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Focus and Motivate The Rime of the Ancient Mariner Essential Course
of Study
RL 3 Analyze the impact of the
Poem by Samuel Taylor Coleridge ecos
authors choices regarding how
to develop and relate elements VIDEO TRAILER KEYWORD: HML12-812A
of a story. RL 5 Analyze how an
authors choices concerning how
to structure specific parts of a text
contribute to its overall structure
Meet the Author
RL 3 Analyze the impact of the authors choices and meaning as well as its
812
Selection Resources
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See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.
Video Trailer
RESOURCE MANAGER UNIT 4 BEST PRACTICES TOOLKIT TECHNOLOGY
Go to thinkcentral.com to preview
Plan and Teach, pp. 7582, Plot Diagram, p. D10 Teacher One Stop DVD-ROM
the Video Trailer introducing this
105112 Cause-and-Effect Chain, pp. Student One Stop DVD-ROM selection. Other features that support
Summary, pp. 8384* B16, B39 PowerNotes DVD-ROM the selection include
Text Analysis and Reading Three-Column Journal, p. B10 Audio Anthology CD PowerNotes presentation
Skill, pp. 8588, 113116* Comparison Matrix, p. A24 ExamView Test Generator ThinkAloud models to enhance
DIAGNOSTIC AND SELECTION Two-Column Chart, p. A25 on the Teacher One Stop comprehension
TESTS INTERACTIVE READER WordSharp vocabulary tutorials
Selection Tests, pp. 233236, ADAPTED INTERACTIVE READER interactive writing and grammar
241244 instruction
ELL ADAPTED INTERACTIVE READER
Theme:
R E A D I N G STR ATEG Y
RL 3
Complete the activities in your Reader/Writer Notebook. Model the Skill: reading
narrative poetry
Use the stanza from the Text Analysis activi-
ty to model how to identify the elements of
narrative poetry. Point out that the stanza
the rime of the ancient mariner 813
features characters, including Annie and the
dragon, and a plot that focuses on Annies
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conflict with the dragon. It is told by a nar-
differentiated instruction rator using a third-person point of view, and
it has a setting in Annies town. Its theme
for english language learners at line 21. Explain that in the frame story seems to be about good versus evil and the
Reading: Background Emphasize that the a third-person narrator tells of an ancient ability of a young woman to show courage
main purpose of a narrative poem is to tell mariner who stops a wedding guest to share a and strength.
a story. Then clarify that the important story. The main story, which the mariner then
GUIDED PRACTICE Have students identify
story in this poem appears inside a frame recounts, is told in the first person.
the characteristics of a narrative poem
story. A frame story sets a context in which
found in a popular song.
a character in one situation recounts a story,
often in flashback to another time or place.
RESOURCE MANAGERCopy Master
Point out that the first break between the
Analyze Structure p. 87
frame story and the main narrative occurs
others an important lesson. Have students Now wherefore stoppst thou me? 4 wherefore: why.
consider whether the mariners tale is effective.
5 The Bridegrooms doors are opened wide,
background And I am next of kin;
Coleridges Notes Coleridge wrote the Argu- The guests are met, the feast is set:
Mayst hear the merry din. a a LITERARY BALLAD
ment and the italicized red marginal notes. Based on lines 58, identify the
The Argument appeared in the first edition of He holds him with his skinny hand, length and rhyme scheme of a
traditional ballad stanza.
the poem, while Coleridge added the marginal 10 There was a ship, quoth he.
notes in a later edition. These notes offer Hold off! unhand me, grey-beard loon!
readers guidance in understanding the poem. Eftsoons his hand dropped he. 12 eftsoons: quickly.
