
supported during the building process by
scaffolding. Scaffolding is constructed from
wood or metal. It consists of a vertical frame
that supports planks or platforms upon which
the workers stand.
Water Cycle Lines 8–10 of “The World Is Not
a Pleasant Place to Be” (“an ocean would
never laugh / if clouds weren’t there / to kiss
her tears”) refer to the water cycle. Oceans
provide much of the water in the atmosphere.
Water evaporates, forming clouds, which later
drop precipitation back into the ocean and
over the land in the form of rain or snow.
Analyze Visuals
Possible answer: People are positioned on a
structure that is similar to scaffolding.
About the Art The painting Stages II could be
a metaphor for the career of American artist
Paul Davis. He has moved through many
stages in his career. His early art reflected
the bleakness of the world. Then he realized
that he could create whatever vision of life he
wanted. His works are characterized by many
layers of paint as well as layers of meaning.
for english language learners
for advanced learners/pre–ap
Comprehension: Clarify
• Show students a picture of a scaffold to help
them visualize lines 1–6.
• Make sure students understand the basic
comparison: a strong relationship is like a
well-built wall. If two people have built their
relationship carefully, it can survive changes
and problems, just as a strong wall survives
the removal of scaffolding.
• Ask students to identify the lines that summarize this main idea (lines 7–10).
Make Judgments Discuss some of the characteristics of conventional love poetry—flowery
and elaborate language, references to nature,
lofty comparisons. Then ask students if they
would classify “Scaffolding” as a love poem.
Have them draw up a list of reasons and
details from the poem that support their view
that it is or is not a love poem. Have students
meet in small groups and present their ideas.
scaffolding
576-580_NA_L07TE-u05s3-scaff.indd 577
577
1/26/11 11:18:33 AM
THE WORLD
IS NOT
Analyze Visuals
A PLEASANT
Activity What do the expressions on the
people’s faces suggest about their relationship? Possible answer: They are happy in each
other’s company.
PLACE TO BE
Nikki Giovanni
About the Art The artist Colin Bootman
moved from Trinidad to the United States at a
young age. Art became a way for him to cope
with adjusting to a new culture and later led
him to a career as an illustrator of children’s
books.
the world is not a pleasant place
to be without
someone to hold and be held by
tiered discussion prompts
5
In lines 1–7, use these prompts to help students
understand important ideas in the poem:
Connect Think about the relationships you
identified in the QUICKWRITE activity. In
what ways do they make the world a more
pleasant place for you to be? Students may
say that their relationships give them comfort,
security, and joy.
an ocean would never laugh
if clouds weren’t there
10 to kiss her tears
the world is not
a pleasant place to be without
someone c
Analyze Into what does a river normally
flow? How does the poem say a river would
be affected if “only a stream were there to
receive” its flow (lines 5–7)? Possible answer:
A river normally flows into a larger body of
water, such as an ocean or a larger river. The
poem suggests that if a smaller waterway such
as a stream were at the receiving end, the river
would have to stop flowing and dry up, because
there would be nowhere for the water to go.
Synthesize What point about human relationships is the poet making through the image of the river? Possible answer: People need
to give and receive love—“to hold and be held
by” someone (line 3). If a person does not have
someone to love, his or her love will dry up, like
a river that has nowhere to deposit its water.
a river would stop
its flow if only
a stream were there
to receive it
578
Detail of Family in the Park (1999), Colin Bootman. Oil on canvas.
Private collection. Photo © Bridgeman Art Library.
c
LINE AND STANZA
Repetition is the
repeating of a sound,
word, phrase, or line
to emphasize an idea.
Notice how the last
stanza echoes the
first, but with small
differences. What effect
is created by these
changes?
unit 5: appreciating poetry
differentiated instruction
POETIC FORM
c
Model the Skill:
line
for struggling readers
for advanced learners/pre–ap
Develop Reading Fluency Have students
read “The World Is Not a Pleasant Place to Be”
silently. Then do a choral reading. Divide the
class into two groups (boys and girls, front
and back rows, etc.). Have one group read
the first and last stanzas; the other group
will read the second and third stanzas. You
should set the pace as well as model pronunciation.
