In this section, you’ll determine the central them...

In this section, you’ll determine the central themes of a text, using keywords and phrases within passages to discern the main ideas.

In preparation for your virtual read-along this month, you’ve gone above and beyond in your research for Wuthering Heights, and you want to share another Gothic poem that aligns well with the moody vibes of Brontë’s work.

You need to write a message on the community chat space, letting other followers of the reviewer know that you found a poem for them to review and think about, as you head into your next spooky tale.

“Hi, guys! We’re going to be reading _________, and I thought you might enjoy ________ as well! Happy reading!”

How would you correctly cite both the novel and the poem in your message?
Question 7 options:

"Wuthering Heights" by Emily Brontë;
The Raven by Edgar Allan Poe

Wuthering Heights by Emily Brontë; The Raven by Edgar Allan Poe

Wuthering Heights by Emily Brontë; "The Raven" by Edgar Allan Poe

"Wuthering Heights" by Emily Brontë;
"The Raven" by Edgar Allan Poe

After making a suggestion to the community, you decide that you should be aware of the central themes of the text you asked everyone to read. It’s time to get reading!

Here are the first two stanzas of “The Raven” by Edgar Allan Poe.

Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore–
While I nodded, nearly napping, suddenly there came a tapping,
As of someone gently rapping, rapping at my chamber door.
“‘Tis some visitor,’ I muttered, “tapping at my chamber door–
Only this and nothing more.”
Ah, distinctly I remember it was in the bleak December;
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow;—vainly I had sought to borrow
From my books surcease of sorrow—sorrow for the lost Lenore—
For the rare and radiant maiden whom the angels name Lenore—
Nameless here for evermore.

What central idea is being conveyed through the speaker’s words here?
Question 8 options:

The speaker is mourning and sorrowful, made worse by the eerie atmosphere around him.

The speaker is sorrowful because he has forgotten what his books once meant to him since losing Lenore.

The speaker is weak and weary because he hasn't been getting enough sleep, which is made worse by someone knocking constantly at his door.

The speaker would rather read or sleep than entertain whoever is knocking at his door.

The book reviewer announces a virtual meeting where all the followers can discuss the two texts that the community was reading. With your two literary texts in hand and all the work that you’ve put in, you’re more than ready for an engaging discussion.

A friend, Carson, who also follows the reviewer and was participating in the read-along, texts you right before your meeting and says he was working late and didn’t have time to read “The Raven.”

You respond to his text saying, "Hey, Carson! Just a quick heads-up for today’s discussion. The key connections to look out for are how both texts tackle themes of love and loss, and how the characters’ journeys influence their view of the world. It will be great to explore the different ways these themes are presented. Can’t wait to hear your thoughts!"

Can you explain how the themes of “The Raven” and Wuthering Heights connect?
Question 9 options:

Both works contain haunting in different ways; characters in either can't let go of the past.

Both works contain supernatural elements; they're about grief, sorrow, and obsessive love.

Both works contain hauntings; every character is sorrowful due to unfulfilled desire.

Both works contain supernatural elements; they explore themes of true and everlasting love.

In this section, you’ll analyze the impact of literary devices on a poem’s meaning and tone.

In your free time, you tutor middle schoolers. The United States celebrates National Poetry Month each April, and some of the middle schoolers you tutor ask for your help analyzing poetry for their assignments.

A middle schooler named Violet needs help analyzing an Emily Dickinson poem titled “‘Hope’ is the thing with feathers” for her English course. She needs to determine where instances of metaphors and similes are present within the piece, but she doesn’t know the difference between them.

What can you tell Violet about the difference between metaphors and similes?
Question 1 options:

A metaphor is when an author compares two unlikely things; a simile is when an author contrasts two similar things.

A metaphor is a type of rhyme often noted in poems; a simile indicates that a poem has no rhyme pattern.

A metaphor compares two things without using "like" or "as;" a simile compares two things using "like" or "as."

A simile compares two things without using "like" or "as;" a metaphor compares two things using "like" or "as."

Now that Violet understands metaphors and similes, it’s time to dive into the poem.

You and Violet read the poem together:

““Hope” is a thing with feathers -
That perches in the soul -
And sings the tune without the words -
And never stops - at all -

And sweetest - in the Gale - is heard -
And sore must be the storm -
That could abash the little Bird
That kept so many warm -

I’ve heard it in the chillest land -
And of the strangest Sea -
Yet - never - in Extremity,
It asked a crumb - of me.”

