Example ‘o— Esha Frome—Prologue Prologue Vocabulary Bay (11)-ahorse Bleak (11) ~ dreary, miserable ‘Tacitumnity (12) ~ quiet, reserved Sardonicaly (13) mocking, soeering Degenerate (14) ~ showing evidence of decline Garson (15) troops CCapiuaing (15) - giving vp, surendesing eleagured (15) ~ under siege, facing difficulties Innocuous (16) — not harmful or offensive Propcetar (17) ~the owner ofa business Melancholy (19) sad, depressed Sentient (19) ~able to fel things, conscious, alert, Aggrieved (20) ~ upset, angry Resentinnt (20) ~ anger, bitterness Exanimate (22)— showing no sign of life ‘Forlom (23) pitifully sd and abandoned or lonely Reticence (24) ~ reserved, shy, quiet ‘Querulously (26) — full of complaintsEnglish 11CP ee Bihan Frome by Edith Wharton Questions: Prologue 1, Describe Ethan Frome as he is first seen by the narrator. pq. {I-13 9 but the run of @ man leak ; UNapproachabl mast striking figute aed ghz 2b 7) einan 1 @ broken man lame id (3) ‘who had once been powerful. careless power a He is weatrured, aged, and 2. Why bas Ethen remained in Starfield? beaten up by his life dnd had to toxe Sane o his falks rr te experiences ronment bs farst his fatter, then mates, When wht gauss hes ent rs. Zeera frame 15 Sick py. 12 eter 6S rg (and Fay smash-up many winters” PP? (orcas 3 What medphors does the narrator use to desribe winter in Started? aye topped Compares winter ‘to a military seige aking fim Sjarkhidd pg. 19-16 4, How does the narrator finally meet Ethan Frome? Needs & ride 10 the train 5. What is the narrator able to learn about Ethan during their daily rides? left Starkfeld for a time + hos an interes in science / learnin longs for life outside of Storkfteld Chis dreams / ambitions) 6. Descibe the Frome house as seen by the narrator, Missing “he important “L” Structure > essenhol fo New Engiand farm life 7. To what does Ethan attribute his mother’s death? loneliness > one Couldn't adapt 10 iMe Isolanon when the “froIns prevented People from Passing ine farmName: ‘Read the passage below. Underline/highlight any words or phrases that deseribe Ethan Prome's character. Then anawer the question on the back. It was there that, several years ago, I saw him for Yeachon & narrector - Tirst Clue rat Mure 1S the first times and the sight pulled me up sharp. Even Sm then he was the mos(Striking figure in Starkfield, > srands out though he was but thefuimef a man. It was not so peop from much bis great height that marked him, forthe | {shensoe Hail + tans “natives” were easily singled out by their lank “s 4es longitude from the stockier foreign breed: it was the i (careless powerful lookjhe had, in spite of alamenes3> ie Simine > comparing Ethan's Wolk %0 puting /jerKmg, & chain in} checking encl step like dh jerk hain, "There was something{bleaf>andinapproachabte in his face, and grad, oy he was sestiffenddandrizzied that I took him for an <@ld mamand was surprised to hear that he was not more thamtifty-two> (11) Can tel he wos once 0 differen’ Life experience Os Chaoaed him, 4‘Name: initrauiy.. finds it beoutt During the early part of my stay Ihad been struck by the contrast between ife orposit 2 orpeue the[Witality ofthe climatgJand thefieadness of the community} Day by day, Ain oF winter nows were over, a blazing Blup sky poured down torrents Zolor landscape, which gave them back in an intenser glitter. One would have supposed that such an atmosphere must quicken the gy mene) ‘emotions as well as the blood; but it seemed to produce no change except that aan of retarding still more the sluggish pulse of Starkfield. When I had been there set get 98t a little longer, and had seen this(phase of crystal clearness followed by tone _c_ontrane a pose cFebruady had pi stretches of sunféss cold; when the storms of tents about the devoted village and the wild caval nds had perso! at Ghargedjown to their support; I began to understand why Starkfield nop gyrate ‘body of troops rin ‘tee als n 7 i, Surrender er emerged from its six months’ siege ep starved garrison capitulating " without quarter. Twenty years earlier the means of¢&istancd)nust have been v Winker yn_ contre oF poopie’ 8S ~ cutting then OFF from ener JTin| Sar fewer, and theeéemy in commamy of almost all the lines of acess between ai nde §\ eater (HH ag pelts images: and considering these things, felt the sniste forse \ of Harmon’s phrase: “Most of the smart ones get away.” (Wharton 15) pave, 1 Pon ttt 0 rund fo eScope ds ites wmers is Naeeed ave Heesh epee H profourd sitters org Hie CordeName: Key Ke Y on te |sow then thatthe unusually@rioajand stunted lok ofthe house was partly due to the loss of what is known in New England as the “L": that long deep-rooted ‘adjunct usually built at right