Veracity Learning Inc.
You Can Do It!
Teens Talk Poems Decipher. Visualize. Respond.
Vera Borukhov
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Poetic Device
Ever heard the term ―poetic device‖? It sounds fancy, but there’s really nothing complicated
about it. A poetic device is simply a strategy poets and writers use to convey (express) their ideas
or get their point across.
Poets use many different devices, and each one has a name. Here are some of the most
commonly used ones.
Most definitions for the following have been taken from the Cliff’s Notes Advanced Placement
English Language and Composition Preparation Guide by Barbara V. Swovelin.
1. Metaphor—a figure of speech using implied comparison of seemingly unlike things or
the substitution of one for the other, suggesting some similarity. Metaphorical language
makes writing more vivid, imaginative, thought-provoking and meaningful.
2. Simile—Comparison of seemingly unlike things or the substitution of one for the other,
suggesting some similarity, using ―like‖ or ―as.‖
3. Personification—a figure of speech in which the author presents or describes concepts,
animals, or inanimate objects by endowing them with human attributes or emotions.
Personification is used to make these abstractions, animals or objects appear more vivid
to the reader.
4. Imagery—the sensory details or figurative language used to describe, arouse emotion or
represent abstractions.
5. Oxymoron—From the Greek for ―pointedly foolish,‖ an oxymoron is a figure of speech
wherein the author groups apparently contradictory terms to suggest a paradox. For
example, ―cruel kindness.‖
6. Hyperbole—a figure of speech using deliberate exaggeration or overstatement.
7. Tone –describes the author’s attitude toward his or her material, the audience or both.
Some words describing tone are playful, serious, businesslike, sarcastic, humorous,
formal, ornate and somber.
8. Mood—the prevailing atmosphere or emotional aura of a work.
9. Allusion - a direct or indirect reference to something which is presumably commonly
known, such as an event, book, myth, place or work of art. For example, referring to
Hitler, Queen Elizabeth I or Obama would be an historical allusion. Referring to Adam
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and Eve or Noah and the flood would be a religious allusion.
10. Repetition—the duplication, either exact or approximate, of any element of language,
such as a sound, word, phrase, clause, sentence or grammatical pattern.
11. Symbol—generally anything that represents or stands for something else. Usually, a
symbol is something concrete—such as an object, action, character or scene—that
represents something more abstract (theoretical or conceptual).
How this workbook began…
Now that you’ve learned about some of the basic strategies writers use to express themselves, let
me explain what inspired me to create this workbook.
Teens Talk Poems is based on this quote: “Poetry… wasn’t meant to be obvious on its surface,
and every reader, whether they were Princeton smarties or community college dropouts, had to
go through the process of deciphering [translating, interpreting] the words, then the sentences,
then the stanzas, pulling the poem apart and putting it back together before it would yield (give
up) its meaning.” Jennifer Weiner, In Her Shoes
Sample response:
―Through the process of pulling a poem apart we can better appreciate the diligent construction
of a poem which will yield a deeper, perhaps more personal understanding. By isolating key
words, phrases and images, [it] will allow us to expand on the poems’ vision and make
connections with our life.‖ Peter Sirena, English teacher.
Your response:
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How to use this workbook
Start by answering the introductory question you’ll find before each poem. Then read the poem
twice and make sure you understand it. We’ve included definitions of some of the words that
may be unfamiliar to you, but if there are other words you don’t understand, look them up in the
dictionary. Then read the poem again and answer the comprehension questions that follow.
Next, you’ll be asked to think about the poem’s images and actions and draw a picture of them.
Finally, use your own ideas and experiences to answer the response questions.
Now before you go on, think and write about this:
What is a poem? (Remember, there is no right or wrong answer!) Think about your
interpretation or explanation of what a poem is based on all the different kinds of poems you’ve
read throughout your life, both in and out of school. Now answer the question, being sure to
include the few elements that, in your opinion, most poems share.
Your response:
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―Poems tell stories and express feelings in creative ways, all through musical and rhythmical
language. They can be short or long, funny or serious, sad or joyful. Some poems rhyme and
others do not. Some have an obvious structure while others do not. But every poem is a work of
art made entirely of words.‖ Scholastic, They’re Poets and They Know It!: A Collection of 30
Timeless Poems.