Analyze Poetic Form In each stanza, the poet
uses words that establish a sense of loss,
lack, or contradiction—such as “not,” “without,” “stop,” “if only,” “never,” and “weren’t.”
Discuss how this style affects the poem’s
message. Challenge students to rewrite the
poem using only positive words and ideas
(“the world is a pleasant place / to be with /
someone to hold and be held by”). Have students compare their drafts in small groups.
Which poem do they prefer, and why?
RL 5
and stanza
Read both stanzas aloud. Compare and
contrast the message students get from
each stanza. Possible answer: The last
stanza omits the phrase “to hold and be
held by,” emphasizing the word “someone.”
This suggests that finding love is the best
way to improve one’s world.
RESOURCE MANAGER—Copy Master
578
unit 5: appreciating poetry
576-580_NA_L07TE-u05s3-scaff.indd 578
Reading Fluency p. 52
1/26/11 11:18:43 AM
Analyze Visuals
Activity Ask students what mood is created
by this image. Possible answer: The mood is
calm and reflective.
About the Art This painting by British artist
William Henry Margetson (1861–1940) shows
his hallmark style. He is noted for his pictures
of beautiful solitary women in various settings.
The Seashore (1900), William Henry Margetson. Oil on canvas. Private collection.
Photo © The Maas Gallery, London/Bridgeman Art Library.
nnabellLee
T E X T A N A LY S I S
RL 4
d
rhyme scheme
Write the last word of each line on the
board vertically. Assign a to the first sound
(the long o), and b to the second sound
(the long e). Then have students work in
pairs to identify where each sound repeats.
Edgar Allan Poe
5
10
It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;—
And this maiden she lived with no other thought
Than to love and be loved by me. d
Answer: The rhyme scheme is ababcb.
Extend the Discussion What feeling is
created by the regular rhyme scheme in this
first stanza?
d RHYME SCHEME
She was a child and I was a child,
In this kingdom by the sea,
But we loved with a love that was more than love—
I and my Annabel Lee—
With a love that the wingéd seraphs1 of Heaven
Coveted2 her and me. e
What rhyme scheme is
used in the first stanza?
READING SKILL
e
SPEAKER
What is the speaker’s
relationship to Annabel
Lee?
1. seraphs (sDrPEfs): any of the highest order of angels.
2. coveted (kOvPG-tGd): envied.
the world is not . . . / annabel lee
579
for english language learners
for reluctant readers
Vocabulary Support To help students prepare
to read this poem, preview some of the more
archaic vocabulary it contains, such as
Connect to the Poem
• Explain that “Annabel Lee” has many musical qualities and, when read aloud, sounds
much like a song. Have pairs take turns
reading or singing the stanzas aloud, listening for the story that unfolds.
• maiden (line 3), “unmarried girl or woman”
• high-born kinsmen (line 17), “relatives of
noble birth”
• bore her away (line 18), “carried her away”
• demons (line 31), “evil spirits”
Model the Skill:
e
Possible answer: The speaker is a person
who had a strong and loving relationship
with Annabel Lee.
Extend the Discussion What does the description of their relationship suggest about
the speaker’s feelings for Annabel Lee?
• Remind students that punctuation not
only signals a break in ideas, but can also
suggest different moods and emotions like
different tempos and beats in music.
the world is not . . . / annabel lee
576-580_NA_L07TE-u05s3-scaff.indd 579
RL 1
speaker
579
1/26/11 11:18:48 AM
And this was the reason that, long ago,
In this kingdom by the sea,
15 A wind blew out of a cloud by night
Chilling my Annabel Lee;
So that her high-born kinsmen came
And bore her away from me,
To shut her up in a sepulcher3
In this kingdom by the sea.
20
revisit the big question
Whom do you
feel CLOSEST to?
