After Reading Practice and Apply -...
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After Reading Comprehension 1. Recall According to Steinbeck, why don’t soldiers talk about combat? 2. Summarize What physical changes does Steinbeck say happen during combat? 3. Summarize In Jarrell’s poem, what happens to the speaker? Literary Analysis 4. Examine Author’s Purpose Steinbeck uses the second-person you in his recounting of the physical effects of combat. Why do you think he chose this stylistic device? 5. Interpret the Poem In reference to his poem, Jarrell wrote that the gunner, who sat hunched up and revolved with the turret, looked like a fetus in the womb. Based on this information, how would you interpret the first four lines of the poem? 6. Analyze Tone and Imagery Skim the two selections, and make a list of notable images found in each work. Based on these images, what would you say is Jarrell’s attitude toward the ball turret gunner and his predicament? What is Steinbeck’s attitude toward combat and its effect on soldiers? Decribe the overall tone of each work. 7. Compare Texts Jarrell and Steinbeck address the topic of war from different angles and through different genres. Do you think the two authors offer consistent or conflicting accounts of what combat feels like? Support your opinion with details. 8. Evaluate Reading Strategies Look back at the notes you took as you read the essay and poem. For each work, which strategy was most useful in helping you understand the ideas and images presented? Literary Criticism 9. Critical Interpretations In discussing “The Death of the Ball Turret Gunner,” one critic stated, “In the combination of death and consciousness is the awakening and final recognition on the part of the gunner that he exists only to be a victim.” Based on your own reading of the poem, do you agree with this interpretation? Support your response. 1120 unit 6: contemporary literature SUNSHINE STATE STANDARD Literary Analysis Benchmark LA.1112.2.1.7 Analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader’s emotions. Practice and Apply 9. Some students may agree with the inter- pretation, noting that it captures the poem’s message about the destructiveness of war; other students may disagree with the interpretation, because the gunner must see himself as serving a purpose in combat beyond simply being a victim. After Reading Use these copy masters to check under- standing and provide extra support. RESOURCE MANAGER—Copy Masters Reading Check p. 31 Tone and Imagery p. 27 Question Support p. 32 Additional selection questions are provided for teachers on page 21. answers 1. Soldiers do not talk about combat because they do not remember it. 2. Soldiers experience a mixture of fear, adrenaline flow, and fatigue. Both body and mind are “ill and fevered” (lines 16–17). The skin feels “thick and insensitive” (lines 22–23). Objects appear slightly blurred. The senses deaden. 3. The speaker is killed during aerial combat. Possible answers: 4. Steinbeck uses second person in order to place the reader in the soldier’s shoes. This device makes the combat experience more vivid and immediate for readers. 5. Similar to a fetus awaiting birth, the gun- ner is crammed into a small space. Like a newborn violently thrust into the world, he is abruptly awakened to his surroundings. 6. standards focus Tone and Imagery Notable poem images: “hunched in its belly till my wet fur froze” (line 2), “the night- mare fighters” (line 4), “they washed me out of the turret with a hose” (line 5). Notable essay images: “eyeballs . . . so beaten that the earth and the air seem to shudder” (lines 31–32), “your whole body seems to be packed in cotton” (lines 42–43). Jarrell’s attitude is one of bitterness regard- ing the gunner’s expendability. Steinbeck’s tone suggests sympathetic understanding of the horrors that soldiers must endure. 7. Both authors convey the horror of war through grim detail, but Jarrell’s horrifying last line suggests a more negative and less understanding viewpoint than Steinbeck’s. 8. standards focus Adjust Reading Strategies Answers will vary but should be specific. 1120 unit 6: contemporary literature
Transcript of After Reading Practice and Apply -...
After Reading
Comprehension 1. Recall According to Steinbeck, why don’t soldiers talk about combat?