There are many different kinds of poems; here, we’ll discuss four of the most popular
forms.
The definitions for Rhyming Poems, Free Verse and Narrative Poems, have been taken from
Scholastic’s They’re Poets and They Know It!: A Collection of 30 Timeless Poems.
Rhyming Poems—rhyming sounds are everywhere - in song lyrics, TV advertisements and
poetry. Rhyme is a technique that creates rhythm using words that sound alike.
Free Verse—if you are a rule-breaker, free verse might be the poetry form for you. Free verse
doesn’t have to rhyme, but many free verse have their own patterns. Poets like to write in free
verse because it gives them lots of freedom to express themselves.
Narrative Poems—tell a story and are longer than most forms of poetry. A narrative poem can
rhyme, but it doesn’t have to. Narrative poems can also have patterns that create rhythm. Each
line might have the same number of syllables, or the stanzas might have the same number of
lines.
Sonnet-- is a poem with a very specific structure:
There are a total of 14 lines, with 10 syllables in each line.
The first 12 lines are quatrains. A quatrain is four lines; think of the word quatro, which
means ―four‖ in Spanish. So there are three sets of four lines, or three quatrains.
The last two lines are a couplet. (Think of the word ―couple,‖ which means ―two.‖)
The sonnet follows the rhyme scheme ABAB CDCD EFEF GG. Notice that in each
quatrain, every other line rhymes; in a couplet, both lines rhyme.
Sonnets are often about love.
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Dreams!
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Think and write about this: Are you committed to your dreams?
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Dreams
By: Langston Hughes
Hold fast to dreams
For if 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.
About the poet: Langston Hughes (1902-1967) was an African-American poet and writer who
prospered during the Harlem Renaissance. He sought to explore and celebrate the experience of
being black in America.
Vocabulary:
Barren : frozen, unfertile, unproductive.
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Comprehension Questions:
What kind of poem is this? Comment on its structure.
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What two poetic devices does Hughes use to convey his point?
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What two points does he make about dreams?
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What do these points encourage you to do?
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Visualize it! Make a mental image of the poem and draw what you see.
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Respond!
Write a letter to Mr. Hughes and tell him your reaction to his advice. Be sure to answer the
following questions: 1. Did Hughes encourage you to ―hold fast‖ to your dream? 2. What is
your dream? 3. What do you want to know about ―holding fast‖ to dreams? (For example, are
you wondering how hard or easy it may be? How do you plan to ―hold fast‖ to your dreams?)
Include as many specific details as you can. Broad statements like ―I really liked this poem‖ or
―Dreams are important‖ are just plain boring.
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A Dream Deferred!
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Think and write about this: Did you ever watch yourself or someone you know put off or give
up on a dream? What was it like?
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Harlem (Dream Deferred)
By Langston Hughes
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Vocabulary
Fester: to produce pus or rot gradually. It can also mean ―producing bitter feelings.‖
Defer: to put off or postpone.
Comprehension Questions
What is Hughes questioning here?
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What kind of poem is this? Comment on its structure.
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What poetic device does he use to convey his point?
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Write down the phrase that speaks to you the most. How are you able to relate to it?
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What do you think inspired Hughes to write this, based on his life and background?
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Visualize it! Make a mental image of this poem and draw what you see.
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Respond!
Write a poem or an editorial discussing what could happen when people defer their dreams. Be
imaginative and descriptive. (An editorial is an article in a newspaper or other periodical presenting
the opinion of the publisher, editor, or editors.)
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Listen Little Sister!
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Think and write about this: Do women have a fear of men? Or do men fear women?
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South Fork Poetry
Adam’s Rib Sandwich
By Beverly Wiggins Wells
Listen little sister
You will know him by the traces of evil
Oiling the corners of his glib mouth
Beware of this fork-tongued man with rich and ready appetite for young
rib sandwiches,
Who sees you as saucy, succulent fastfood,
Convenient sweet meat, willing to be middled
And smacked for a time or a lifetime
Between coarse slices of self serving gluttony
And bit by bit, and
Bite by bite this man will pepper your heart
In sharp-toothed pain, feed upon your spirit,
Devour your tender soul, sucking your bones and
Your personhood cleaner than mama’s chitterlings, belch
And contemptuously snake along to the next darned rib sandwich.
