Quote, Paraphrase, Summarize

Quote, Paraphrase, Summarize

What is the difference? 

file:///Users/thi46030/Desktop/ParaphrasingQuotingSummarizing.pdf

I found this chart to be helpful when determining the difference between quoting, paraphrasing, and summarizing.  The link above will take you to the a source from Grace Huaenstein Library.

Point of View

http://www.mesacc.edu/~paoih30491/PointofView.html

Endangered by Eliot Schrefer Literary Analysis Response Journal

Summarizing

When we summarize a story, we find all the main ideas of the story. Together, all of the main ideas of the story are called the summary. The summary is a shortened version of the story.

Character Traits

Protagonist/ Antagonist

Endangered by Eliot Schreffer Book Trailer

Here we go!  Watch the trailer then be ready to listen to Chapter One.  I'm so so So excited to read this book with you.  As I've been telling you all fall, this book was my ABSOLUTE VERY FAVORITE read of the summer :0).  

          

Building Background Collaborative Research for Endangered by Eliot Schrefer

Let's get ready to read Endangered by Eliot Schrefer! You will each help us research by gathering information and creating a slide that will give our group background about the Congo, bonobos, and the people who help to bring awareness about them.

GHO with Lynda Mullaly Hunt

http://youtu.be/l5Dz9OeQX58

Theme

The theme of a story is the moral message or lesson of a story.

THE MESSAGE

The Main Idea of a story tells what it is mostly about.

(One Sentence Summary)

Below is our anchor chart that illustrates the difference.

Listen to Lynda Mullaby Hunt Read Aloud Chapter 50

Red Herring

Red Herring

• A red herring is used in mysteries and thriller stories to distract the reader from identifying the real culprit. 
• The red herring in a story can take the form of characters that the reader suspect, but who turn out be innocent when the real murderer is identified. 
• It aims at keeping the readers guessing at the possibilities until the end and therefore keeps them interested in the story. 
• The readers enjoy solving the mysteries created by red herrings in the story. Undoubtedly, it would be difficult to keep the reader’s interest, if we knew which way the plot would go from the start.

One for the Murphy's isn't a mystery or a thriller, but the author does use red herring to hook her reader.  

• Do you think Carley will stay with the Murphys or go back to live with her mother?
• What text evidence does the author use to lead you to a conclusion?

Symbolism

SYMBOLISM 

Symbolism is giving special meaning to objects, things, relationships or events. 

Symbols are objects, things, places, characters, figures, events, sounds or colors used to represent abstract ideas or concepts. A symbol is the physical representation of a concept or an idea. 

Symbolic Significance is the meaning or understanding beyond symbols. 

What do we need to know so we can have a better Understanding of Symbolism?

1. Symbols are tangible (touchable) objects that represent intangible (untouchable) ideas. 
2. Something that is tangible is concrete. Something that is intangible is abstract. 
3. Nouns are people, places, objects, and things which are concrete—physical. 
4. Nouns are also concepts and ideas which are abstract—not physical. 
5. Symbols are concrete or literal items that represent abstract or symbolic ideas. 

Symbol  Tangible Concrete Literal     We can see, touch, hear, taste, or smell the object  Object  a book  a tree sneakers

Symbolic Significance or Meaning       Intangible      Abstract      Symbolic       We cannot use our 5 senses What it Represents knowledge, education, history growth, strength, roots  going places

Conflict

CONFLICT 

The plot of almost any story centers on conflict. A conflict is a struggle between opposing forces. 

There are two main kinds of conflict: external and internal. 

