1a. What is going on outside the greenhouse in "Big Wind"?
2a. What words does the speaker use to describe the greenhouse as if it were a ship?
3a. Where is the speaker in "Child on Top of a Greenhouse"?
4a. What is everyone doing?
1b. What are the effects of this event on the greenhouse?
2b. Why might the greenhouse seem like a ship to the speaker?
3b. Why might the speaker have gone there?
4b. Why are they doing this? How does the speaker's mood probably differ from that of the people?
5a. What words and phrases does Roethke use to describe the weather in "Big Wind"? What words and phrases does he use to describe the weather in "Child on Top of a Greenhouse"? Contrast the weather descriptions of the two poems.
5b. In what ways does Roethke use weather descriptions to help create a certain mood?
6a. How well do these poems encourage you to "see" the scene described?
6b. If the scenes described in these two poems were in a film, which scene would be more suspenseful? Which would be more surprising? Which would be the bigger spectacle?
Figures of Speech. What figures of speech did you find in "Big Wind" and "Child on Top of a Greenhouse"? Which of those did you think was the most powerful? Why?
1. Write a metaphor describing an element of weather, such as wind, rain, snow, heat, sunshine, or cold.
2. Write a short skit about what might have happened after the scene described in "Child on Top of a Greenhouse."
3. Write an invitation to the public to view a flower show at a local greenhouse.
Using Vivid, Concrete Verbs. The Words for Everyday Use on page 212, flail and veer, are examples of vivid, concrete verbs that give specific information about a particular action. For example, veer reveals much more about the action of the "wind-waves" than move would have revealed. In addition, flail gives a more specific description than hit would. In the space below, brainstorm a list of vivid verbs that could be used in place of move. Then do the same for the word hit.
Prepositions, Conjunctions, and Interjections. Identify the underlined words in the sentences below as prepositions, conjunctions, or interjections.
1. I watched the pressure gauge waver over to red.
2. The water flailed her sides with spray.
3. The roof and walls wavered in the storm.
4. Hey, help me stuff the holes with burlap!
5. Splinters of glass and dried putty stung my feet.
6. I climbed upon the greenhouse.
7. Oh, but I forgot my shoes and hat in there.
8. I will help you or Dad with the planting.
9. The elms plunged and tossed like horses.
10. Everyone went inside.
