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POEM BY AUDRE LORDE POEM BY PAT MORA Home / Poem by Audre Lorde Poem by Pat Mora
Spanish and English. She has written several books of poetry, as well as children's books and essays. Mora takes pride in being a Hispanic writer. She...
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Poem by Audre Lorde Poem by Pat Mora Audre Lorde (1934–1992) was born in New York City and found early success in writing poetry. Lorde used poetry as a means of expression and a way to communicate. She became a published author when a popular magazine published one of her poems while she was still in high school. In addition to poetry, Lorde also wrote acclaimed essays and novels. She won many important awards for her writing and worked to support several social causes close to her heart. Toward the end of her life, Lorde took the African name Gamba Adisa, which is believed to mean “she who makes her meaning clear.” Pat Mora (b. 1942) was born in El Paso, Texas. She comes from a Mexican American family and considers herself fortunate to be bilingual and have the ability to write in both Spanish and English. She has written several books of poetry, as well as children’s books and essays. Mora takes pride in being a Hispanic writer. She says that she will continue to write and to struggle to say what no other writer can say in quite the same way she can. Family, Mexican American culture, and the desert are all important themes in Mora’s work. ©nuttakit/Shutterstock SETTING A PURPOSE Both of these poems focus on communication during adolescence. As you read, think about the subject and how it is presented from two different points of view. How is the message in each poem communicated to readers? Poems 229 Hanging Fire Poem by Audre Lorde 10 15 20 25 30 35 I have to learn how to dance in time for the next party my room is too small for me suppose I die before graduation they will sing sad melodies but finally tell the truth about me There is nothing I want to do and too much that has to be done and momma’s in the bedroom with the door closed. Nobody even stops to think about my side of it I should have been on Math Team my marks were better than his why do I have to be the one wearing braces I have nothing to wear tomorrow will I live long enough to grow up and momma’s in the bedroom with the door closed. 230 Collection 4 ©nuttakit/Shutterstock 5 I am fourteen and my skin has betrayed me the boy I cannot live without still sucks his thumb in secret how come my knees are always so ashy what if I die before morning and momma’s in the bedroom with the door closed. Teenagers Poem by Pat Mora 5 One day they disappear into their rooms. Doors and lips shut, and we become strangers in our own home. I pace the hall, hear whispers, a code I knew but can’t remember, mouthed by mouths I taught to speak. 10 15
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A WoRLd oF PoSSiBLE - Pat Mora Together the essays tell a profound story of what reading makes possible: the best of everything that helps us ...... and I couldn't hold a thread and needle for more than two seconds, so it was a perfect match and kept ...... Empire State Building a
Years later the door opens. I see faces I once held, open as sunflowers in my hands. I see familiar skin now stretched on long bodies that move past me glowing almost like pearls. ©nuttakit/Shutterstock COLLABORATIVE DISCUSSION Both speakers address the idea of a lack of communication between parents and children. With a partner, discuss what might be the cause of this lack of communication. Cite specific evidence from the texts to support your ideas. Poems 231 EL A RL.8.1, RL.8.2 ELD PI.8.6 Make Inferences Both “Hanging Fire” and “Teenagers” are poems about adolescence, but they offer starkly different points of view—in part because the speakers in the poems are quite different. In poetry, the speaker is the voice that “talks” to the reader and shares his or her point of view, similar to the narrator in a story. A poem’s speaker may or may not be the poet. Often readers must make an inference, or logical guess based on text clues and their own knowledge and experience, in order to identify a poem’s speaker. For example, in “Teenagers,” text clues help readers figure out that the speaker is an adult, probably a parent or guardian, commenting on the behavior of a child becoming a teen. Text Clues “One day they disappear into their rooms. . . . and we become strangers.” What You Know from Experience Teens often spend time in their rooms. The adults in their lives don’t understand them. Inference about the Speaker a parent or guardian who feels out of touch with a teenaged child As you continue to analyze the two poems, think about what text-based inferences you can make about each speaker and his or her point of view. Determine Theme EL A RL.8.1, RL.8.2 ELD PI.8.6 Readers also may need to make inferences about themes in a poem. A theme is a message about life or human nature that a writer shares with readers. A theme usually is developed over the course of a poem, rather than stated directly at the beginning or end. Sometimes the lesson a speaker or character learns is a sufficient clue to help readers determine theme. Other elements within the text should be considered as well. t t t t
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Pay attention to text details as you dig deeper into the poems. Use text clues to determine the themes in each poem and to analyze how those themes are developed through word choice, imagery, and the speaker. 232 Collection 4
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eBook EL A RL.8.1, RL.8.2, RL.8.4, RL.8.5, W.8.9a, SL.8.1a, SL.8.4, SL.8.6 ELD PI.8.1, PI.8.6, PI.8.8, PI.8.9 Analyzing the Text Cite Text Evidence Support your responses with evidence from the texts. 1. Infer Figurative language in which human qualities are given to an object, idea, or animal is called personification. What does the example of personification in the first stanza of “Hanging Fire” reveal about the speaker? 2. Infer Reread lines 1–7 of “Hanging Fire.” Based on these lines, what inferences can you make about the speaker of the poem? 3. Analyze Reread lines 19–21 of “Hanging Fire.” What does the contradiction or inconsistency expressed in these lines suggest about the speaker? 4.
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Analyze Several themes are touched on in “Hanging Fire.” Identify and explain one or two of these themes, using text evidence as support. 5. Interpret A simile is a figure of speech that compares two unlike things using the word like or as. Identify a simile Mora uses in “Teenagers” that suggests what the speaker’s grown children are like. 6. Compare The speaker in each poem has a specific point of view, or position about the subject matter of the poem. Tell one way the points of view are similar and one way they are different. Speaking and Listening Work with a partner to prepare a dramatic reading of one of the poems. Begin by discussing the impact of the poet’s word choices. Practice reading each line of your chosen poem in a way that conveys what you think it means. Then share your dramatic reading with the class. PERFORMANCE TASK Speaking Activity: Response to Literature Compare and contrast the two poems. t In a small group, work together to create Venn diagrams that show the similarities and differences between the poems’ speakers, themes, and points of view. t Then each group member should deliver a short speech in which she or he reflects on the advice the speaker in each poem might give to the other. Include text evidence from the poems to support your thoughts. Poems 233
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Page 1 Page 2 Page 3 Page 4 Question 2 (Sexton Poem) In the poem In the poem, Sexton says âThink of the difference it made!â(line 4), âAdmire his wings!â(line 9), âWho cares that he fell back to the sea? â(line 12). How do these lines show her attitude about Icarus and his death? Use details m her poem
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