External Conflict

When a character faces an outside force this is known as external conflict. During the course of a story, characters may face numerous types of outside forces. The outside force may be another character, or a group of people promoting their beliefs, or even be the forces of nature (storm, plague, drought).   Man against Man   Man against Nature  Man against Society   Man against the Supernatural   Man against Technology  Man against the Unknown  Internal Conflict  A struggle that takes place in a character’s mind is called an internal conflict. They character has to make a moral decision—to choose between what is considered right and what is considered wrong. Sometimes a character has to make a choice where there are two equally unlikeable solutions but the choice has to be made. When a character experiences these emotions and feelings and must come to a decision on one’s own, he or she is experiencing an internal conflict.   Man against Himself  The Importance of Conflict  Without conflict there is no story!  Conflict is the driving force behind a story’s plot and creates the action, builds the suspense, and ultimately relieves the tension in a climatic turning point.  Conflict is absolutely necessary to every story.  In short stories, there is usually one major conflict.  In novels there could be several conflicts.  By the end of story, the complication or major conflict should be resolved. Either the protagonist has failed or succeeded in overcoming the obstacles set before him or her.  Discovering Conflict while Reading  1. Identify the main characters—protagonist, antagonist  2. Decide what the complication or major conflict(s) are  3. Look for steps the protagonist takes to resolve the conflict  4. Are there many minor or subsequent conflicts?  5. Watch for foreshadowing clues and try to predict what the characters will do  6. Enjoy the buildup of tension and suspense  7. Has the main character failed or succeeded?  8. Is the conflict finally resolved?

Showing Appreciation for Our Veterans

Veterans Day is soon approaching.  It is an important day reserved for remembering, honoring, and showing gratitude to our nation's veterans.  A veteran is a person who has served honorably on active duty in the armed forces of the United States.

Below is a short video about the history of Veterans Day:

On Friday, November 7, our school will have a program led by our music teacher, Mrs. Winger, to honor veterans in our community.  Many of our 5th graders are singing,  and all of them are creating a card that will be given to a guest veteran showing our gratitude for their service.  Big jobs!  How do we even begin to say thank you for the gifts they have given to us?

Below are videos that warmed my heart.  Watch one or watch them all.

What are you feeling after watching them?

What would you like to tell a veteran?

In what ways could you thank our veterans?

After watching the videos, create a card showing your appreciation for our veterans.

One for the Murphys Response Journal

One for the Murphys Reading Response Journal

Click on our blogroll to view 5th grader's online response journals. 

Check back daily.  As they add entries, their journals will automatically update online.

Signposts: Aha Moment

Aha Moment

When you're reading and suddenly a character realizes, understand, or finally figures something out. You should always stop and ask yourself: 

"How might this change things?"

If the character figured out a problem, you probably just learned the conflict.
If the character understood a life lesson you probably just learned the theme.

Let's Practice

Listen and read along with this online version of Somebody Loves You, Mr. Hatch by Eileen Spinelle

• Stop and ask yourself, "How might this change things?" 
• How does your answer to the question help you determine the conflict or theme?

Signposts: Contrast/Contradiction

Contrasts and Contradictions

When you're reading and a character says or does something that's opposite what he has been saying or doing all along.  You should always stop and ask yourself: 

"Why is the character doing that?"

The prediction could help you make a prediction or make an inference about the plot and conflict.

Let's Practice

Read this online version of Cloudy Chance of Meatballs by Judi Barrett.

• Stop and ask yourself, "Why is the character doing that?" 
• How does your answer to the question help you infer about the plot and conflict.

Read the story Cloudy with a Chance of Meatballs from Vararat120

Signposts: Words of the Wiser

Words of the Wiser

When you're reading and a character (who's probably older and wiser) takes the main character aside and gives serious advice.  You should always stop and ask yourself: 

"What's the life lesson and how might it affect the character?"

Whatever the lesson is, you've probably found a theme for the story.

Let's Practice

Listen and read along with this online version of First Day Jitters by Julie Danneberg

• Stop and ask yourself, "What's the life lesson and how might it affect the character?" 
• How does your answer to the question help you find the theme?

Signposts: Memory Moment

I Memory Moment

When you're reading and the author interrupts the action to tell you a memory flashback.  You should always stop and ask yourself: 

"Why might this memory be important?"

The answers will tell you about the theme, conflict, or might foreshadow (a hint of the future) what will happen later in the story.

Let's Practice

Listen to the The Wall by Eve Bunting then

• Stop and ask yourself, "Why might this memory be important?" 
• How does your answer to the question help you find the theme, conflict, or foreshadow what will happen later in the story?

Signposts: Tough Questions

Tough Questions

When you're reading and the character asks himself a really difficult question.  You should always stop and ask yourself: 

"What does this question make me wonder about?"

The answers will tell you about the conflict and might give you ideas about what will happen later in the story.