Significance of the Title Explain that the title of He holds him with his glittering eye The Wedding-Guest is spellbound by
the poem shows Coleridges facility and interest in The Wedding-Guest stood still, the eye of the old seafaring man, and
constrained to hear his tale.
archaic and exotic language. Point out the use of 15 And listens like a three years child:
the archaic word rime in the title, and explain that The Mariner hath his will.
it means both rhyme and frost. Elicit from stu-
The Wedding-Guest sat on a stone:
dents that rime refers to the convention of rhyme, Analyze Visuals
He cannot choose but hear; Describe the mood conveyed
which the poem shares with older ballads; it also
And thus spake on that ancient man, by this engraving. What details
suggests the frosty coldness of the South Pole, an 20 The bright-eyed Mariner. contribute to this mood?
important setting in the ballad. As students read
the ballad, point out that Coleridge uses archaic
814 unit 4: the flowering of romanticism Engravings by Gustave F. Dor.
language to create the impression that the poem
came from an earlier period.
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differentiated instruction
POETIC FORM
RL 5 for english language learners for struggling readers
a literary ballad Language: Pronoun Referents Direct students The Audio Anthology CD provides extra
Answer: A traditional ballad stanza is four to the pronouns he and him in line 9. support for students with reading difficulties.
lines long, with a rhyme scheme of abcb. Explain that in this case these pronouns dont It is also recommended for use with English
IF STUDENTS NEED HELP . . . Review the refer to the same character. Have students use language learners.
instruction about literary ballads on clues, including lines of dialogue, to identify Options for Reading: Oral Reading Direct
page 813. which man is he (the Mariner) and which is students to lines 103122, which include some
him (the guest). Encourage students to keep of the most famous lines in the poem. Have
Extend the Discussion How many beats,
in mind genre when identifying pronoun five students each read a stanza aloud, stress-
or stressed syllables, do lines 58 contain?
antecedents, as poets often choose words with ing the music and emotion of the lines.
Is this typical of a ballad? Explain.
few syllables to keep the rhythm intact.
Analyze Visuals
Possible answer: The engraving conveys an
eerie and supernatural mood, created by details
such as the bird hovering over the ship and the
icicles hanging off the ships masts and sur-
rounding landscape.
About the Art Gustave Dor (18321883) was
a French artist best known for his dynamic
illustrations of epic literature, including
Dantes Inferno and Miltons Paradise Lost
(pages 495 and 499). He reveals the influence
of romanticism in his fondness for the exotic
and mildly grotesque. Dor created Mariner,
Ice All Around in 1876 or 1877 to illustrate
Coleridges poem.
cultural connection
Mariner Tales From the ancient Greek epic the
Odyssey to Arabian tales of Sindbad the Sailor,
cultures around the world have produced exciting
seafaring adventures. Invite students to recount
tales of the sea that they have read or heard.
To model how to identify the setting The bride hath paced into the hall, The Wedding-Guest heareth the
change, read aloud lines 2128 and point Red as a rose is she; bridal music; but the Mariner
continueth his tale.
out the descriptions of time and place: the 35 Nodding their heads before her goes
harbor, the sea, and the shining sun. Then, The merry minstrelsy. 36 minstrelsy: group of musicians.
waters, often appear to be blue or white but Did send a dismal sheen:
Nor shapes of men nor beasts we ken 57 ken: perceive.
near Antarctica sometimes look green, prob-
The ice was all between.
ably because of tiny embedded sediments.
Coleridges simile comparing the icebergs to 816 unit 4: the flowering of romanticism
emeralds in line 54 captures not only their
green color but also their faceted surfaces.
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Analyze Visuals
Activity In what way do the mariners facial
expressions reflect their feelings toward the
albatross? Possible answer: The mariners look
completely focused on the albatross. Their
expressions reflect their hope that the albatross
will save them.
About the Art Like the other Dor illustra-
tions, this image was engraved by Jonnard
in 1888.