Listen little sister…
About the poet: Beverley Wiggins Wells is an African-American poet from Sag Harbor, New
York. This is a passage from ―Simply Black,‖ a collection of poems published in August 1993.
Vocabulary
Glib: Shallow, pat, facile Succulent: Juicy Gluttony: Excessive eating and drinking Devour: To eat up hungrily or take in eagerly Contemptuously: With contempt; viewing something or someone as vile or worthless Chitterlings: A dish made of fried or boiled pigs’ intestines (sometimes abbreviated to “chitlins”)
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Comprehension Questions
What kind of poem is this? Comment on its structure.
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What poetic devices are used here for the author to convey (express) her point? Give examples.
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What are the adjectives and adverbs being used here?
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What is the theme?
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Visualize it! What’s going on in this poem? Make a picture in your mind and draw it.
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Respond!
Did you ever have to warn someone about something serious? If not, this is your chance: Write
a strong warning to someone you know about a danger he or she may be in. You may employ
the same techniques as the author or use another poetic device to get your point across.
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Nostalgia!
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Think and write about this: What is nostalgia? Have you experienced it lately? Write how
you feel about being nostalgic for something.
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Pot Roast
By Mark Strand
I gaze upon the roast,
that is sliced and laid out
on my plate
and over it
I spoon the juices
of carrot and onion.
And for once I do not regret
the passage of time.
I sit by a window
that looks
on the soot-stained brick of buildings
and do not care that I see
no living thing—not a bird,
not a branch in bloom,
not a soul moving
in the rooms
behind the dark panes.
These days when there is little
to love or to praise
one could do worse
than yield
to the power of food.
So I bend
to inhale
the steam that rises
from my plate, and I think
of the first time
I tasted a roast
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like this.
It was years ago
in Seabright,
Nova Scotia;
my mother leaned
over my dish and filled it
and when I finished
filled it again.
I remember the gravy,
its odor of garlic and celery,
and sopping it up
with pieces of bread.
And now
I taste it again.
The meat of memory.
The meat of no change.
I raise my fork in praise,
and I eat.
About the poet: Born in Canada in 1934, Mark Strand has lived and worked in the United
States most of his life. Currently, he teaches English and comparative literature at Columbia
University in New York City. His poetry, noted for the stories it tells, earned him the Pulitzer
Prize in 1999.
Vocabulary
Gaze: look intently at
Soot: Black dust from coal or smoke
Bloom: Come into flower; become physically perfect
Yield: Give way to
Nova Scotia: An eastern Canadian province
Sopping: Dripping wet
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Comprehension Questions
What kind of poem is this? Comment on its structure.
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What poetic device does Strand use to convey (express) his point about this pot roast?
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Write them out and explain them in at least 5 descriptive phrases.
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What can you infer (conclude, decide) about the narrator’s life based on these descriptions?
Support your answer with quotes.
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Visualize it! Envision this poem and draw what you see.
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Respond!
Write a poem or short story expressing nostalgia for something in your past. You have the right
to be imaginative and descriptive.
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Limits Unlimited!
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Think and write about this: What is a limit? What does it mean to set limits on yourself or to
be limited by society?
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A Work of Artifice
By Marge Piercy
The bonsai tree
in the attractive pot
could have grown eighty feet tall
on the side of a mountain
till split by lightning.
But a gardener
carefully pruned it.
It is nine inches high.
Every day as he
whittles back the branches
the gardener croons,
It is your nature
to be small and cozy,
domestic and weak;
how lucky, little tree,
to have a pot to grow in.
With living creatures
one must begin very early
to dwarf their growth:
the bound feet,
the crippled brain,
the hair in curlers,
the hands you
love to touch
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About the poet: Born in 1936 in Detroit, Marge Piercy is the author of 17 volumes of poetry as
well as several novels. ―Piercy’s poetry tends to be highly personal free verse and often
addresses the same concern with feminist and social issues. Her work shows commitment to the
dream of social change.‖ Poemhunter.com
Vocabulary
Artifice: Craftiness; clever trick; skillful work
Bonsai: A tree or shrub that has been dwarfed by providing roots and pinching the shoots and
branches.