Let's Practice

Listen to Knots on a Counting Rope by Bill Martian Jr..

• Stop and ask yourself, "What does this question make me wonder about?" 
• How does your answer to the question help tell you about the conflict and give you ideas about what will happen later in the story?

Signpost: Again and Again

Again and Again

When you're reading and you notice a word, phrase, object or situation mentioned over and over. You should always stop and ask yourself: 

"Why does this keep showing up again and again?"

The answers will tell you about the theme and conflict, or they might foreshadow (hints of the future) what will happen later.

Let's Practice

Listen and read along with this online version of Fly Away Home by Eve Bunting.

• Stop and ask yourself, "Why does this keep showing up again and again??" 
• How does your answer to the question help you find the theme or conflict?

One for the Murphys Predictions

Turn and Talk

Look at the cover. 

• Can you draw any conclusions about the girl?
• Are there any objects on the cover that you wouldn't expect?
• What do you think they could mean?
• Do you have any predictions about the title?
• Who are the Murphys?

Watch the Book Trailer

• Is there anything you want to add to your prediction?

One for the Murphys Reading Response Journal

One for the Murphys Reading Response Journal

Click on our blogroll to view 5th grader's online response journals. 

Check back daily.  As they add entries, their journals will automatically update online.

GRA 2014

October 6th!

Global Read Aloud

Our class book is...

One For the Murphy's by Lyndy Mullaly Hunt

We're super pumped be connecting with classrooms across the country.   

Check back here daily (Blog List) to read our responses to the book. :0)

The first few weeks of the new school year have passed and it's always a freeing feeling when things finally fall into a routine.  I'm even able to steal a few minutes to read again, something I haven't been able to do since summer vacation.

Two books I'd like to share are: 

A Crooked Kind of Perfect by Linda Urban

It is WONDERFUL.  Zoe is an 11 year old with a dream of performing classical music on a grand piano, wearing a sparkling gown and diamond tiara. When her dad finally takes her shopping for a piano, he instead ends up buying her an organ. Disappointed, she takes lessons anyway.  Her life is far from perfect as we learn about her issues with friends, her father's disability with anxiety, and her mother's work driven attitude.  Does Zoe's dream ever come true? You'll close this book with a smile and full heart!

   Reading in the Wild by Donalyn Miller

I finished The Book Whisperer in July and immediately ordered Donalyn Miller's new book, Reading in the Wild.  I LOVE, LOVE, LOVE this book just as much as I love The Book Whisperer.  This book gives strategies and advice about how to turn kids into wild readers- wild readers who have lifelong reading habits.  

I appreciate how Donalynn uses her personal experiences to demonstrate what lifelong reading habits are.  My favorite take away was the status of the class.  As I implement this into my reading block, I am amazed at the power it brings.  It holds the kids accountable to read, really read, during their independent reading time.  It introduces new books to students who frantically add them to their books to read list.  It gives me a glimpse into what genres are being read and when.  I'm anxious to get their blogs going.  I know they'll have a lot ot say!

Summer Reading- Teacher Style!

The Book Whisperer by Donalyn Miller:  I don't know how this book escaped me when it first came out?  By far, THE best read of my life.  I've been playing this teacher game for over 20 years and have been on just about every literacy bandwagon my district has implemented.  This book made total sense.  It is jam packed with strategies that make readers, READERS.  Loved the 40 book challenge, the omitted home reading contract, the readers response ideas… actually everything. 

Teach Like a Pirate by Dave Burgess: Dave Burgess inspires you to teach like a pirate, unafraid to try new things- to teach with passion, immersion, rapport, ask and answer, transformation, and enthusiasm.  The second half of his book is loaded with strategies to hook your student- check it out!

The Writing Thief by Ruth Culham:  Need tips for writing craft in writers workshop?  This book is the bomb! It jam packed with all things reading to produce goodwriting, and will leave you wanting to steal writing examples from mentor texts. Loved it!

I love being able to tweet authors questions while reading.  