Dickinson uses a metaphor to describe the place of hope in her poem. What does she compare hope to?
Question 2 options:

A feather

A little bird

A tune without words

A storm

You’ve helped Violet gain more understanding about one of the most famous poets of the US. As you wrap up for the day, Violet asks why Dickinson chose a bird rather than a tiger, her favorite animal, to represent hope.

Why would have Dickinson used a bird rather than another animal to convey the meaning of hope?
Question 3 options:

Like a bird, hope asks nothing from us.

Like a bird's song, hope resounds in our hearts like a beautiful melody.

Like a bird's feathers, hope keeps us warm and safe.

Like a bird, hope is a delicate but resilient symbol of freedom.

In this section, you’ll illustrate an understanding of figurative language and nuances in word meanings.

Middle schoolers continue to ask for help on their assignments during National Poetry Month. Today, a young boy, Noah, is working through a difficult poem by another famous American poet named Walt Whitman.

Noah is confused by the first lines, as he says he has never heard an animal talk.

He’s seeking clarification for the following part:

“The spotted hawk swoops by and accuses me, he complains of my gab and my loitering.

I too am not a bit tamed, I too am untranslatable,

I sound my barbaric yawp over the roofs of the world.”

After you read the poem together, Noah asks, “Can you explain this?”

From your studies, you know that Whitman is employing a literary device, which attributes human characteristics to nonhuman things, such as animals, plants, or weather.

Which literary device do you explain to Noah is being used in Whitman’s poem?
Question 4 options:

Personification

Alliteration

Allegory

Metaphor

Great job on helping Noah understand one difference between literal and figurative language! Whitman was a transcendentalist poet or a poet who believed all humans had a unique connection to nature. Noah will need more help with this poem, as it’s a tough one.

The poem continues as follows:

“I depart as air, I shake my white locks at the runaway sun,
I effuse my flesh in eddies, and drift it in lacy jags.
I bequeath myself to the first to grow from the grass I love,
If you want me again look for me under your bootsoles.”

After reading this with Noah, you explain how Whitman encourages his readers to think positively about the end of life. Noah is still confused about the words effuse and bequeath.
Using your knowledge of root words and prefixes ef- (out or away from) and be- (to leave).

How would you define the words effuse and bequeath to Noah?
Question 5 options:

To scatter; to inherit

To let go of; to give as a gift

To disperse; to bury beneath

To flow out; to give away

You and Noah have done an awesome job with a difficult poem. Noah’s final part of his assignment is to summarize the final two stanzas of the poem, identifying a theme or lesson.

The stanzas are as follows:

“You will hardly know who I am or what I mean,
But I shall be good health to you nevertheless,
And filter and fibre your blood.
Failing to fetch me at first keep encouraged,
Missing me once place search another,
I stop somewhere waiting for you.”

What theme or message could you explain to Noah from these stanzas?
Question 6 options:

We'll one day be forgotten, but that's how it should be because humans were not meant to be remembered for eternity.

Once we're gone, our loved ones might still find our ghosts somewhere if they're willing to look and listen closely.

Even after we're gone, our lives can still help others, and the things we do and leave behind can be seen in small ways everywhere, if people are open to noticing them.

We can always access the advice and love of our lost loved ones, if only we're patient and search deeply within ourselves.

In this section, you’ll demonstrate your ability to choose effective language depending on the mode of communication.

You’ve done a wonderful job this week, helping these middle school students navigate poetry during National Poetry Month!

Noah and Violet said they will get extra credit if they can prove that they came to you for help. Noah and Violet have requested that you send an email to their teacher, Ms. Emerson.

You want to sound friendly but professional in your email. After typing, “Hello Ms. Emerson,” what works best as your next line?
Question 7 options:

In regards to the analysis of the poetry, Violet and Noah sought out my tutoring services.

Today, Violet and Noah came to me for some extra help to look at their assignment that is due next week.

Today, Violet and Noah reached out for some extra help in analyzing their poetry assignment.

Some of your kids came today for some extra help in analyzing their poetry assignment.

After you’ve finished up your email’s introduction, you still need to write more in the body of the email about what was achieved during your sessions with Violet and Noah

How can you effectively use logical wording and punctuation to write your email’s next line?
Question 8 options:

Violet and I worked on metaphors within her Dickinson poem; however, Noah and I discussed his Whitman piece, concentrating on personification.

Violet and I worked on metaphors within her Dickinson poem; similarly, Noah and I discussed his Whitman piece, although we concentrated on personification instead.

Violet and I worked on metaphors within her Dickinson poem. Nevertheless, Noah and I discussed his Whitman piece, although we concentrated on personification instead.

Violet and I worked on metaphors within her Dickinson poem. Despite that, Noah and I discussed his Whitman piece, although we concentrated on personification instead.