Prune: To remove or cut away undesired parts
Whittle: To cut, trim
Croon: To sing or hum in a soft soothing voice
Comprehension Questions
What kind of poem is this? Comment on its structure.
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What does the Bonsai tree represent?
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Who does the gardener represent?
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How does the author convey her point?
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What is happening to the Bonsai tree?
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What is the narrator’s tone and mood here?
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What is the theme?
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How is this relevant to history?
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Visualize it! Create a picture of this poem in your mind and draw what you see.
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Respond!
Write a 3-5 paragraph composition explaining how this poem relates to history and what effects
it has today.
Sound too boring for you? Try this instead: Explain the meaning of the word limit. Did you ever
have to limit yourself or did you ever see others limit themselves? How do you think it feels to
impose limits on ourselves? Should we or shouldn’t we? When is it okay to impose limits, and
when should people be unlimited?
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Helpless Agony!
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Think and write about this: Did you ever mourn the death of someone you didn’t know
personally but who you greatly admired – an actor, singer, sports star, scientist, political figure?
What would you tell that person if you could?
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O Captain! My Captain!
By Walt Whitman
O Captain! my Captain! our fearful trip is done,
The ship has weathered every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;
Rise up--for you the flag is flung for you the bugle trills,
For you bouquets and ribboned wreaths for you the shores a-
crowding,
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,
You've fallen cold and dead.
My Captain does not answer, his lips are pale and still;
My father does not feel my arm, he has no pulse nor will;
The ship is anchored safe and sound, its voyage closed and done;
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I, with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
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About the poet: Arguably, Walt Whitman (1819-1892) is America’s most influential and
innovative poet. Much of his writing reflects American history, freedom of thought, democracy
and liberty.
Vocabulary:
Sought: Looked for
Exulting: Rejoicing
Keel: The curved base of a ship’s frame; a ―steady keel‖ indicates the ship is moving smoothly
Grim : Forbidding, threatening, humorless
Bugle: A small trumpet-like horn with no valves
Trills: Short, vibrating sound like a birdcall
Swaying mass: A crowd moving back and forth
Mournful: Feeling or showing sadness
Comprehension Questions
Comment on the structure of the poem, not what kind it is.
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Who is the Captain?
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Explain the scene each stanza describes.
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What is the scene variation from stanza to stanza?
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How is the narrator portrayed (shown, seen) in this poem?
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What are the themes?
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How is this relevant to history?
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Visualize it! Think of the pictures this poem summons up in your mind, and draw what you see.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 38
Respond!
Write on one of the following topics:
1. How does this poem relate to history, and what relevance does it have today?
2. ―O Captain! My Captain!‖ captures a sense of agony and injustice. Write about a time
you felt that way. Be descriptive and use different poetic devices, as Whitman does. Let
your feelings pour out.
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 39
A Red Red Rose!
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 40
Think and write about this: What does the word ―extreme‖ mean? How can it be applied to
everyday life to describe situations or people?
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A Red, Red Rose
By Robert Burns
O my Luve's like a red, red rose
That's newly sprung in June;
O my Luve's like the melodie
That's sweetly play’d in tune.
As fair art thou, my bonnie lass,
So deep in luve am I:
And I will luve thee still, my dear,
Till a' the seas gang dry:
Till a' the seas gang dry, my dear,
And the rocks melt wi' the sun;
I will luve thee still, my dear,
While the sands o' life shall run.
And fare thee weel, my only Luve,
And fare thee weel awhile!
And I will come again, my Luve,
Tho' it were ten thousand mile.
About the poet: Robert Burns (1759-1796) is considered Scotland’s national poet. He was a
major voice of the literary time period called Romanticism (or the Romantic Era), ―a complex
artistic, literary, and intellectual movement that originated in the second half of the 18th century in
Europe, and gained strength in reaction to the Industrial Revolution.‖ (Wikipedia.com) Burns was known
for pursuing his desires with ultimate zeal. Burns also wrote lyrics to classic Scots folk songs; ―Red, Red
Rose‖ is one of them.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 41
Vocabulary
Luve’s: Love’s
Art thou: Are you
Bonnie lass: Pretty young girl
Gang: Go
Thee: You
Fare thee weel: Farewell; goodbye
Comprehension Questions:
What poetic device does the narrator use to convey his point? Explain your answer and use at
least 5 examples/quotes to support your answer.