One of the best online perks EVER!  Follow them at 

@WritingThief 

 @burgessdave  #tlap

@donalynbooks

Summer Reading Round 6

This fairy tale trilogy was a page turner.  The False Prince  is the first book in the trilogy.  The King, Queen, and Prince of Carthya have been poisoned and there is no one to rule.  Prince Jaron is supposedly lost at sea and many have a plan to use a young boy to impersonate the young prince in hopes to take over the kingdom.  Young Sage spends his days stealing and his nights in an orphanage. When Connor visits the orphanage and buys Sage, he and three other boys must compete for the honor of impersonating Prince Jaron.  Whoever isn't chosen will die.  Will Sage convince Connor that he is fit to be Prince Jaron?  Continue the story with the Runaway King and the Shadow Throne.  Super fun reads!  I highly recommend them!

Summer Read Round 5

Yay!  I loved all of these books! All three of these books are MUST reads!  

The Fault in Our Stars:  This book is beautiful.  Hazel is a sixteen year old cancer survivor- thanks to experimental drugs.  She is intelligent, witty, negative, and antisocial - until she meets Augustus at a Cancer Kid Support Group.  Without giving too much away, these two form a friendship that will melt your heart. Augustus goes out of his way to bring Hazel across the country to meet the author of her favorite book- and it is here that the plot twists. Definitely a young adult novel (language etc) but young mature readers will read past it.  LOVED this book!!!

Wonder:  Auggie has a facial deformity that has prevented him from going to school.  After several lifetime surgeries, he is now well enough to try public school.  Learn about 5th grader Auggie's experiences in public school.  Things aren't easy, until something wonderful happens.  A MUST READ for all classrooms.  

Counting by 7's  I also loved this book.  Willow isn't your average girl.  Although the book never states it, I believe she is autistic.  Extremely intelligent with a interest in gardening, but socially challenged, she must leave her exotic garden in the backyard of her home when her adopted parents are killed in a car crash.  Her friends, their mother, and Willow's school counselor concoct a plan to keep her out of the system.  Another MUST READ :0)  

Summer Reading Round 4

These books were fast, emotional, action packed reads about the struggles of two jewish boys during WW2.  Both are true stories, and after reading them, I cannot forget what this generation of people had to endure, or how they persevered through horribly evil conditions.

Prisoner B- 3087-This a true story based on the life of young Jack (Yanek) Gruener.  Jack lived in Poland during WWII (1930s).  As a boy he was taken by the Nazi's and experienced 10 concentration camps, one of which he is tattooed as prisoner B-3087.  I was absolutely horrified at the brutal actions and circumstances he was forced to endure.  Read to learn how he had the will to survive.  A MUST READ!

The Boy on the Wooden Box- This book is a memoir written by Leon Leyson, the youngest worker on Schindler's list.  As a child, he was forced into concentration camps- often separated from his family. Like Yanek (Jacob/Jack) in Prisoner B 3087, Leon must learn to survive.  You will read about the same concentration camps that both characters experienced (even some of the same characters).  My heart dropped for Leon.  Learn how his family's skills were paramount, how Oskar Schindler (a Nazi) saved them, how they kept hope alive.  Also a MUST READ!

Summer Reading Round 3

I also loves this book!  I wish I had read this before the school year had ended- I know just whose hands I would have put this into.   Jacob S, if you're checking this blog over the summer, you MUST read this book!  

This book has so much heart!  

The story takes places in the 1960's in Memphis, Tn and is told in first person by a boy who struggles with stuttering. He takes over his best friend's paper route for the month of July, and is forced to communicate with the customers.  He encompasses many challenges, the worst being with a junk man who turns out to be a thief.  Learn how he and his nanny, mam, survive a dangerous confrontation.  

Summer Reading Round 2 1/2

After reading Endangered and Threatened, I remembered a book that I have ordered with book order bonus points and hadn't actually gotten arou

D to reading yet.  A majority of the kids had read it and highly recommended it and so I dug into it next.  I HIGHLY RECOMMEND this delightful realistic fiction story based on the true story of a mall gorilla, Ivan.  The story is told In first person perspective through the eyes of Ivan.  Ivan is a gorilla that was captured as a baby and raised as a pet by humans.  When he was too large to care for, a cage at a mall became his new home, along with a few other animals.  

Ivan is an artist and uses his skills to fulfill a promise he made to his friend.  Learn how Ivan rescues a Stella, a baby elephant from her captive life in the decrepit mall.