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shooting the albatross? Possible answer: The 85 Still hid in mist, and on the left 83 The Sun . . . right: The rising of
the sun on the right indicates that
question in line 81 suggests that the mariner Went down into the sea.
the ship is now heading northward.
looks odd or upset and feels anxious or guilty
And the good south wind still blew behind,
about shooting the bird. But no sweet bird did follow,
Nor any day for food or play
R E A D I N G STR ATEG Y 90 Came to the mariners hollo! His shipmates cry out against the
ancient Mariner, for killing the bird
RL 3 of good luck.
c narrative poetry And I had done a hellish thing,
Possible answer: The ship crosses the And it would workem woe:
For all averred I had killed the bird 93 averred (E-vrdP): declared;
equator and is blown toward the South asserted.
That made the breeze to blow.
Pole, where ice surrounds it. An albatross 95 Ah wretch! said they, the bird to slay,
appears, the ice splits, and a south wind That made the breeze to blow!
blows the ship northward. The mariner
shoots the albatross. There is a possibility Nor dim nor red, like Gods own head, But when the fog cleared off, they
The glorious Sun uprist: justify the same, and thus make
of external conflicts between the mariner themselves accomplices in the crime.
Then all averred I had killed the bird
and the crew or between the crew and 98 uprist: rose.
100 That brought the fog and mist.
nature. There is also a possibility of an Twas right, said they, such birds to slay,
internal conflict between the mariner and That bring the fog and mist.
his conscience.
IF STUDENTS NEED HELP . . . Urge them to The fair breeze blew, the white foam flew, The fair breeze continues; the ship
The furrow followed free; enters the Pacific Ocean, and sails
start a Plot Diagram to record plot devel- northward, even till it reaches the
105 We were the first that ever burst Line.
opments and identify conflict. Into that silent sea.
BEST PRACTICES TOOLKITTransparency
Down dropped the breeze, the sails dropped down, The ship hath been suddenly
Plot Diagram p. D10 Twas sad as sad could be; becalmed.
And some in dreams assurd were A Spirit had followed them; one
of the invisible inhabitants of this POETIC FORM
Of the Spirit that plagued us so;
Nine fathom deep he had followed us
planet, neither departed souls nor
RL 5
angels; concerning whom the learned d Model the Skill:
From the land of mist and snow. Jew, Josephus, and the Platonic
Constantinopolitan, Michael Psellus, literary ballad
may be consulted. They are very
135 And every tongue, through utter drought, numerous, and there is no climate To model how to identify onomatopoeia,
Was withered at the root; or element without one or more.
read aloud lines 123126 and emphasize
We could not speak, no more than if 133 nine fathom: 54 feet.
the words slimy and crawl to help students
We had been choked with soot.
hear the words and feel the mood evoked
Ah! well a-day! what evil looks The shipmates, in their sore distress, by their sounds. For further comprehen-
140 Had I from old and young! would fain throw the whole guilt on sion, provide the words drip, hoot, and
the ancient Mariner: in sign whereof
Instead of the cross, the Albatross they hang the dead sea bird round squish as more common examples of
About my neck was hung. his neck. onomatopoeia.
Possible answer: The words slimy and
Part III crawl are examples of onomatopoeia.
There passed a weary time. Each throat
Was parched, and glazed each eye. These words and the repetition of slimy
145 A weary time! a weary time! emphasize the horrible conditions on the
How glazed each weary eye! ship and the desperate mood of the scene.
When, looking westward, I beheld The ancient Mariner beholdeth a sign Extend the Discussion In what way does
A something in the sky. in the element afar off.
the repetition of the s and l sounds in
lines 125126 contribute to the mood of
the scene?
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Use these prompts to help students explore A speck, a mist, a shape, I wist!
the appearance of the strange ship in lines And still it neared and neared:
149180: 155 As if it dodged a water-sprite, 155 water sprite: a mythical being
living in water.
It plunged, and tacked and veered.