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 42
Visualize it! Envision this poem and draw what you see.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 43
Respond!
Write a poem or a letter to Mr. Burns. Tell him about a time when you felt very strongly about
something – love, hate, fear or another emotion - and describe what it was like.
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 44
The Brain & the Sky…
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 45
Think and write about this: What power does your mind have?
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The Brain
By Emily Dickinson
The brain is wider than the sky,
For, put them side by side,
The one the other will include
With ease, and you beside.
The brain is deeper than the sea,
For, hold them, blue to blue,
The one the other will absorb,
As sponges, buckets do.
The brain is just the weight of God,
For, lift them, pound for pound,
And they will differ, if they do,
As syllable from sound.
About the poet: Emily Dickinson (1830-1886) was an American poet from Amherst,
Massachusetts. She lived a lonely, secluded life, rarely leaving her home. Most of her works
were published after her death, when her younger sister Lavinia discovered nearly 1,800 of her
poems.
Vocabulary
Heft: Weight, heaviness, significance or impact
Comprehension Questions
Comment on the poem’s structure, including the rhyme scheme and the number of stanzas.
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 46
What three elements does Dickinson compare the brain to? How does she justify these
comparisons?
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What are your thoughts on this interesting comparison?
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 47
Visualize it! Draw a picture of the image this poem conjures up in your mind.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 48
Respond!
What beliefs, values or morals were you taught as a child, and do they differ from the beliefs you
hold now?
How have these beliefs shaped your life today?
What is the power of beliefs or values?
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 49
Phenomenal!
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 50
Think and write about this: Describe yourself using two positive and powerful words.
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Phenomenal Woman
By Maya Angelou
Pretty women wonder where my secret lies.
I'm not cute or built to suit a fashion model's size
But when I start to tell them,
They think I'm telling lies.
I say,
It's in the reach of my arms
The span of my hips,
The stride of my step,
The curl of my lips.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
I walk into a room
Just as cool as you please,
And to a man,
The fellows stand or
Fall down on their knees.
Then they swarm around me,
A hive of honey bees.
I say,
It's the fire in my eyes,
And the flash of my teeth,
The swing in my waist,
And the joy in my feet.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 51
Men themselves have wondered
What they see in me.
They try so much
But they can't touch
My inner mystery.
When I try to show them
They say they still can't see.
I say,
It's in the arch of my back,
The sun of my smile,
The ride of my breasts,
The grace of my style.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Now you understand
Just why my head's not bowed.
I don't shout or jump about
Or have to talk real loud.
When you see me passing
It ought to make you proud.
I say,
It's in the click of my heels,
The bend of my hair,
the palm of my hand,
The need of my care,
'Cause I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 52
About the poet: Born in 1928, Maya Angelou is a renowned African-American author and poet
best known for her series of autobiographies, including I Know Why the Caged Bird Sings.
Active in the civil rights movement of the 1960s, Angelou is a popular lecturer and a powerful
spokesperson for women and the black community.
Vocabulary
Phenomenal: Extraordinary, unusual; can also mean something experienced through the senses
rather than through thought
Comprehension Questions
What kind of poem is this? Comment on its structure.
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Explain the narrator’s mood and tone.
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What is the narrator proclaiming? What does she mean by ―phenomenal‖?
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What device does Angelou effectively use to convey her proclamation?
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What is the theme here?
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How does this poem apply to people’s understanding of women, and/or stereotypes about them?
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 53
Visualize it! Think about the images in this poem and draw what you see.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 54
Respond! Earlier you used two words to describe yourself. Now expand on this by explaining
how those two words are special to you and why. Write at least one full page. Love yourself
here – tell us how you shine!
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 55
Frustration! Condemnation!
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 56
Think and write about this: What does it mean to condemn or show frustration towards
something? Have you ever condemned anything or anyone?
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BABI YAR
By Yevgeni Yevtushenko
Translated by Benjamin Okopnik, 10/96
No monument stands over Babi Yar.