Summer Reading Round 2

I love, love, LOVED these books by Eliot Schrefer! 

Endangered takes you into the heart of The Congo, where Congolese-American Sophie, whose mother runs a bonobos sanctuary, takes you on an adventure through the jungle admidst wartime to find her Mother and save a young bonobo.  I simply could not put it down! 

Threatened takes us back into the jungle where orphaned Luc has been rescued from an abusive orphanage by Prof who hires him to help study chimpanzees.  Things don't go as planned and Luc must learn to live among the chimpanzees in order to survive.  Again... I could not put it down!

See the tweet below as I'm anxiously awaiting...

for Eliot Schefer's next book released next fall!

Summer Reading Round 1

Digital Media Camp is over for the summer and that means time to read, read, read!
PS- I'm posting this from my phone just in case you see any strange auto-corrects.

Here's what I accomplished this week:

My teacher read choice : The Book Whisperer by Donalyn Miller is by far THE closest book I've read that matches my philosophy about teaching reading.  I'm all charged for a new school year and am ready to take back the aesthetic side of reading in my classroom.   

One for the Murphy's by Linda Mullaly Hunt a global read aloud choice for 2014-15.  I give 5 stars! It's a story about a girl's journey through a year in foster care. I laughed, cheered, and finished the book on my porch swing without any tissues- I should have had tissues.  

Rump by Liesl Shurtliff was also a 5 star read.  This fractured fairy tale is the true story of Rumplestilskin and has us questioning the meaning of our names.  I simply loved this book- it will definitely be a read aloud next school year!

A Tale Grim & Dark by Adam Gidwitz is another fairy tale spin-off of Hansel and Gretel.  I also loved this book.  The narrator speaks to the reader, teasing them to beware of the gore they about to read.  Gidwitz is playful with the gory scenes :-) not sure about this as a read aloud BUT I will definitely be recommending it.

SMILE by Raina Telgemeier

This book made me smile! An awkward 6th grader accidently knocks her front teeth and must learn to survive with a not so perfect smile- not an easy journey for a middle school kiddo.  She learns to listen to inner self and conquers some pretty common middle school issues.  It was a fast read and written in a graphic novel/comic book format.  Another 5 stars from me! 

Here's what I'm hoping to tackle next week:

Stay tuned...

Digital Poetry

We are wrapped up our poetry unit by creating a digital poem.  The readers in TH5 selected a poem, analyzed it, then used it to create a digital poetry.  Click on their name to enjoy their great work!

Logan (Dear Mom and Dad by anonymous)

Hayden (The Jabberwocky by Lewis Carroll)

Kassidy (White Days by Priscilla Becker)

Lola (The Highwayman by Alfred Noys)

Hannah (Success is Counted Sweetest by Emily Dickenson)

Kylie

Nick V (Basketball author unknown)

Nick L (The Raven by Edgar Allen Poe)

Stella (There's a Certain Slant of Light by Emily Dickenson)

Joey (The Raven by Edgar Allen Poe)

Grace (Get Out of Bed by Diane Shore)

Jacob (The Iliad by Homer)

Gabby (We Wear the Mask by Rafia Zafar)

Jadee (The Dancy by Humberto Ak'Abel)

Jackson (Someone's Toes are in my Nose by Bruce Lansky)

Sam H  (Someone's Toes are in my Nose by Bruce Lansky)

Carter (The Final Countdown)

Nyssa (The Sound of Trees)

Amber (Never Ask Your Mom by Judge Howell)

Jacob S.

The Iliad Play

We've been busy!  Today we put on a play called The Iliad by Homer.  What fun!

I'm so proud of these talented 5th graders.  They take on challenges and run with them.  This play was 100% their idea, their planning, their practicing, and their performing.  They were awesome!  Here's a sneak peak into what they've been up to...

The Jabberwocky by Lewis Carroll

JABBERWOCKY

Lewis Carroll

                       (from Through the Looking-Glass and What Alice Found There, 1872)

`Twas brillig, and the slithy toves
  Did gyre and gimble in the wabe:
All mimsy were the borogoves,
  And the mome raths outgrabe.

"Beware the Jabberwock, my son!

  The jaws that bite, the claws that catch!

Beware the Jubjub bird, and shun

  The frumious Bandersnatch!"