Summarize What is the mariners reac- 156 tacked and veered: zigzagged.
tion to the ship? Possible answer: He is very With throats unslaked, with black lips baked, At its nearer approach, it seemeth him
happy to see it. We could nor laugh nor wail; to be a ship; and at a dear ransom he
freeth his speech from the bonds of
Analyze Why must the mariner bite his arm Through utter drought all dumb we stood! thirst.
and suck the blood? Possible answer: The 160 I bit my arm, I sucked the blood,
And cried, A sail! a sail!
mariner bites his arm and sucks his blood in
order to moisten his throat, which is other- With throats unslaked, with black lips baked,
wise too dry for him to speak. Agape they heard me call: A flash of joy;
Evaluate In what way does Coleridge Gramercy! they for joy did grin, 164 gramercy (grE-mrPsC): an
exclamation of gratitude.
165 And all at once their breath drew in,
foreshadow a problem with the distant
As they were drinking all.
ship? Is this an effective use of foreshad-
owing, building suspense in the reader, or See! see! (I cried) she tacks no more! And horror follows. For can it be a
not? Explain your opinion. Possible answer: Hither to work us weal ship that comes onward without
wind or tide?
Coleridge uses words such as strange shape Without a breeze, without a tide,
168 hither to work us weal: in this
(line 175), describes the ship blocking out the 170 She steadies with upright keel! direction to help us.
And straight the Sun was flecked with bars It seemeth him but the skeleton
(Heavens Mother send us grace!), of a ship.
178 Heavens Mother: the Virgin
As if through a dungeon-grate he peered
Mary.
180 With broad and burning face.
190 Her lips were red, her looks were free, Like vessel, like crew!
Her locks were yellow as gold:
Her skin was as white as leprosy, 192 leprosy (lDpPrE-sC): a disease
The Nightmare Life-in-Death was she, marked by spreading patches of
discoloration on the skin and by
Who thicks mans blood with cold. deformities of the limbs and other
parts of the body.
195 The naked hulk alongside came, Death and Life-in-Death have diced
And the twain were casting dice; for the ships crew, and she (the latter)
winneth the ancient Mariner.
The game is done! Ive won! Ive won!
Quoth she, and whistles thrice.
The Suns rim dips; the stars rush out: No twilight within the courts of
200 At one stride comes the dark; the Sun.
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for english language learners for struggling readers for advanced learners/ap
Vocabulary: Archaic Forms Have students Concept Support: Reading Narrative Poetry Evaluate Description Have students discuss
reread lines 171198, replacing each archaic Help students add information to the chart the effectiveness of Coleridges language in
form with its modern version. introduced on page 813. Work with them to depicting the eerie ship, its crew, and the
wellnigh (line 172), almost identify the new characters in Part III, the con- atmosphere around them. Ask them to con-
flict that arises in lines 190198, and the way sider the vivid imagery, the use of figurative
Betwixt (line 176), between
that conflict is resolved. Possible answer: The language such as the simile in line 192, and the
straight (line 177), right away new characters in Part III are Death and Life- extensive use of questions (lines 183189) and
thicks (line 194), thickens in-Death. The conflict is between these two exclamations (lines 167, 170, 182).
twain (line 196), two characters, over the right to punish the Mariner
for shooting the bird. Life-in-Death wins.
thrice (line 198), three times
the rime of the ancient mariner 821
or that the language of the Wedding-Guest is And thou art long, and lank, and brown,
As is the ribbed sea-sand.
less powerful than the mariners narrative.
But the ancient Mariner assureth him
I fear thee and thy glittering eye, of his bodily life, and proceedeth to
And thy skinny hand so brown. relate his horrible penance.
Beyond the shadow of the ship, By the light of the Moon he beholdeth
Gods creatures of the great calm.
I watched the water-snakes:
They moved in tracks of shining white,
275 And when they reared, the elfish light
Fell off in hoary flakes. 276 fell off in hoary flakes: glittered
on water droplets falling from the
snakes.
