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acTiViTY 3.20 continued
5 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.
6 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
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.
8 Though students will have little trouble understanding the main idea of this poem, you may want to diffuse vocabulary before students conduct their second read. Spend time on the title, as well as on words such as fell, bludgeon, wrath, and strait. After students have read, performed, and analyzed the poem, discuss possible connections to Nelson Mandela.
232 SpringBoard® English Language Arts Grade 7
ScaFFOLDinG The TexT-DePenDenT QUeSTiOnS
1. Key Ideas and Details (RL.7.1) How does each stanza set up a contrast? Scan each
of the four stanzas for images that convey suffering, darkness, and pain and also their opposite — strength and perseverance. How does the speaker feel in each stanza? How do the speaker’s feelings change?
2. Key Ideas and Details (RL.7.2) What
central idea or theme does the speaker develop by referring to his soul in stanzas 1 and 4? Reread stanza 1 to find a word that describes the speaker’s soul. Then do the same with stanza 4. Has the speaker’s soul changed?
Why or why not?
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232 SpringBoard® English Language Arts Grade 7
aCTIvITy 3.20
continued
Comparing Text and Film
wrath: anger
my Notes
10
15
Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds, and shall find, me unafraid.
It matters not how strait the gate,
How charged with punishments the scroll. I am the master of my fate:
I am the captain of my soul.
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: How does each stanza set up a contrast?
Each stanza begins with imagery of suffering, darkness, and pain, but ends with a statement of strength and determination.
2. Key Ideas and Details: What central idea or theme does the speaker develop by referring to his soul in stanzas 1 and 4?
The speaker’s soul in stanza 1 is “unconquerable,” and he is “the captain of my soul” in the final line of the poem (line 16). The speaker seems to suggest that all the pain and suffering in stanzas 2 and 3 has not caused his soul to bend.
Working from the Text
3. Work with your group to write a one-sentence summary of each stanza in the margins. Identify and discuss the theme of the poem.
Possible response: During the night, I am grateful for my soul. Even while in pain, I have not given up or cried. The world is a terrible place but I am not afraid. No matter what happens, I am in charge of myself.
4. Discuss: Based on what you have read about Nelson Mandela’s personal history, why might this poem have been important to him? What connections can you make between his life and the ideas in the poem?
This poem was important to him while he was in jail because it describes someone who lives in a terrible place but who is not afraid because his soul is strong.
Setting a Purpose for reading
• As you read the nonfiction text, underline words and phrases that identify the emotions experienced by Nelson Mandela and Francois Pienaar.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.