A steep cliff only, like the rudest headstone.
I am afraid.
Today, I am as old
As the entire Jewish race itself.
I see myself an ancient Israelite.
I wander o'er the roads of ancient Egypt
And here, upon the cross, I perish, tortured
And even now, I bear the marks of nails.
It seems to me that Dreyfus is myself.
The Philistines betrayed me - and now judge.
I'm in a cage. Surrounded and trapped,
I'm persecuted, spat on, slandered, and
The dainty dollies in their Brussels frills
Squeal, as they stab umbrellas at my face.
I see myself a boy in Belostok
Blood spills, and runs upon the floors,
The chiefs of bar and pub rage unimpeded
And reek of vodka and of onion, half and half.
I'm thrown back by a boot, I have no strength left,
In vain I beg the rabble of pogrom,
To jeers of "Kill the Jews, and save our Russia!"
My mother's being beaten by a clerk.
O, Russia of my heart, I know that you
Are international, by inner nature.
But often those whose hands are steeped in filth
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 57
Abused your purest name, in name of hatred.
I know the kindness of my native land.
How vile, that without the slightest quiver
The antisemites have proclaimed themselves
The "Union of the Russian People!"
It seems to me that I am Anna Frank,
Transparent, as the thinnest branch in April,
And I'm in love, and have no need of phrases,
But only that we gaze into each other's eyes.
How little one can see, or even sense!
Leaves are forbidden, so is sky,
But much is still allowed - very gently
In darkened rooms each other to embrace.
-"They come!"
-"No, fear not - those are sounds
Of spring itself. She's coming soon.
Quickly, your lips!"
-"They break the door!"
-"No, river ice is breaking..."
Wild grasses rustle over Babi Yar,
The trees look sternly, as if passing judgement.
Here, silently, all screams, and, hat in hand,
I feel my hair changing shade to gray.
And I myself, like one long soundless scream
Above the thousands of thousands interred,
I'm every old man executed here,
As I am every child murdered here.
No fiber of my body will forget this.
May "Internationale" thunder and ring
When, for all time, is buried and forgotten
The last of antisemites on this earth.
There is no Jewish blood that's blood of mine,
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 58
But, hated with a passion that's corrosive
Am I by antisemites like a Jew.
And that is why I call myself a Russian!
About the poet: Born in 1933, Yevgeny Yevtushenko is a Russian poet, author and playwright
who taught briefly at Queens College, CUNY. He wrote this poem in 1961 to memorialize the
mass murder of 33,771 Jews of Kiev at Babi Yar ravine over a two-day period in September of
1941.
Vocabulary
Perish: Die off; pass away
Philistines: Barbarians
Persecute: To pursue with harassing or oppressive treatment, especially because of religion, race,
or beliefs
Slander: Verbal attack; defamation; insult
Dainty: Delicate
Dollies: Low trucks or carts with small wheels for moving loads too heavy to be carried by hand
Brussels: City in Belgium, Europe
Frills: Luxuries, ornaments
Unimpeded: Clear, open, unrestrained
Rabble: Crowd
Pogrom: An organized massacre, especially of Jews
Vile: Evil
Quiver: Tremble, shake
Interred: Placed in a grave or tomb; buried
Corrosive: Harmful or destructive; to corrode is to eat or wear away at something (rust corrodes
metal)
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 59
Dryfus: Alfred Dryfus, a French officer, unfairly dismissed from service in 1894 due to trumped-
up charges prompted by anti-Semitism
Belostok: The largest city in northern Poland (also known as Bialystok). Belostok was the site of
the first and most violent Nazi pogroms, similar to the German Kristallnacht of 1938.
"Internationale": The national anthem of the Soviet Union
Comprehension Questions
What kind of poem is this? Comment on its structure.
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Interpret each stanza.
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 60
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What is Yevtushenko’s mood and tone?
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Write out the similes or metaphors and interpret them.
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What is the poet condemning?
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Write out phrases that describe the narrator’s emotions, beliefs or ideas.
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 61
Visualize it! Draw a picture based on the images in this poem.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 62
Respond!
Expand on the earlier question. Has anything recently happened to you that made you frustrated
or angry? Tell us all about it. We want to hear your voice. You matter! Start writing!