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for advanced learners/ap for these words. Then ask students to make
Analyze Archaic and Poetic Language Point inferences about why Coleridge might have
out that Coleridge uses outdated language used these forms. Challenge students to find
and terms found almost exclusively in criticism from Coleridges time that discusses
poetry. For example, the title word rime is the poets word choices and supports stu-
an old spelling of rhyme, while main (line dents inferences.
267), meaning ocean, or hoar-frost (line
268), meaning frosty dew, are rarely seen
except in poetry. Have students use etymo-
logical reference sources such as the Oxford
English Dictionary to trace the path of usage
to the beauty of nature or its link to the I dreamt that they were filled with dew;
spiritual. Now he is overwhelmed by the 300 And when I awoke, it rained.
beauty of the water-snakes.
My lips were wet, my throat was cold. Language Coach
My garments all were dank; Synonyms Words with the
Sure I had drunken in my dreams, same or nearly the same
R E A D I N G STR ATEG Y And still my body drank. meaning are synonyms. Which
word in line 302 is a synonym for
RL 3 damp? What word in line 300
g narrative poetry 305 I moved, and could not feel my limbs: gives you a clue?
Possible answer: The spell begins to break I was so lightalmost
because the mariner feels love and blesses I thought that I had died in sleep,
the water-snakes. This event suggests that And was a blessd ghost.
supernatural ills beset those who do not
And soon I heard a roaring wind: He heareth sounds and seeth strange
love nature and who lack spirituality, and 310 It did not come anear; sights and commotions in the sky and
that human beings must respect all forms the element.
But with its sound it shook the sails,
of life in order to stand in the correct rela- That were so thin and sere. 312 sere (sr): dry.
tionship with God.
IF STUDENTS NEED HELP . . . Work with them
to show and contrast the cause-and-effect 824 unit 4: the flowering of romanticism
relationships between the mariners ac-
tions toward the albatross and the snakes.
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new diagrams that trace the progress toward Ship becalmed supernatural, but with enough human interest
in
the climax on page 825. and truth for readers to suspend their disbelief
g Ac
Crew killed
io n
Mariner alone
Act
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for english language learners bides. Then, provide a more commonly used for advanced learners/ap
Vocabulary: Outdated Forms [mixed-readiness verb that conveys the same meaning, such Synthesize [small-group option] Shortly
groups] Explain this two-step process for as lives. Have student groups use the pro- after writing The Rime of the Ancient Mari-
translating Coleridges archaic verbs into con- cess with the verb quoth in line 398. Possible ner, Coleridge studied the works of German
temporary English: answer: The modern form is quotes. A possible philosopher Immanuel Kant. Kant did not
1. Determine the modern form of the verb. replacement is says or said. believe that nature and the human mind were
distinct. He believed that nature, as part of
2. Replace the verb with a more common verb
that has the same meaning. the external world, is in part a reflection of the
human imagination. Ask students to explore
Model the process with the archaic verb bideth
ways that Coleridges poem, though written
(line 402). First, provide the modern form,
before his study of Kant, reflects these ideas.
Part V I
First Voice:
410 But tell me, tell me! speak again,
Thy soft response renewing
What makes that ship drive on so fast?
What is the Ocean doing?
Second Voice:
Still as a slave before his lord,
415 The Ocean hath no blast;
His great bright eye most silently
Up to the Moon is cast
First Voice:
But why drives on that ship so fast, The Mariner hath been cast into a
Without or wave or wind? trance; for the angelic power causeth
POETIC FORM the vessel to drive northward faster
than human life could endure.
RL 5 Second Voice:
j Model the Skill:
The air is cut away before,
literary ballad 425 And closes from behind. j LITERARY BALLAD
To model how to analyze the dialogue in Ballads often feature dialogue,
Fly, brother, fly! more high, more high! which adds liveliness and
the ballad, create a chart on the board with conveys key information. In
Or we shall be belated:
a column for the First Voice and one for what ways does the dialogue
For slow and slow that ship will go, in lines 410429 conform to
the Second Voice. In each column, record When the Mariners trance is abated. j these conventions?
the information given and the emotion
conveyed in each stanza of the section. For 430 I woke, and we were sailing on The supernatural motion is retarded;
As in a gentle weather: the Mariner awakes, and his penance
example, for lines 410414, write that the begins anew.
