Page 67 - SpringBoard_ELA_CA_Smapler_Flipbook

Now you will not swell the rout
Of lads that wore their honours out, Runners whom renown outran
20 And the name died before the man.
So set, before its echoes fade,
The fleet foot on the sill of shade, And hold to the low lintel up
The still-defended challenge-cup.
25 And round that early-laurelled head Will flock to gaze the strengthless dead, And find unwithered on its curls
The garland briefer than a girl’s.
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.
1. Key Ideas and Details: What image is created by using the word “chaired” in line 2? How does this image change in the second stanza?
The image in the first stanza is of people hoisting a young man on a chair, in celebration. In the second stanza, the image becomes one of pallbearers carrying a coffin.
2. Key Ideas and Details: Which words or lines from the poem suggest that there is an advantage to dying young?
According to the speaker, the advantage of dying young is that the youth will not see his glories fade and his records broken — because he will have left the “fields where glory does not stay” (line 10), he will not “wear out” his “honours” (line 18), and his name will not have “died before the man” (line 20).
3. Key Ideas and Details: In the last two stanzas, what is the poem’s speaker telling the athlete to do? Use quotations from the poem to support your ideas.
The speaker is telling the youth to step up to the edge of death — “the sill of shade” — and display the “still-defended challenge-cup” so that people will gather around to see the fresh “garland” of victory on his head.
my Notes
Unit 3 • Choices and Consequences 201
aCTIvITy 3.13
continued
Teacher
Em
Ex
ScaFFOLDinG The TexT-DePenDenT QUeSTiOnS
acTiViTY 3.13 continued
7 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
As a companion piece to the poem “To an Athlete Dying Young,” you may want to listen to a popular song with the same ideas and/
or view a famous painting dealing with the death of youths. “If I Die Young” by The Band Perry is one such popular song. Students can compare the imagery in the lyrics or video to the Housman poem. Also, you may want to project one or more images of a famous painting such as Millais’s or Delaroche’s Ophelia, or Waterhouse’s or Grimshaw’s
The Lady of Shallot. Help students make connections and comparisons between the tone and imagery of the paintings and the lyrics.
Leveled Differentiated instruction
In this activity, some of the vocabulary that helps to create visual images in the poem may be unfamiliar to students. To help build background knowledge, prompt them to use visuals that support each concept.
Have students explore the
words chaired, threshold,
and withered by creating visual representations of the terms. Then have students answer questions about the terms, such as What is one reason that an athlete might be chaired?
Have partners explore the
words chaired, threshold,
and withered by creating visual representations of the terms. Guide students to write sentences using each term.
1. Key Ideas and Details (RL.7.1) What image is created by the word “chaired” in line 2? How does this image change in the second stanza? Reread stanzas 1 and 2 to identify and contrast the images of a young man being carried. What is the mood in the first stanza? How is the mood different in the second stanza? What has happened to change the mood?
2. Key Ideas and Details (RL.7.2) Which words or lines from the poem suggest that there is
an advantage to dying young? Scan stanzas 3–7 for reasons the deceased youth is a “smart lad.” According to the speaker, what negative experiences and disappointments does the athlete avoid by dying young?
3. Key Ideas and Details (RL.7.1) In the last two stanzas, what is the poem’s speaker telling the athlete to do? Use quotations from the poem to support your ideas. Reread stanzas 6 and 7 and look for action verbs. What does
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Unit 3 • Choices and Consequences 201
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.