He took his vorpal sword in hand:

  Long time the manxome foe he sought --

So rested he by the Tumtum tree,

  And stood awhile in thought.

And, as in uffish thought he stood,

  The Jabberwock, with eyes of flame,

Came whiffling through the tulgey wood,

  And burbled as it came!

One, two! One, two! And through and through

  The vorpal blade went snicker-snack!

He left it dead, and with its head

  He went galumphing back.

"And, has thou slain the Jabberwock?

  Come to my arms, my beamish boy!

O frabjous day! Callooh! Callay!'

  He chortled in his joy.

`Twas brillig, and the slithy toves
  Did gyre and gimble in the wabe;
All mimsy were the borogoves,
  And the mome raths outgrabe.

Can you make sense of the bolded nonsense words?

Watch this video of the Jabberwock.
How can the video help you understand the meaning of the nonsense words?

OK. This is just too adorable to NOT post.  Check it out 5th graders!  

Listen to this famous storyteller, Mark Lewis, tell the story of the Jabberwocky.  

PORTMANTEAU: 

Word made by blending 2 words.

Examples:  smog- smoke and fog
blog- web and log

Can you find examples of portmanteau in Carroll's ballad?

Tell me in a comment!


SUMMARY:
What is this poem about? 
Tell me in a new post.  Label it Jabberwocky.


THEME:
What is the theme of this poem? 
Tell me in a new post.  Label it Jabberwocky.

Literary Devices in Pop Culture

Poetic Elements in Songs

We've just spent some time learning The Highwayman by Alfred Noyes.  We learned this poem is a ballad.  A ballad is a narrative.  Many ballads have been made into songs.  

Now we're studying song lyrics and discovering poetic elements in all of them.  

Watch this fun video then in a comment below, copy and paste the link to your blog post containing the lyrics and the poetic elements that you found. 

Hyperboles

I came across this video of hyperboles and thought it was plum full of fab examples.  Watch it, learn from it, re-watch it, share it!

The Highwayman by Alfred Noyes

The Highwayman

BY ALFRED NOYES

PART ONE

The wind was a torrent of darkness among the gusty trees.   

The moon was a ghostly galleon tossed upon cloudy seas.   

The road was a ribbon of moonlight over the purple moor,   

And the highwayman came riding—

         Riding—riding—

The highwayman came riding, up to the old inn-door.

He’d a French cocked-hat on his forehead, a bunch of lace at his chin,   

A coat of the claret velvet, and breeches of brown doe-skin.

They fitted with never a wrinkle. His boots were up to the thigh.   

And he rode with a jewelled twinkle,

         His pistol butts a-twinkle,

His rapier hilt a-twinkle, under the jewelled sky.

Over the cobbles he clattered and clashed in the dark inn-yard.

He tapped with his whip on the shutters, but all was locked and barred.   

He whistled a tune to the window, and who should be waiting there   

But the landlord’s black-eyed daughter,

         Bess, the landlord’s daughter,

Plaiting a dark red love-knot into her long black hair.

And dark in the dark old inn-yard a stable-wicket creaked

Where Tim the ostler listened. His face was white and peaked.   

His eyes were hollows of madness, his hair like mouldy hay,   

But he loved the landlord’s daughter,

         The landlord’s red-lipped daughter.

Dumb as a dog he listened, and he heard the robber say—

“One kiss, my bonny sweetheart, I’m after a prize to-night,

But I shall be back with the yellow gold before the morning light;

Yet, if they press me sharply, and harry me through the day,   

Then look for me by moonlight,

         Watch for me by moonlight,

I’ll come to thee by moonlight, though hell should bar the way.”

He rose upright in the stirrups. He scarce could reach her hand,

But she loosened her hair in the casement. His face burnt like a brand

As the black cascade of perfume came tumbling over his breast;   

And he kissed its waves in the moonlight,

         (O, sweet black waves in the moonlight!)

Then he tugged at his rein in the moonlight, and galloped away to the west.

PART TWO

He did not come in the dawning. He did not come at noon;   

And out of the tawny sunset, before the rise of the moon,   

When the road was a gypsy’s ribbon, looping the purple moor,   

A red-coat troop came marching—

         Marching—marching—

King George’s men came marching, up to the old inn-door.