First Voice asks how the ship is moving in Twas night, calm night, the Moon was high;
The dead men stood together.
a way that reveals great curiosity and even
confusion. All stood together on the deck,
Possible answer: The dialogue adds key 435 For a charnel-dungeon fitter: 435 For . . . fitter: more suitable for a
All fixed on me their stony eyes, burial vault.
information by informing the reader that
That in the Moon did glitter.
in killing the albatross, the mariner has
offended the Spirit of the South Pole, who
seeks revenge, and that the ocean itself, or 828 unit 4: the flowering of romanticism
another supernatural force, is controlling
the ships speed. The dialogue adds liveli-
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ness by describing these exciting events and differentiated instruction
also because it takes place between two
unknown voices, adding to the poems sense for english language learners for advanced learners/ap
of mystery. Language: Comparative Forms Point out Compare Character and Setting British litera-
that more high (line 426) is not the proper ture that explores hardships and loneliness
comparative of high. Since high is a one- at sea dates back to the earliest times. Have
syllable word, the correct comparative form students review The Seafarer (page 104) or
is higher. Coleridge perhaps uses more high The Wanderer (page 108), then compare
for reasons of rhythm and also to create an and contrast the speakers experiences and
internal rhyme with fly. Ask students to find emotions to those of the ancient mariner.
a comparative in lines 430437 that reflects Invite students to share their findings in a
the more typical form. Possible answer: Fitter Comparison Matrix chart.
in line 435 is a comparative that reflects the
BEST PRACTICES TOOLKITTransparency
more typical form.
Comparison Matrix p. A24
828 unit 4 : the flowering of romanticism
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Lowland Scots Dialect The word kirk (line 476) 480 And the bay was white with silent light
is an alternate form of church, with k sounds Till rising from the same,
instead of ch sounds. Used in Middle English, Full many shapes, that shadows were, The angelic spirits leave the dead
In crimson colors came. bodies,
kirk is still used in Lowland Scots, a dialect of
English spoken in southern Scotland. Scots
A little distance from the prow And appear in their own forms
terms frequently appear in the folk ballads of light.
485 Those crimson shadows were:
that Coleridge is imitating, well-known ver- I turned my eyes upon the deck
sions of which often come from the border O Christ! what saw I there!
area between England and Scotland.
Each corse lay flat, lifeless and flat,
Seraphim In biblical tradition, seraphim
And, by the holy rood! 489 the holy rood (rLd): the cross
which Coleridge references with seraph-man 490 A man all light, a seraph-man, on which Christ was crucified.
(line 490) and seraph-band (line 492)are On every corse there stood. 490 seraph (sDrPEf) man: angel.
supernatural creatures that indicate the
presence of God. As described in chapter 6 This seraph-band, each waved his hand:
of the biblical book of Isaiah, each one of the It was a heavenly sight!
seraphim has six wings: two for flying, two They stood as signals to the land,
495 Each one a lovely light;
for covering the face, and two for covering
the feet. The word seraphim uses the Hebrew This seraph-band, each waved his hand,
plural ending im instead of s, and derives from No voice did they impart
a Hebrew word meaning to burn. Thus, bibli- No voice; but O, the silence sank
cal scholars have proposed that seraphim were Like music on my heart.
burning or flaming angels, which could create
500 But soon I heard the dash of oars,
the lovely light referred to in line 495.
I heard the Pilots cheer;
My head was turned perforce away, 502 perforce: of necessity.
And I saw a boat appear.
