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aCTIVITy 4.9
continued
elements of Humor: Hyperbole
my Notes
He weeps.
Hopeless drops drip from his droopy lips.
The other Moose just stands there doing the same. Two dopes of the deep woods.
Second Read
• Reread the poem to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
8. Craft and Structure: Look for examples of parallel structure and repetition in the poem. How do these stylistic choices make the moose appear “goofy”?
Parallel structure in lines like “He bumps, he blunders, he stands” and “Crashes on, and crashes” make the moose’s clumsiness seem repetitive and clownish. RL.8.4
9. Key Ideas and Details: Is this poem high or low comedy? How do you know? Low comedy. The poem features a series of events and physical mishaps. The action
is entertaining as the moose appears caught in a situation he cannot control. RL.8.1
Working from the Text
10. Cite the text to illustrate how the author uses hyperbole for effect.
The effect of the lines “He can’t find the world!” and “Why am I so far away from my feet?” exaggerate the moose’s oversensitive awareness of being out of place; i.e., being a misfit.
11. What words and phrases show how the speaker’s tone shifts throughout the poem?
The tone begins in a gently comical way, describing the moose’s “goofy” appearance. It then turns sadder, more rueful, and pathetic as shown in the moose’s plaintive cry, “Why am I so ugly?” “He weeps.”
12. How does Hughes’s use of verbals, especially participial phrases, contribute to the hyperbole in the poem? Quote specific lines and analyze the use of verbals and hyperbole.
The verbals “walking house frame,” “reaching out palm upward,” and “dragging half the lake” create an exaggerated visual image of the physical being of the moose, which is goofy and comical.
Teacher
acTIVITY 4.9 continued
d 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
e 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.
TO Teacher
It is important that students understand that a style analysis essay requires analysis of an author’s ideas, organization, and language. This will be the focus of the Text-Dependent Questions, as well as the Working from the Text questions.
f To do the Working from the Text assignment, ask students to revisit the texts they have read in this unit to hunt for hyperbole. Distribute several sticky notes to pairs, and have them mark the text to identify hyperbole and flag the page with a sticky note.
g Next, combine partners into small groups, and direct them to discuss how hyperbole creates a humorous effect in the text. During the discussion, students should go to the texts, mark additional examples, and take notes in the My Notes section.
h Monitor students as they hunt for hyperbole from previously read texts to make sure they are able
to accurately identify examples. Also listen to their collaborative discussions to determine whether they are using precise diction from the unit.
i Instruct students to add specific examples of hyperbole to the Elements of Humor graphic organizer they have started (Activity 4.11).
300 SpringBoard® English Language Arts Grade 8 9781457304644_TCB_LA_SE_L8_U4.indd 300
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1:48 AM
300 SpringBoard® English Language Arts Grade 8
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.