MAKING MEANING Comparing Texts In this lesson, you will compare the poems “To Lucasta, on Going to the Wars” and "The Charge ofthe Light Brigade” with two other poems, “The Song of the Mud” and “Dulce et Decorum Est First, complete the fist-ead and close-read activities for the first two poerns. The work you do with your group on these titles will prepare you for your final comparison. peace cnenes HB STANDARDS Reading Literature By the end of grade 12, rad and comprehend erature incuding stories cramas, and poe, athe highend of the grades 11-CCR toe complexity band independent and proficient, Language ‘Determine ox dat the meaning cof unknown and mutiplemesring words an pases based on grades 11-12 reading and conte, hoosng flexibly fom a ange of strategies. Use content asa cle tothe meaning of a word or pase. 74 UNIT 1 FORGING A HERO [aT LECTION 1 To Lucasta, on Going to the Wars The Charge of the Light Brigade Concept Vocabulary ‘As you perform your frst read of “To Lucasta, on Going to the Wars” and “The Charge of the Light Brigade,” you will encounter these words. embrace adore.-—honor Context Clues When you read a word you don’t know, you can often determine its meaning by using context clues—the surrounding words and phrases, The example sentence has context clues to the meaning of idyllic. Example: They wanted an idyllic setting—something peaceful and beautiful Apply your knowledge of context clues and other vocabulary strategies to determine the meanings of unfamiliar words you encounter during your first read. First Read POETRY Apply these strategies as you conduct your first read. You will have an, opportunity to complete a close read after your first read. 3 “~, * NOTICE who or what is ANNOTATE by marking “speaking” the poem and whether the poem tls a story or describes a single moment < 5: is vocabulary and key passages ‘you want to revisit. CONNECT ideas within oS the selection to what you already know and what mo read 2 wes RESPOND by completing the Comprehension Check.nya SAMS Lang amp Cg Rea About the Poets Richard Lovelace (1617-1657), the son of a ‘wealthy family, publicly supported Charles | of England as the kingdom was about to plunge into civil war—resulting in Lovelace’ imprisonment. During this time, he wrote "To Althea, From Prison,” one of his most famous poems, He was released from prison, but ‘when the war ended with the defeat and execution of the king, the poet was imprisoned again, for another year. Upon his final release, he returned to his home in Kent, where he continued to write, He died at the age of 38, Alfred, Lord Tennyson (1809-1892), was the fourth of twelve children, As a teenager, Alfred was sent to Cambridge University. ‘There he met Arthur Henry Hallam, who became his closest friend, Hallam, who intended to marry Alfred's sister, died suddenly. Grief-stricken, Tennyson wrote a series of poems as an elegy to his friend, published under the title In Memoriam, A.HLH, The collection so impressed Prince Albert that he encouraged Queen Victoria to name Tennyson Poet Laureate of Great Britain and Ireland, Backgrounds To Lucasta, on Going to the Wars Tensions between the Church of England and the Puritans who wished to reform it had risen to a dangerous level, Foreign wars had led to a money shortage. Charles | made the situation worse by mishandling the legislature In 1842, England's Parliament went to war against England's king. Lovelace, asa loyal supporter of Charles, wrote "To Lucasta, on Going to the Wars” as a statement of the principle that honor and loyalty to one’s king must come before ather considerations. ‘The Charge of the Light Brigade ‘The Battle of Balaciava, which is the subject of “The Charge of the Light Brigade,” occurred during the Crimean War (1853-1856). The charge resulted in the deaths of approximately forty percent of the brigade. The war was ‘not popular with the British middleclass, and when the news came that so many had been killed and injured as the result of mistaken ‘orders by those in command, the public was ‘outraged. The poem, which dramatically re-creates the experience of the battle, celebrates the courage of the cavalry and the nobility of their sacrifice Poetry Collection 1 75Richard LovelaceTell me not, Sweet, Iam unkind, That from the nunnery Nore Of thy chaste breast, and quiet mind, To war and arms I fly Mark context clues o indicate True, a new mistress now I chase, brother states ou sed hat ‘The first foe in the field; helped you determine meaning And with a stronger faith embrace embrace (ehm BRAYS) Asword, a horse, a shield. wenuins 0 Yet this inconstancy is such, adore (uh pawn) x As thou too shalt adore; f I could not love thee, Dear, so much, Loved I not honor more. NG a 2 a & To Lucasta, on Going to the Wars 77POETRY The Charge of the Light Brigade SON Camo Cun es Half a league," half a league, Haste (tan ZW) Rode the six hundred. “Forward, the Light Brigade! Charge for the guns!” helsaid. | i Into the valley of Death () owe Rode the six hundred. aN (2) Jou Was there a man dismaye}!? { Not though the