2. Summarize What physical changes does Steinbeck say happen during combat?
3. Summarize In Jarrell’s poem, what happens to the speaker?
Literary Analysis 4. Examine Author’s Purpose Steinbeck uses the second-person you in his
recounting of the physical effects of combat. Why do you think he chose this stylistic device?
5. Interpret the Poem In reference to his poem, Jarrell wrote that the gunner, who sat hunched up and revolved with the turret, looked like a fetus in the womb. Based on this information, how would you interpret the first four lines of the poem?
6. Analyze Tone and Imagery Skim the two selections, and make a list of notable images found in each work. Based on these images, what would you say is Jarrell’s attitude toward the ball turret gunner and his predicament? What is Steinbeck’s attitude toward combat and its effect on soldiers? Decribe the overall tone of each work.
7. Compare Texts Jarrell and Steinbeck address the topic of war from different angles and through different genres. Do you think the two authors offer consistent or conflicting accounts of what combat feels like? Support your opinion with details.
8. Evaluate Reading Strategies Look back at the notes you took as you read the essay and poem. For each work, which strategy was most useful in helping you understand the ideas and images presented?
Literary Criticism 9. Critical Interpretations In discussing “The Death of the Ball Turret Gunner,”
one critic stated, “In the combination of death and consciousness is the awakening and final recognition on the part of the gunner that he exists only to be a victim.” Based on your own reading of the poem, do you agree with this interpretation? Support your response.
1120 unit 6: contemporary literature
SUNSHINE STATE STANDARDLiterary AnalysisBenchmark LA.1112.2.1.7 Analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader’s emotions.
FL_L11PE-u06s21-arTurret.indd 1120 1/18/08 1:25:34 PM
writing toolsFor prewriting, revision, and editing tools, visit the Writing Center at ClassZone.com.
Reading-Writing Connection
grammar and styleESTABLISH VOICE Review the Grammar and Style note on page 1118. Voice is the unique way a writer uses word choice, sentence structure, and tone to express his or her personality or vision. John Steinbeck’s voice reflects his personal experience with war. It flows from his short sentences, straightforward tone, and sensory language suited to the somber nature of his subject.
The eardrums are tortured by blast and the eyes ache from the constant hammering. (line 21)
This is how you feel after a few days of constant fi ring. Your skin feels thick and insensitive. There is a salty taste in your mouth. A hard, painful knot is in your stomach where the food is undigested. (lines 22–24)
Notice that the examples include percussive-sounding words that reflect the pain of combat. The short sentences give the impression that all information provided is essential and honest.
PRACTICE In the following sentences, revise the sentence structure and word choice to match Steinbeck’s voice. Note how the revisions made to the example help to capture Steinbeck’s voice.
example
Like a jackhammer pounding at solid concrete, the TV announcer gabson and on, creating perpetual background noise that pollutes our homes.The TV announcer talks on, creating a persistent, polluting noise.
1. The announcer chooses a topic, pushing it and pushing it as if it were bread dough, then kneading it into yet a new shape.
2. Must we sit there like zombies and put up with this endless chatter as though there were no alternative?
why soldiers won’t talk / the death of the ball turret gunner 1121
PERSUASIVE ESSAY Think about the adjustments veterans must make when they return from combat. What does society do to help ease their transition back into civilian life? What else do you think could be done? Write a three-to-five-paragraph essay on the importance of supporting veterans during this time of transition. Include specific suggestions of ways this might be effectively achieved.
A convincing essay will . . .• include information about
current practices for helping veterans
• give reasons why your sugges-tions will make a difference
• establish a tone that helps persuade your readers
writing prompt self-check
SUNSHINE STATE STANDARDWriting ProcessBenchmark LA.1112.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation.
FL_L11PE-u06s21-arTurret.indd 1121 1/18/08 1:25:36 PM
Practice and Apply
9. Some students may agree with the inter-pretation, noting that it captures the poem’s message about the destructiveness of war; other students may disagree with the interpretation, because the gunner must see himself as serving a purpose in combat beyond simply being a victim.