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for english language learners verb, for instanceby looking at the words
context. Point out the multiple-meaning
Language Coach L4 words in lines 521 (hides), 525 (fair), and 533
Multiple Meanings (leaves). Then encourage students to de-
Possible answer: Brings up, as in children, termine each words meaning by looking
makes no sense; he rises up his sweet voice at its context. Possible answers: Hides here
does not make sense, but he raises his sweet means to conceal, not animal skins;
voice does. Rears must mean raises. fair in this instance means beautiful and
Explain to students that in some cases they not a carnival; leaves here refers to the
can figure out the meaning of a multiple- leaves that fall off of trees, not pages in a
meaning wordwhether it is a noun or book or to go away.
Activity Ask students to describe the events Under the water it rumbled on The ship suddenly sinketh.
portrayed in the illustration, citing relevant Still louder and more dread:
lines from the poem. Possible answer: The It reached the ship, it split the bay;
illustration shows the approach of the Hermits The ship went down like lead.
skiff to the mariners boat (line 542). It also
550 Stunned by that loud and dreadful sound,
illustrates the events in lines 548549, when Which sky and ocean smote, 551 smote: struck.
the bay is split and the mariners ship begins Like one that hath been seven days drowned The ancient Mariner is saved
to founder. My body lay afloat; in the Pilots boat.
832
I pass, like night, from land to land; revisit the big question
I have strange power of speech;
That moment that his face I see, How can GUILT enslave us?
I know the man that must hear me: Discuss What happens to the mariners
590 To him my tale I teach. agonized feelings of guilt when he retells the
tale in lines 578590? Possible answer: The
What loud uproar bursts from that door!
The wedding-guests are there: mariners feelings of guilt are relieved when he
But in the garden-bower the bride retells his tale. He feels absolved.
And bride-maids singing are:
595 And hark, the little vesper bell,
Which biddeth me to prayer!
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for struggling readers for advanced learners/ap Example of similarities: a plot involving an
Concept Support: Reading Narrative Poetry Analyze Literary Parallels Some critics see exciting adventure; a sea setting; character who
Ask students to reread lines 586590 and parallels between Coleridges poem and Her- is the sole survivor of a journey; a first-person
explain the way the mariner chooses his audi- man Melvilles Moby Dick. Ask students famil- narrator; theme involving human attacks on
ence for each retelling of his tale. Then point iar with Moby Dick to summarize that novel. nature and God
out the transition from main story to frame Then challenge groups to consider similarities Example of differences: Character: In Moby Dick,
story that occurs in lines 591. Ask students and differences between the two works, using Ahab is motivated by revenge, while the mariner
what character they expect to reappear in the the narrative elements listed on page 813 as lacks clear motive for killing the albatross. Plot:
remaining lines of the poem. Possible answer: a guide. Have groups share and explain In Moby Dick, a character dies trying to kill the
The Wedding-Guest will reappear. their results. whale and Ahab does not repent, while the mari-
ner recognizes his crime and seeks absolution.
portant information such as instructions Old men, and babes, and loving friends,
And youths and maidens gay!
near the end of a piece so that the reader
is more likely to remember it. In this case, 610 Farewell, farewell! but this I tell And to teach, by his own example,
both the mariner and Coleridge make an To thee, thou Wedding-Guest! love and reverence to all things that
God made and loveth.
important, instructional statement at the He prayeth well, who loveth well
end of the tale. Remind students that a Both man and bird and beast.
thematic statement is a general statement
He prayeth best, who loveth best
about life, such as Friendship is worth m NARRATIVE POETRY
615 All things both great and small; Express in your own words the
fighting for. For the dear God who loveth us, thematic statement in lines
Possible answer: The poems thematic He made and loveth all. m 612617.
statement is A person who loves and
respects all creatures is at one with God. The Mariner, whose eye is bright,
Whose beard with age is hoar, 619 hoar: gray.
620 Is gone: and now the Wedding-Guest
Turned from the bridegrooms door.