Discuss In lines 21–26, how does the speaker
say the angels view his relationship with
Annabel Lee? What insight into his frame of
mind do the speaker’s thoughts in these lines
give the reader? Possible answer: According to
the speaker, the angels were jealous of his love,
so they killed Annabel Lee. His thoughts show
that he is unbalanced by grief.
The angels, not half so happy in Heaven,
Went envying her and me;
Yes! that was the reason (as all men know,
In this kingdom by the sea)
25 That the wind came out of the cloud chilling
And killing my Annabel Lee.
But our love it was stronger by far than the love
Of those who were older than we—
Of many far wiser than we—
30 And neither the angels in Heaven above
Nor the demons down under the sea
Can ever dissever4 my soul from the soul
Of the beautiful Annabel Lee:— f
POETIC FORM
f
line and stanza
RL 5
Possible answer: The words that are
repeated include “love,” “of . . . than we,”
and “soul.” The effect is to emphasize the
strength of the connection between the
speaker and Annabel Lee.
For the moon never beams without bringing me dreams
Of the beautiful Annabel Lee;
And the stars never rise but I feel the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling, my darling, my life and my bride
40
In her sepulcher there by the sea—
In her tomb by the side of the sea. g
f
LINE AND STANZA
Reread this stanza.
Identify words and
phrases that are
repeated. What
emphasis does this
repetition create?
35
POETIC FORM
g
line and stanza
RL 5
Possible answer: The longer lines and stanzas emphasize that the speaker’s love will
endure for all time. The earlier stanzas tell
about past events, but the speaker has more
to say when he is describing his reaction to
Annabel Lee’s death.
selection wrap–up
READ WITH A PURPOSE Ask students to think
about the role of the speaker in each poem
and whether or not the speaker’s personality
influences students’ reactions to the poetry.
Possible answer: Students may note that the
speaker plays a strong role in each poem. Accept all responses that students can justify.
CRITIQUE Have students evaluate the
images used in each poem to represent or
bring out ideas about relationships. Which
images help them understand the poet’s
point most clearly?
INDEPENDENT READING
Students may also enjoy reading Mary
Oliver’s helpful guide to poetry, A Poetry
Handbook.
580
unit 5: appreciating poetry
576-580_NA_L07TE-u05s3-scaff.indd 580
g LINE AND STANZA
The last two stanzas are
among the longest in the
poem. What ideas and
emotions does the poet
emphasize by ending the
poem with long stanzas?
3. sepulcher (sDpPEl-kEr): a place for burial; tomb.
4. dissever (dG-sDvPEr): separate; tear apart.
580
unit 5: appreciating poetry
differentiated instruction
for english language learners
for advanced learners/pre–ap
Comprehension: Task Support To help students understand the meaning of “Annabel
Lee,” explain that it begins by describing a
young couple in love. When the woman dies,
the speaker tries to make sense of her death,
but ultimately he is still sick with grief. Have
student pairs complete a Sequence Chain of
key events (noting the lines). Have pairs contribute ideas to a class sequence chart.
Analyze Poe likely began composing this
musical tribute to his young wife, Virginia,
during the long, five-year illness that preceded her death. Challenge students to find out
more about the background of “Annabel Lee.”
For example, when was the poem published,
and by whom? When did Poe and Virginia
marry? To what illness did Virginia succumb?
What was the topic Poe believed to be most
worthy of poetry? Have student groups present their findings to the class.
BEST PRACTICES TOOLKIT—Transparency
Sequence Chain p. B21
2/2/11 10:52:52 PM
After Reading
Practice and Apply
Comprehension
1. Recall Why does the speaker in “Scaffolding” say that the scaffolds in his
relationship could be allowed to fall?
2. Recall In “The World Is Not a Pleasant Place to Be,” what is the relationship
between the ocean and the clouds?
3. Clarify What happened to Annabel Lee and the person who loved her?
Text Analysis
RL 1 Cite evidence to support
inferences drawn from the
text. RL 4 Determine the
meaning of words and phrases as
they are used in a text, including
figurative and connotative
meanings; analyze the impact
of rhymes and other repetitions
of sounds on a specific verse or
stanza of a poem. RL 5 Analyze
how a poem’s form or structure
contributes to its meaning.
