Maybe you remember a poem
from the comprehension section about a little boy, Carlos, and
his lost parrot. He had problems writing a dream poem, because
he thought about his lost parrot all the time. Langston Hughes,
a writer you'll want to know, finished his poem about dreams.
He lived in Harlem during the Jazz Age, and wrote many poems
and stories about the people he knew. Here's his poem about
dreams. (It's probably your dream that this lesson is over!
You're very close!)
Instruction:
Before
you read Hughes' dream poem, think for several minutes,
and jot down three or four of your own dreams. After you read
the poem, think about what it would be like to live without
dreams.
Dreams
Hold
fast to dreams,
for when dreams die
Life is a broken-winged bird that cannot fly.
Hold fast to dreams,
for when dreams go
Life is a barren field frozen with snow.
Question
1:
Just to help a little
bit with understanding the poem, what does "hold fast"
mean in the first and fourth lines?
Answer
A.
fast: Grab hold of dreams quickly
B.
fast: Hold on very tightly
to dreams
The second
meaning, Answer B, is correct. It adds to the
strength of Hughes message about never letting go of dreams.
Extended
Answer Prompt:
Hughes compares life
without dreams to two different things.
What figure of speech does he
use (simile, metaphor, or personification) in the poem?
List the two things life is compared
to.
Explain what the comparisons
tell us. What is the point Hughes is making by choosing
those comparisons?
Write your own comparison to
a life without dreams.
Click
here for Quick Review for Extended Response >>
Note: What key elements will be needed for a full four point
answer?
First, identify the comparisons as either simile, metaphor
or personification (check the Tips page of this lesson if
you need review).
Second, list the two things compared to life without dreams
Now, here's the part where your brain is activated to high
speed: explain why the author chose the comparisons. Why do
they make sense? What is he saying about a life without dreams?
Finally, the fun part. Imagine your life without all of
those dreams you listed! What would you compare it to?
If you write all that clearly and completely, you're in for
a full four point score!
Choose ONE of the following three options for writing your response.
1.
If Microsoft Word is available on your computer, this document allows you to type your answer, use spell check, save, copy/paste text, and/or print the page to turn in. << Click here to open a word form for your response.
2.
This file can be printed, and allows you to use your best penmanship (yes, real writing instead of typing), and turn it in to your teacher. << Click here to open a .pdf file for your response.
3.
If you are a student taking this class through IA, you will need to use this document for your response. Follow directions on your checklist to copy/paste into an e-mail. << Click here for the text.
You've had experience scoring an extended response now. Take
over! Score your own writing using this criteria:
4 - Extensive (top notch,
bullseye!)
3 - Basic (good, middle
of target)
thoroughly (completely) analyzes figures of speech in
the poem
interpretation of the literary language shows insight
ample (more than enough) relevant examples from the poem
to support ideas
creative comparison in student's own words
analyzes figures of speech in Hughes' Dream poem
interpretation of figures of speech are thoughtful
sufficient (enough) examples from the poem to support
ideas
included comparison in student's own words
2 - Partial (needs practice,
outer edge of target)
1 - Minimal (try again,
off target)
analyzes a part of the two figures of speech in the poem
interpretations of the figures of speech are simple or
right on the surface
tries to use evidence from the poem to support ideas,
but they may not be relevant (may not make sense).
tries to write own comparison
difficulty analyzing figures of speech in the poem
copies comparisons rather than interpreting
little or no evidence from the poem included
doesn't try to write comparison
If you scored 3 or 4, print the Word
document for your teacher.
If you scored 1 or 2, figure out how to improve your
writing. What needs to be added to increase your score? Sometimes
it really helps to discuss it with a parent, friend or teacher.
Revise your Word doc, and then when you
are satisfied with it, rescore it and print for your teacher!
And your dream has come true! That is the end of this
practice lesson on literary elements, figurative language, and
stylistic devices. Now when you meet up with them, in any story,
you'll be prepared to understand and figure them out. You'll even
appreciate how they work in a story because you're a more effective
reader now!
