One important aspect of the reading experience is the reaction you have to the text. Authors write in order to create reactions in readers. Discuss as a class some common reactions you have had to certain texts. You might discuss the images or the feelings, such as comfort or suspense, a text elicits. As you read “Wildlife Cameo, Early Morn,” write down your reactions. Review the reaction chart you will be filling in as you read.
1. Read the footnotes and the Words for Everyday Use. Then, follow along in the text as your teacher reads lines 1–7 of the poem aloud. Discuss with the class the setting of the poem. Fill in the appropriate box in your reaction chart with your visualizations. Then, think about the atmosphere, or feeling, created by this setting. How does it make you feel? Fill in your reactions to the lines in your chart.
2. Continue reading the remainder of the poem on your own. Stop at the lines designated in your chart to record your visualizations and your reactions to the text. Remember that your visualizations encompass all sensory details and should capture the atmosphere from the poem.
If you have difficulty applying the reading strategy, try working with a partner and reading the poem aloud. Read aloud one of the designated sections, and work with your partner to fill in the chart. Identify sensory details that lead you to visualize the setting and the action in the poem. Listen to the flow of words and try to identify the atmosphere created by the word choice. Are the words short and thoughts choppy? Or do they flow together? Take turns with your partner reading aloud sections and filling in your chart.
Review the information included in your chart. Then, write a one- or two-paragraph answer to the following questions: What is your reaction to the poem overall? Explain your reaction. Share your answers with two or three other students, and discuss the techniques the author uses to elicit emotions in readers.