soldier kfew =) h 3 Someone had Blunde d. @ 4 mete nottomate ah ef Theirs not to reason my, & os Theirs but to do and d) Into the valley of Death] Rode the six hundre {Tifa eogue soa asad hat P; Uy wit c oF View 78 UNIT 1 « FORGING A HEROm Cannon to right of them, Cannon to left of them, 2» Cannon in front of them Volleyed and thundered; Stormed at with shot and shell, Boldly they rode and well, Into the jaws of Death, » Into the mouth of hell Cory nis Rode the six hundred, Revede v Refvain Flashed all their sabets bare, Flashed as they turned in air i i | Sab'ring the gunners there, iT ps erarging an sem while ‘ yet All the world wondered. Plunged in the battery smoke § ume Sonn Right through the line they broke; A The even) Cossack? and Russian ¥e ote ut th 2° Reeled from the saber stroke Shattered and sundered. beginky of werd nen they rode back, but not, Not the six hundred. ——vrvrvree Cannon to sek of them, a T eu wo Cannon to left of them, ey’ Cannon behind them) — ey ‘ Volleyed and thundered” t bo Te O'nd yack Stormed at with shot and shell, While horse and hero fell, 4s They that had fought so well Came through the jgws of Death, Back from the mouth of hell, All that was eft of them, Leftof six hundred, —_ wa Lem ert BeYoutin) so When can their glory fade? the wild charge they made! All the world wondered. Mark content cso indate Honor the charge they made! pelted re meg Honor the Light Brigade, honor (ON un Noble six hundred! wesc 2. Cossack The Cossacks were people with a tra received privileges from the Russian govern tion of independence who nt in exchange fr military sevice The Charge of the Light Brigade 79Comprehension Check Complete the following items after you finish your first read. Review and clarify details with your group. CONSE 1. Why might Lucasta think the speaker in the poem is being unkind? CuZ he Leaving hey tou bo" war amb yang” 2. What is the “inconstancy” that the speaker wants Lucasta to understand? Erm bVACS" Cord suave, asheld’ a6 Well us 3. What is the one thing the speaker loves more than Lucasta? Honor SNS 1. How many soldiers rode into battle? 600 Cie 2. What name does the speaker give the valley into which the six hundred ride? the valley of death 3. What does the speaker urge readers to do at the end of the poern? \roney the light by (alge 7 ¢ i es RESEARCH Research to Clarify Choose at least one unfamiliar detail from one of the poems. Briefly research that detail. In what way does the information you learned shed light on an aspect of the poem? Research to Explore Briefly research the English Civil War of 1642-1651, to which Lovelace refers in his poem, or the Battle of Balaciava in the Crimean War, which is the subject of Tennyson's poem. Share what you discover with your group. 80 UNIT 1 * FORGING A HEROempry CARs ee ony SAS LAN INTCREZAUN LINKS Close Read the Text With your group, revisit sections of the text you marked a during your first read, Annotate details that you notice. What questions do you have? What can you conclude? Analyze the Text Serpents | coneuast © Notebook Complete the activities. 1. Review and Clarify With your group, discuss how lines 11-12 of "To ——_éa__ Lucasta, on Going to the Wars” and lines 50-55 of “The Charge of the GROUP DISCUSSION Light Brigade” reveal each poet’ attitude toward war Listen carefully as each of your group members 2, Present and Discuss Now, work with your group to share the passages oes Oo ot frame your from the two poems that you found especially important. Take turns pear enue een presenting your passages. Discuss what details you noticed, what eateeeaieatcreatctn questions you asked, and what conclusions you reached. {questions will be answered 3. Essential Question: What makes a hero? What have these two poerns _ a8 the speaker continues. ‘taught you about heroism and leadership? Discuss with your group. NGUAGE DEVELOPMENT. Concept Vocabulary lore honor fos Add interesting words Why These Words? The three concept vocabulary words from the text are related to heroism from the related. With your group, determine what the words have in common. Write text to your Word Network your ideas, and add another word that fits the category. br Practice © Notebook Confirm your understanding of the concept vocabulary words by using them in sentences. Be sure to use a synonym, an antonym, 2 definition, or another context clue to suggest each word's meaning Word Study © Notebook Latin Prefix: ad- In the last stanza of “To Lucasta, on Going to the Wars,” the speaker tells Lucasta, “Yet this inconstancy is 3B STANDARDS such / As thou too shalt adore.” The word adore begins with the Latin prefix Language “= Ldenty and comely use patterns cof word changes that indicate Ciferent meanings or pas of ad-, winich means "to" or "toward." Use a dictionary to look up these words from mathematics and science: speed addition, adapt, adhesive, adsorption. Write their definitions, and explain Const goaal and speed how the prefix ad- contributes to their meanings ‘eference nate bth pnt and Cégtl to ind ne pronunciation of a word o: