Before Reading Preface to Lyrical Ballads
Identify the Author's Purpose
How would you define poetry? Discuss this question with two or three of your classmates. In Preface to Lyrical Ballads, Wordsworth presents his ideas about what poetry should be. As you read, identify his ideas about poetry and compare them to your own ideas. Use a cluster chart like the one on page 690 to record Wordsworth's ideas about poetry.
During Reading
Keep Purpose in Mind While Reading
1. Listen as your teacher reads the first segment from the selection aloud. What is the main idea of this section? What is Wordsworth saying about poetry? Make a note in the cluster chart.
2. Continue reading the selection on your own. Keep taking notes about the main ideas Wordsworth presents about poetry.
Fix-Up Idea: Unlock Difficult Words
Review the Words for Everyday Use in this selection. Read each word, definition, and contextual sentence carefully. Copy each word into your notebook, and write your own contextual sentence for each. As you read, jot other unfamiliar words into your notebook. Use context clues or word parts to determine the meanings of the words. If you cannot determine the meanings using one of these methods, consult a dictionary.
After Reading
Compare Ideas
With your group from the Before-Reading activity, compare the notes you took as you read. Try to agree on two or three main points that Wordsworth makes about poetry. Then discuss whether you agree or disagree with each of these points.
Before Reading "The World Is Too Much with Us"
Review the Organization of a Sonnet
A sonnet is a fourteen-line poem that follows one of a number of rhyme schemes. The Petrarchan sonnet is divided into two parts, the octave and the sestet. The octave can be divided into two parts: the first quatrain presents a theme, while the second quatrain develops it. The sestet can also be divided into two parts: a reflection on the theme and three closing lines that unify the poem. Keep this organization in mind as you read the poem.
During Reading
Use the Organization of a Sonnet
1. Listen as your teacher reads the first four lines of the sonnet aloud. What theme is presented in these lines? Write the theme in your notebook.
2. Continue reading the selection on your own. As you read lines 5–8, think and make a note about how the lines continue to develop the theme presented in lines 1–4. As you read lines 9–11 think and take notes about the speaker's reflections in regard to the theme. As you read lines 12–14, think and take notes about the closure of the theme.
Fix-Up Idea: Refocus
The Romantic poets celebrated nature. As you read, look for images of nature. Write down words or images related to nature. How does the speaker seem to feel about nature?
After Reading
Summarize Your Reading Experience
With a partner, compare the notes you took as you read. Then answer the following questions: What is the theme of the poem? What does the speaker of this poem want?
Before Reading "Lines Composed a Few Miles above Tintern Abbey"
Make a Chart
First read about odes in Literary Tools on page 696. Then set up a chart in your notebook like the one shown there. Use this chart as you read to track the speaker's changing feelings and thoughts.
During Reading
Track Ideas
1. Listen as your teacher reads the first stanza aloud. What time period of his life does the speaker discuss in the first stanza? What time period is it as he is speaking?
2. Continue reading the selection on your own. Stop and add information about the time period the speaker is describing as you read each section outlined in your chart.
Fix-Up Idea: Use the Guided Reading Questions
If you are having trouble determining the time period, read the poem with a partner. Pause after each stanza, and answer the Guided Reading Questions in the stanza. Discuss difficult lines together, fill in your charts, and then move on to the next stanza.
After Reading
Summarize What You Wrote
With a partner discuss the following questions: How does the speaker feel about nature? What change does the speaker undergo? Use the notes on your chart to answer the questions. What lines in the poem support your answer? Be ready to discuss your answers with the class.