angles to the main house, and connecting it, by way of storerooms and tool-house, with the waod-sHed and eai-barn, Whether because of itseSymbolic seniseythe image it presents of a life linked with the soil, _ “ie ith, and enclosing in itself the chief sources of warmth and nourishment, or whether ae merely because of the seri ‘thought that It enables the dwellers in that ct harsh climate to get to their it facing the weather, itis a ita certain that the “L” rather than the house itself seems to be thecntréthe actual hearth-stone of the New England farm. Perhaps this connection of ideas, which jitter conrred ome in my rambles thou Stal, caused mem pear) aya iN ate in Frome’s words, and to see n the diminished dwelingthe mage of | \ ne ‘own shrunken body. (Wharton 23) ‘Whats the purpose of the “L? structure? Connect main house to wood -sShed + barn ‘What does it symbolize? ~ hfe unked to Sort —neuribhment = warmth ‘What docs it allow farmers to do? srerd 0 fare without gong outside ‘What woa be he tects of removing this sueture, both symbolically and pratly? farmers wodld have to face harsh elements = removal of warmth, life, no center ‘Why does tae narrator make & connection between the missing “L” structure and Ethan? Ether | missing on esseonal part of him Hers cold, lacking Me /vrlaity G incomprereness. ‘Disconnect*ityou were to each his lesson agin, what would you keep and what would you change? How an you incorprate the primary fedback given by your SP & PS? Submit detailed -2 pase respons otess questions (graded according lo the same rtra as journal etl) Ie wereto teach ti esson aga, there are several changes I would want to make, although they would be contingent in large par, onthe evel and overall dynamics ofthe clas 1 was caching this poem to. I would wat to eepa sini objetiv, iat the same one exaly, and I may use this main atvty of TPCAST group woe again but with alterations. To begin wih, I would be more pointed in my introduction ofthe poem “I Heard Fly Buzz When I Died" As noted, I would work on strengthening my hook opiqu students? inter telling ten that we would be reading a nique pon about death, I would comme te topic of death and Dickinson's overall mesage of uncertainty about what happens ar death (thou giving oo much avay) to their own ive. This may be challenging depending onthe class, and woul be crept to upsct sadn for whom this may be particularly upsettng. MADR top, but woul tempt to appeal o them inthe sense that we will share his expeience pax sony erty he ay cn Pg rede en Cy 7 woul also make iteaser . this brief discussion would not only help capture students” attention, for them to draw the conclusion ofthe overall theme ofthe uncertainty of death atthe end of our tivity. I wouldthen have volunters read the poem aloud we could listen to it as class Following this reading, we could tackle the proces of paraphrasing cach stanza together asa lass to ensure tat when we broke off into groups everyone had the same foundation for understanding waat his poem is about, (Once students were in their groupe, if was working wih a similar class end time ‘constraint, I would breakup the TPCAST chast analysis inthe very begining, rather than saving it forthe end. For instance, when groups got together, I would immediately tell them one or tocetons of the chart hat hey wold be response fing out and teaching othe as. 1 soul sl erent by dciirg which groups were asin which wks Focusing ter atenton to one o vo aks ad aking them oak onthe utile esponsibility of eshing \y tiles might encourage students io despe thinly and concette on the cv. woud lak thn toad ter ote to th board bt ght oj version of their TPCAST sheet onthe smarts tents n ei Seas could se exaly whee they shoul we ang tthe ovm nes. -Afterthisavty was concluded and stdets derstood how the various pats ofthe poem (nguage devices) contibutedto te whol meaning (Dem, T would il give them an exile aking thm tocol te signee of sme of these teary devices I wold wast to make sue that each individual student had grasped the concepts that only one or two groups nay ave discussed directly in heir groups and thus besa responsible for presenting. I would need to make sure that between ter explanation and my own clarification, all students in the class understood the use of synesdoche and irony. As noted, in order to achieve this goal would need to make slight changes to the wording ofthe exit ticket I gave asking students to ‘deni he significance of symetdoche and irony in the poem. I would sso courage them to ‘work on the exit tcket until the bell rang so they may feel compelled to give more complete answers. They could then drop off their ticket in a designated spot by the door on their way out.