After ReadingUse these copy masters to check under-standing and provide extra support.
RESOURCE MANAGER—Copy MastersReading Check p. 31Tone and Imagery p. 27Question Support p. 32Additional selection questions are provided for teachers on page 21.
answers 1. Soldiers do not talk about combat because
they do not remember it. 2. Soldiers experience a mixture of fear,
adrenaline flow, and fatigue. Both body and mind are “ill and fevered” (lines 16–17). The skin feels “thick and insensitive” (lines 22–23). Objects appear slightly blurred. The senses deaden.
3. The speaker is killed during aerial combat.Possible answers: 4. Steinbeck uses second person in order to
place the reader in the soldier’s shoes. This device makes the combat experience more vivid and immediate for readers.
5. Similar to a fetus awaiting birth, the gun-ner is crammed into a small space. Like a newborn violently thrust into the world, he is abruptly awakened to his surroundings.
6. standards focus Tone and Imagery Notable poem images: “hunched in its belly till my wet fur froze” (line 2), “the night-mare fighters” (line 4), “they washed me out of the turret with a hose” (line 5). Notable essay images: “eyeballs . . . so beaten that the earth and the air seem to shudder” (lines 31–32), “your whole body seems to be packed in cotton” (lines 42–43). Jarrell’s attitude is one of bitterness regard-ing the gunner’s expendability. Steinbeck’s tone suggests sympathetic understanding of the horrors that soldiers must endure.
7. Both authors convey the horror of war through grim detail, but Jarrell’s horrifying last line suggests a more negative and less understanding viewpoint than Steinbeck’s.
8. standards focus Adjust Reading Strategies Answers will vary but should be specific.
1120 unit 6: contemporary literature
After Reading
Comprehension 1. Recall According to Steinbeck, why don’t soldiers talk about combat?
2. Summarize What physical changes does Steinbeck say happen during combat?
3. Summarize In Jarrell’s poem, what happens to the speaker?
Literary Analysis 4. Examine Author’s Purpose Steinbeck uses the second-person you in his
recounting of the physical effects of combat. Why do you think he chose this stylistic device?
5. Interpret the Poem In reference to his poem, Jarrell wrote that the gunner, who sat hunched up and revolved with the turret, looked like a fetus in the womb. Based on this information, how would you interpret the first four lines of the poem?
6. Analyze Tone and Imagery Skim the two selections, and make a list of notable images found in each work. Based on these images, what would you say is Jarrell’s attitude toward the ball turret gunner and his predicament? What is Steinbeck’s attitude toward combat and its effect on soldiers? Decribe the overall tone of each work.
7. Compare Texts Jarrell and Steinbeck address the topic of war from different angles and through different genres. Do you think the two authors offer consistent or conflicting accounts of what combat feels like? Support your opinion with details.
8. Evaluate Reading Strategies Look back at the notes you took as you read the essay and poem. For each work, which strategy was most useful in helping you understand the ideas and images presented?
Literary Criticism 9. Critical Interpretations In discussing “The Death of the Ball Turret Gunner,”
one critic stated, “In the combination of death and consciousness is the awakening and final recognition on the part of the gunner that he exists only to be a victim.” Based on your own reading of the poem, do you agree with this interpretation? Support your response.
1120 unit 6: contemporary literature
SUNSHINE STATE STANDARDLiterary AnalysisBenchmark LA.1112.2.1.7 Analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader’s emotions.
FL_L11PE-u06s21-arTurret.indd 1120 1/18/08 1:25:34 PM
writing toolsFor prewriting, revision, and editing tools, visit the Writing Center at ClassZone.com.
Reading-Writing Connection
grammar and styleESTABLISH VOICE Review the Grammar and Style note on page 1118. Voice is the unique way a writer uses word choice, sentence structure, and tone to express his or her personality or vision. John Steinbeck’s voice reflects his personal experience with war. It flows from his short sentences, straightforward tone, and sensory language suited to the somber nature of his subject.
