Page 19 - ELA_CA_HighSchool_Sampler_Flipbook

63 The years have taken me worlds away from that time and that place, from the dust and squalor of our lives, and from the bright thing that I destroyed in a blind, childish striking out at God knows what. Miss Lottie died long ago and many years have passed since I last saw her hut, completely barren at last, for despite my wild contrition she never planted marigolds again. Yet, there are times when the image of those passionate yellow mounds returns with a painful poignancy. For one does not have to be ignorant and poor to find that his life is as barren as the dusty yards of our town. And I too have planted marigolds.
Second Read
• Reread the short story to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
1. Craft and Structure: In the first paragraph, what two images does the narrator juxtapose for contrast? What are the connotations of these juxtaposed images?
The “arid, sterile dust” which has a negative and colorless connotation is juxtaposed against the marigolds, described as “a brilliant splash of sunny yellow” which has a bright, hopeful connotation. RL.9–10.5
2. Craft and Structure: What is the meaning of amorphous in paragraph 4?
In this paragraph, amorphous means “vague, unclear,” describing the dim hope
of a miracle that motivates the narrator and her community. RL.9–10.4
3. Craft and Structure: What do you learn about the narrator through the author’s use of flashback? Cite text evidence to support your answer.
The use of flashback provides insight into how this event influenced the narrator. “The years have taken me worlds away from that time and place ...” The flashback in paragraph 2 reveals the narrator’s age, setting, and feelings. RL.9–10.5
4. Craft and Structure: Notice that in paragraph 9, the narrator uses foreshadowing. What is the effect of this hinting at events to come? Highlight other hints or foreshadowing provided by the narrator.
The narrator states that this day began her “end of innocence” which adds suspense and a foreboding tone to the story. The diction also enhances this tone as she describes her “restlessness” and the sense of “something unknown and therefore terrifying.” The imagery likewise implies that something beautiful will be destroyed: “like a fresh watercolor painting left out in the rain.” RL.9–10.5
5. Key Ideas and Details: Why are the marigolds so important to Miss Lottie, and why do the children hate them?
The poverty and hopelessness represented by the dust is highlighted by its juxtaposition against the hope and beauty represented by the marigolds. The children can’t understand the need for beauty or hope as a way break through the impoverished and ugly situation of their lives. The marigolds confuse them with a false hope and anger them as a reminder of the beauty that seems beyond their reach. RL.9–10.1
contrition: sorrow or remorse for one’s wrongs
poignancy: a strong, sad feeling
My Notes
ACTIVITY 1.5
continued
Unit 1 • Coming of Age 23
ACTIVITY 1.5 continued
9 Based on the observations you made during the first reading, you may want to adjust your reading mode. For example, you may decide for the second reading to read aloud certain complex passages, or you may group students differently.
10 SECOND READ: During the second reading, students will be returning to the text to answer the text-dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
11 Have students answer the text-dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text Dependent Questions boxes for suggestions.
12 Askstudentstoconsiderthelast sentence of the story and make inferences about whether the narrator is speaking literally, metaphorically, or both. Ask them to think-pair-share ways that people plant metaphorical marigolds: what do people do to try to hold onto hope during desperate situations such as poverty, illness, mourning, loneliness, heartbreak, or depression? To get them started, you might suggest that people often
listen to music, go on a hike, or watch a favorite movie when they are feeling down.
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Unit 1 • Coming of Age 23
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.