RESOURCE MANAGER—Copy Masters
Rhyme Scheme p. 47
Question Support p. 51
For additional questions, see page 42.
answers
Comprehension
4. Identify Rhyme Scheme Determine the rhyme scheme in “Scaffolding.”
Why do you think Seamus Heaney might have chosen this rhyme scheme
for a poem about a couple’s relationship?
1. The scaffolding may be removed because
the wall—the strong relationship—is
already built.
5. Analyze Line and Stanza Reread the first stanza of “The World Is Not a
Pleasant Place to Be.” How does the meaning of the first line change as
you read the rest of the stanza? Find one other example of a line break
that you think affects the meaning of the words in an important way.
2. The ocean is replenished by the rain that
falls from the clouds.
6. Draw Conclusions About Speakers Review the chart you created as you
read. Based on the details you recorded and your understanding of the
poems, what conclusions can you draw about each speaker’s attitude
about relationships? Give evidence from the poems to support your
conclusions.
7. Make Judgments Go back and reread
Romantic
“Annabel Lee.” In a chart, note words
“. . . we loved with
and details that make the speaker
a love that was
seem romantic and those that make
more than love—”
him seem grief stricken. Are his
feelings and attitudes understandable?
Support your opinion with examples from your chart.
For preliminary support of post-reading
questions, use these copy masters:
3. Annabel Lee dies, and the speaker keeps a
vigil at her tomb.
Text Analysis
Grief Stricken
Extension and Challenge
5.
common core focus Analyze Line
and Stanza Line 1 says that “the world is
not a pleasant place,” but the rest of the
stanza explains that this is true only if a
person has no one “to hold and be held by.”
The last stanza ends each line with a negative word that signals a shift in meaning.
6.
common core focus Draw
Conclusions About Speakers first
speaker—relationships can handle
problems; second speaker—relationships
give meaning to life; third speaker—
focused on his lost relationship
8. Creative Project: Art As you read the poems, which images seemed
especially beautiful or powerful? Draw a sketch of one of these images,
and explain how it helped draw you into the poem.
Whom do you feel CLOS E ST to?
Which poem best characterizes one of your closest relationships?
Compare the qualities described in the poem with the qualities you
most admire in a relationship.
scaffolding / the world is not . . . / annabel lee
7. Accept students’ opinions that they can
support with examples. Romantic: “With
a love that the wingéd seraphs of Heaven
/ Coveted her and me,” “our love it was
stronger . . . than we,” “beautiful Annabel
Lee.” Grief Stricken: “The angels, not half
so happy . . . Went envying her and me,”
“neither the angels . . . Nor the demons . . .
Can ever dissever my soul from the soul /
Of the beautiful Annabel Lee,” “And so, all
the night-tide, I lie down by the side / Of my
darling, my darling, my life and my bride”
RL 1, RL 4, RL 5
Possible answers:
4. common core focus Identify Rhyme
Scheme The rhyme scheme is aa bb cc dd
ee. Each stanza is a couplet, which emphasizes the couple’s close, strong relationship.
581
Assess and Reteach
Extension and Challenge
8. Students’ images should reflect important
ideas contained in one of the poems.
Assess
DIAGNOSTIC AND SELECTION TESTS
Whom do you feel CLOSEST
to? Encourage students to review
each poem before responding. Accept
all responses that connect the qualities
described in the poems with the qualities
students admire.
Selection Test A pp. 155–156
Selection Test B/C pp. 157–158
Interactive Selection Test on thinkcentral.com
Reteach
Level Up Online Tutorials on thinkcentral.com
Reteaching Worksheets on thinkcentral.com:
Literature Lessons 17 and 19
scaffolding / the world . . . / annabel lee
581-581_NA_L07TE-u05s3-arscaf.indd 581
581
1/26/11 11:19:08 AM