The eardrums are tortured by blast and the eyes ache from the constant hammering. (line 21)
This is how you feel after a few days of constant fi ring. Your skin feels thick and insensitive. There is a salty taste in your mouth. A hard, painful knot is in your stomach where the food is undigested. (lines 22–24)
Notice that the examples include percussive-sounding words that reflect the pain of combat. The short sentences give the impression that all information provided is essential and honest.
PRACTICE In the following sentences, revise the sentence structure and word choice to match Steinbeck’s voice. Note how the revisions made to the example help to capture Steinbeck’s voice.
example
Like a jackhammer pounding at solid concrete, the TV announcer gabson and on, creating perpetual background noise that pollutes our homes.The TV announcer talks on, creating a persistent, polluting noise.
1. The announcer chooses a topic, pushing it and pushing it as if it were bread dough, then kneading it into yet a new shape.
2. Must we sit there like zombies and put up with this endless chatter as though there were no alternative?
why soldiers won’t talk / the death of the ball turret gunner 1121
PERSUASIVE ESSAY Think about the adjustments veterans must make when they return from combat. What does society do to help ease their transition back into civilian life? What else do you think could be done? Write a three-to-five-paragraph essay on the importance of supporting veterans during this time of transition. Include specific suggestions of ways this might be effectively achieved.
A convincing essay will . . .• include information about
current practices for helping veterans
• give reasons why your sugges-tions will make a difference
• establish a tone that helps persuade your readers
writing prompt self-check
SUNSHINE STATE STANDARDWriting ProcessBenchmark LA.1112.3.3.1 Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation.
FL_L11PE-u06s21-arTurret.indd 1121 1/18/08 1:25:36 PM
differentiated instruction
Reading-Writing Connectionwriting promptSuggest that student pairs use a Cluster Diagram to help them brainstorm effective ways that society can ease veterans’ return to civilian life. Urge students to consider occupa-tional, educational, financial, and other forms of assistance. To help students get started, have them conduct brief research into current practices for helping veterans.
BEST PRACTICES TOOLKIT—TransparencyCluster Diagram p. B18
For writing support, see Writing Center at ClassZone.com
grammar and stylePoint out that the concepts of voice and tone are similar in many ways for writing and speaking. To illustrate this, suggest that stu-dents compare the tone of their oral response to a teacher’s question with their response to the same question posed by a peer. How might their choice of language differ? How might they vary the length and structure of their sentences? Possible answers: 1. The announcer picks a topic. Then he jabs
and jabs at it as if he were kneading dough, pounding it into a new shape.
2. We don’t have to sit and listen like lifeless zombies. We don’t have to put up with this machine-gun fire chatter. We have a choice.
RESOURCE MANAGER—Copy Master Establish Voice p. 33
Assess and ReteachAssess
RESOURCE MANAGER—Copy MastersSelection Test A pp. 35–36Selection Test B/C pp. 37–38
Test Generator CD
Reteach
STANDARDS LESSON FILELiterature Lessons 26, 40, 43Reading Lesson 4Writing Lessons 29, 39, 42, 43
for less–proficient writersWriting Support • Help students identify likely research
resources, such as Web sites for the Veterans’ Administration and veterans’ advocacy groups.
• Suggest that students begin with a strong thesis statement clearly expressing their views about society’s need to help veterans.
• Urge students to use outlines to plan their essays.
• Have students support their opening state-ment with specific reasons and facts.
• Ask students to write at least two body paragraphs giving concrete suggestions for assistance to veterans. Have them explain why each suggestion will make a difference.
• Suggest that students read their drafts aloud to a small group and ask for feedback.
BEST PRACTICES TOOLKIT—TransparencyOutline p. B19
why soldiers . . . /. . . gunner 1121
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