determin or ai its precise meaning, is part of speech, - ts etymology, ors standard usage Poetry Collection 184DENN CML =e LN ed STANDARDS Reading literature * Determine two or mee themes ot cara ideas of text and analyze thei development ove the couse of the text including how they interact and bull on one another to produce 8 comgle acount; provide an bjecive summary ofthe text * Determine te meaning of words and phrases asthe ate used in the ext ining figurative and ‘onnotative meanings; analyze the impact of specific word choices on ‘meaning and ton, including words wth multiple meanings language thats patio tes, engaging, cor beautful 82 UNIT 1 * FORGING A HERO Analyze Craft and Structure Word Choice and Theme A writer’ diction, or word choice, is an important element of his or her style. It helps convey the tone of a work, or ‘the writer’ attitude toward his or her subject or audience. Together, word choice and tone may provide significant ciues to the theme of a work, or the central idea or insight about life the writer wishes to convey. A single work can often have two or more themes. In "The Charge of the Light Brigade,” Tennyson uses exciting and vivid diction to set a dramatic tone in lines 44~47 While horse and hero fell, / They that had fought so well / Came through the jaws of Death, / Back from the mouth of hell. ZTennyson's word choice and tone in these lines help develop one of his themes: Soldiers are courageous and worthy of admiration. (ITE TEXTUAL EVIDENCE Practice to support your answers. ‘Asa group, review the Lovelace and Tennyson poems to pick out strong examples of diction. Then, complete the tone and theme colurns individually, and answer the questions that follow. Compare your responses with the rest of the group once you are finished. © Notebook 1. (2) In “The Charge of the Light Brigade,” Tennyson frequently repeats words and phrases. What language does he repeat? (6) Whats the effect of this repetition? (c) What do the repeated words and phrases suggest? 2. (a) What words reveal how the speaker in “To Lucasta, on Going to ‘the Wars” feels about Lucasta? (b) What tone is revealed by these words? (c) What theme do these words suggest? Po :nya SAMS Lang amp Cg Rea LANGUAGE DEVELOPMENT Conventions and Style Coordinating Conjunctions A coordinating conjunction connects words, phrases, or clauses that have equal importance in a sentence. The seven coordinating conjunctions are and, but, yet, of, nor, for and so. \Writers use coordinating conjunctions to establish logical relationships ‘among ideas. Different coordinating conjunctions show different relationships. And shows addition or similarity. But and yet indicate contrast (Or and nor indicate @ choice. For and so show a cause or a result For example, Lovelace uses conjunctions to show addition and contrast. To war and arms | fly. (addition) Yet this inconstaney is such (contrast) Writers also use coordinating conjunctions to vary sentence structure. For ‘example, Tennyson uses them to create simple pairs of words, such as “volleyed and thundered” and “shot and shell.” However, he chooses not to use them to link phrases and clauses. This omission creates a compressed, energetic rhythm. Notice the effect of these famous lines with and without a coordinating conjunction: With Conjunctions: Cannon to right of them, / Cannon to left of them, / and Cannon in front of them Without Conjunctions: Cannon to right of them, / Cannon to left of them, / Cannon in front of them Read It In each example from the poems, identity the coordinating conjunction and the words that it connects. 1. True, a new mistress now | chase, / The frst foe in the field; / And with a stronger faith embrace / A sword, a horse, a shield 2. Theirs...to do and die. 3. Connect to Style Reread lines 35-38 of “The Charge of the Light, Brigade.” Identify any coordinating conjunctions, and explain how they help increase the dramatic impact of the poem. Write It © Notebook Use a coordinating conjunction to create a sentence that logically links each pair of clauses. Then, rewrite the sentence to make it concise. Explain the relationship created by the conjunction, 1. The speaker tells his side of the story. He does not reveal how Lucasta feels 2. The men rode into the jaws of hell. The men were extremely courageous. —_ a PUNCTUATION * When a coordinating conjunction joins two words, phrases, or subordinate clauses, no comma is needed “= When a coordinating Conjunction joins three for more elements, insert ‘a comma between each element, When a coordinating Conjunction joins two independent clauses, se a comma before the conjunction 35 STANDARDS Language ‘= Demonstrate command of the convetions of standard English (gammar and usage when wing or speaking ‘= Demonstrate command of the convetions of andar English capitalization, punctuation, and spelng when wit. * Apply kooniedge of language 10 undetstana how language functions infleent contents, to make effecive choles for meaning or syle, and to comprehend more fly when reading o string, Poetry Collection 1 83