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 63
FOD!
Fear of Death…
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 64
Think and write about this: Is there anything in this life that scares you? What is it, and why
does it scare you?
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WHEN I have fears that I may cease to be
By John Keats
WHEN I have fears that I may cease to be
Before my pen has glean'd my teeming brain,
Before high-piled books, in charactery,
Hold like rich garners the full-ripen'd grain;
When I behold, upon the night's starr'd face, 5
Huge cloudy symbols of a high romance,
And feel that I may never live to trace
Their shadows, with the magic hand of chance;
And when I feel, fair creature of an hour!
That I shall never look upon thee more,
Never have relish in the faery power
Of unreflecting love;—then on the shore
Of the wide world I stand alone, and think,
Till Love and Fame to nothingness do sink.
About the poet: John Keats (1795-1821) was the last born of the English Romantic poets and,
at 25, the youngest to die. His popular works are noted for their sensual imagery.
Vocabulary
Charactery: A system of characters or symbols used to express or convey thought and meaning
Teeming: Crowded; packed
Garners: Granaries; storehouses for grain
Relish: Savor, enjoy, delight in
Faery: Fairy-like; magical
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 65
Comprehension Questions
What kind of poem is this? Comment on its structure.
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Interpret each quatrain.
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Interpret the couplet.
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What is the narrator’s fear?
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What is/are the theme(s)?
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 66
Visualize it! Think of the images this poem produces in your mind, and draw them.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 67
Respond!
Earlier, you were asked to think about what scares you. Now expand on that thought. Why do
you fear this thing/person/situation? What comes to mind when you think about it? What
conclusion have you come to about your fears?
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 68
Speak!
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 69
Think and write about this: Did you ever speak up for anyone? Or did you ever choose not to
speak up about something because it didn’t involve you?
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First they came for the communists, and I did not speak out
– because I was not a communist;
Then they came for the socialists, and I did not speak out
- because I was not a socialist;
Then they came for the trade unionists, and I did not speak out
- because I was not a trade unionist;
Then they came for the Jews, and I did not speak out
- because I was not a Jew;
Then they came for me
- and there was no one left to speak out for me.
----Martin Niemoller
About the poet: Martin Niemoller (1892-1984) was a Lutheran minister and early Nazi
supporter who was later imprisoned for opposing Hitler’s regime.
Vocabulary
Communist: Follower of the Communist political movement, which supports the idea of a society
without social classes, in which wealth is distributed according to need.
Socialist: Advocate of the socialist theory, which believes that all working for the good of the
community are equally entitled to the care and protection of the community. Different forms of
socialism stress either economic or social issues.
Trade unionist: Member of a trade union. Trade unions are associations of workers in any trade
who organize to protect their own interests (wages, work hours, etc.)
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 70
Comprehension Questions
What kind of poem is this? Note its structure.
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What poetic device does this poet use to convey the message of his poem?
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What do you think is the sole purpose and the central theme of this poem?
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 71
Visualize it! Draw a picture of the images you think about when you read this poem.
Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 72
Respond!
What injustice do you see in your community that you think should be addressed? What action
needs to be taken to make things right?
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Copyright Vera Borukhov and Veracity Learning Inc. 2010 http://www.veracitylearning.com | 73
The End
Thank you for making a decision to own this workbook that I diligently created for you to help make it
easier and more fun to understand and appreciate classic poems. I hope you enjoyed this workbook as
much as I enjoyed creating it for you.
Educationally and entrepreneurially yours,
Vera Borukhov
___________________________________________________________________________________
About Vera Borukhov: Vera is an entrepreneur, educator, and believer. She is the founder and
director of Veracity Learning Inc.
About Veracity LearningInc:
Veracity Learning Inc. provides tutoring and educational services for K-12th grade children.
Mission: Through one-on-one and group tutoring, Veracity Learning, Inc., educates truthfully to
reveal your child’s talents and/or genius. This ultimately improves their school and life
experience, making them self-sufficient and happy adults.
Vision: Every child has a special talent to share with the world.
Other workbooks in the Teens Talk Series that you may download on our website,
http://www.veracitylearning.com
Teens Talk Latin & Greek
Teens Talk Shakespeare