They said no word to the landlord. They drank his ale instead.   

But they gagged his daughter, and bound her, to the foot of her narrow bed.

Two of them knelt at her casement, with muskets at their side!   

There was death at every window;

         And hell at one dark window;

For Bess could see, through her casement, the road that he would ride.

They had tied her up to attention, with many a sniggering jest.

They had bound a musket beside her, with the muzzle beneath her breast!

“Now, keep good watch!” and they kissed her. She heard the doomed man say—

Look for me by moonlight;

         Watch for me by moonlight;

I’ll come to thee by moonlight, though hell should bar the way!

She twisted her hands behind her; but all the knots held good!

She writhed her hands till her fingers were wet with sweat or blood!   

They stretched and strained in the darkness, and the hours crawled by like years

Till, now, on the stroke of midnight,

         Cold, on the stroke of midnight,

The tip of one finger touched it! The trigger at least was hers!

The tip of one finger touched it. She strove no more for the rest.   

Up, she stood up to attention, with the muzzle beneath her breast.   

She would not risk their hearing; she would not strive again;   

For the road lay bare in the moonlight;

         Blank and bare in the moonlight;

And the blood of her veins, in the moonlight, throbbed to her love’s refrain.

Tlot-tlot; tlot-tlot! Had they heard it? The horsehoofs ringing clear;   

Tlot-tlot; tlot-tlot, in the distance? Were they deaf that they did not hear?

Down the ribbon of moonlight, over the brow of the hill,

The highwayman came riding—

         Riding—riding—

The red coats looked to their priming! She stood up, straight and still.

Tlot-tlot, in the frosty silence! Tlot-tlot, in the echoing night!   

Nearer he came and nearer. Her face was like a light.

Her eyes grew wide for a moment; she drew one last deep breath,   

Then her finger moved in the moonlight,

         Her musket shattered the moonlight,

Shattered her breast in the moonlight and warned him—with her death.

He turned. He spurred to the west; he did not know who stood   

Bowed, with her head o’er the musket, drenched with her own blood!   

Not till the dawn he heard it, and his face grew grey to hear   

How Bess, the landlord’s daughter,

         The landlord’s black-eyed daughter,

Had watched for her love in the moonlight, and died in the darkness there.

Back, he spurred like a madman, shouting a curse to the sky,

With the white road smoking behind him and his rapier brandished high.

Blood red were his spurs in the golden noon; wine-red was his velvet coat;

When they shot him down on the highway,

         Down like a dog on the highway,

And he lay in his blood on the highway, with a bunch of lace at his throat.

.       .       .

And still of a winter’s night, they say, when the wind is in the trees,

When the moon is a ghostly galleon tossed upon cloudy seas,   

When the road is a ribbon of moonlight over the purple moor,   

A highwayman comes riding—

         Riding—riding—

A highwayman comes riding, up to the old inn-door.

Over the cobbles he clatters and clangs in the dark inn-yard.

He taps with his whip on the shutters, but all is locked and barred.   

He whistles a tune to the window, and who should be waiting there   

But the landlord’s black-eyed daughter,

         Bess, the landlord’s daughter,

Plaiting a dark red love-knot into her long black hair.

Vocabulary:

    Each of the words listed below are in the poem.  Before looking up the definition of the words, try to figure out the meaning by looking for context clues around the words that help make sense of what the author was saying.

highwayman

torrent

galleon

moor

claret

rapier

plaiting

wicket

ostler

mouldy

harry

casement

tawny

sniggering

jest

priming

Literary Devices:

Metaphor:  Can you find three metaphors in the 1st stanza and decribe what is being compared in each one?  *Note:  Some people consider these the three most beautiful metaphors ever written.

Personification:  Can you find an example of personification in the 10th stanza?  What is being personified and why?

Simile: Can you find the simile in the 13th stanza?  What is being compared?  What do you think brings about the change in Bess's face?

Alliteration:  Can you find an example of alliteration in the 3rd stanza and tell what the repeated sound is?

Onomatopoeia:  Can you find the repeating example of onomatopoeia in the poem?  Why do you think the author used the onomatopoeia?

Theme:

What is the theme or message of this poem?