(PDF) Lesson 16 LAFS Analyzing Analogies and Allusions... Lesson 16 ©Curriculum Associates, LLC No Copying. L16: Analysis of analogies and allusions 157 Part 4: Orientation - DOCUMEN.TIPS (2023)

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Part 1: Introduction

Theme: Living Art

What tone or attitude about the topic does the following description express? Does the author seem amused, angry, or full of admiration for the potter's skills?

Julian bends over his potter's wheel, the clay swirling before him like a little ballerina. He holds it gently in his hands, and the dancer stretches toward the ceiling, transforming into a slender column. Now she rests her delicate fingers on the edge and the blanket expands gracefully as she continues her graceful ballet.

The author has deliberately chosen words to help you visualize the shift in tone and appreciate the beauty of the sculpture. This extended comparison between two different things is called an analogy. Writers use analogies and allusions (references to family stories, artwork, people, etc.) to enrich the meaning of their writing and shape the tone.

Study the drawing below. How do hints affect tone and meaning?

This will be my masterpiece! My Monalisa!

I look more like the girlfriend than

Frankenstein.

Underline the two allusions in the cartoon. Then read the following table.

allusive influence on the meaning

Mona LisaThe reference to Leonardo da Vinci's famous painting, the Mona Lisa, shows that the artist believes he has created a magnificent portrait of a beautiful woman.

The Bride of Frankenstein The reference to the Bride of Frankenstein, the fictional wife of Frankenstein's monster, shows that the model finds the portrayal horrible.

The contrast between the allusions gives a humorous tone: the artist thinks she painted an amazing portrait, but the model thinks it's horrible. Writers carefully choose words to convey specific ideas and emotions. By recognizing and understanding analogies and allusions, you can better determine the author's intended tone and meaning.

Analyzing analogies and allusions Lesson 16 LAFS

8.RL.2.4: . 🇧🇷 🇧🇷 Analyze the impact of certain word choices on meaning and tone, including analogies and allusions to other texts.

Lesson 16 Part 2: Templated Instructions

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L16: Analysis of analogies and allusions 154

Genre: Realistic Fiction

Read the first two paragraphs of a story about an artist painting.

Find out how to answer this question: "How does the use of analogy and allusion affect the meaning and tone of the story?"

The author develops an analogy in sections 1 and 2 that provides a vivid description of the artist's brushstrokes. He also alludes to two important painters in paragraph 2.

Find the words the author uses for his analogy and allusion. Add them to the chart. Then complete the table by saying how your choice of words affects the meaning and tone of the story.

Influence of word choice on meaning Influence on tone

Analogy: Creates an image of the brush moving quickly and gracefully like a bird in flight

Allusion: Use a tone of admiration and respect.

Discuss with a partner how the meaning and tone of the story would be different without the analogy or allusion.

An artist in Marla Kim Kang's work pauses for a moment, as if in preparation, then slowly places the tip of her brush on a handmade piece of paper attached to an easel. Starting at the top left corner, the brush swings like a swallow, first down and to the right, then quickly pivots to glide left along the bottom edge of the paper. Grass-green paint streaks remain where the brush touched the paper.

Kang takes the brush and his assistant takes it from him and hands him another one, this time a chocolate one. Again the swallow flies down and to the left, this time on the right side of the paper, then back up, forming a graceful curve. Visitors make approving noises as an image of a tree begins to take shape. "Picasso's and Pollock's best can hardly be compared," they murmur. "Can't you feel the branches bent by the wind?"

1 Pablo Picasso, Jackson Pollock: Two Famous Painters of the 20th Century (continued)

Lesson 16 Part 3: Guided Instruction

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L16: Analysis of analogies and allusions 155

show your thought

Continue reading the story. Use Deep Read and Hint to help you answer the question.

Circle the correct answer.

What is the purpose of the author's use of the analogy on this page?

A Describes a change in the artist's mix of colors and shapes.

B Depicts a shift in the artist's perspective during the painting.

C Describes a shift to a lighter, more delicate brushstroke.

D Describes a shift to a stronger, more powerful painting style.

TipWhat's the difference between a swallow and a tiger? What words does the author use to describe the brush movements?

Explain how the analogy between brush strokes and a tiger affects your understanding of the author's meaning.

Discuss with a partner how the two analogies influenced the tone of the story.

Kang gestures and his assistant hands him another brush dripping grass-green paint. The swallow is now a tiger as the brush violently grazes the underside of the paper with short, quick strokes. The artist points to the blue and the tiger goes back to stroking. Kang steps back and looks at his creation for a minute before handing the brush over to his assistant to indicate that the painting is complete. “Really amazing”, the visitors shout and clap enthusiastically.

The assistant removes the paper from the easel and announces, "Visit me to buy this amazing elephant painting!" Because Kang is one of Thailand's painter elephants who surprises visitors to the conservation center where he lives every day.

The author introduces a new analogy on this page. Underline two instances where the author uses the new analogy.

Approximate reading (continued from page 154)

Lesson 16

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L16: Analysis of analogies and allusions 156

Part 4: Guided Practice

Genre: Free Verse

In the opening lines, the speaker compares the oceans to both labyrinths and poetry. How will these analogies shape the meaning of the poem? I will read the poem several times to make sure I understand what it is saying.

Read the poem, which contains allusions and analogies. Use Study Buddy and Close Reading to guide you as you read.

“Any fool can end up in an ocean. 🇧🇷 🇧🇷 by Jack Spicer, myvocabulary did this to me

1 Any fool can step into an ocean, but it takes a goddess to step out of one. What applies to oceans also applies, of course, to 5 Oflabyrinths and Poems. When you start to swim Through torrential rhythms and metaphor's seaweed You must be a good swimmer or a born goddess to get out of them The water barely moves You could pass all the waves and rocks In the middle of the poem, to touch this or something supernatural . You will drown, honey. You will drown. Any Greek can take you to the labyrinth.

20 But it takes a hero to come out of one. Of course, what applies to labyrinths also applies to love and memory. when you start to remember

1 . 🇧🇷 🇧🇷 a born goddess: a reference to Aphrodite, a goddess in Greek mythology who is said to have been born an adult from the sea

2 labyrinth: a complex labyrinth. In Greek mythology, the hero Theseus enters and exits the Cretan labyrinth, rescues sacrificed youths and slays a terrible monster, the Minotaur.

What allusions does the narrator make? At what point in the poem does everyone become clear? Underline clues that will help you understand what mythical stories are being told. Use the footnotes as a guide.

close to read

See all the ways the speaker compares an ocean to a poem. How do you say they are similar?

suggestions

How does the speaker feel about the poetry? Do you find it confusing, calming or dangerous? Draw a frame around the clues that will help you identify the tone of the poem.

Lesson 16

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L16: Analysis of analogies and allusions 157

Part 4: Guided Practice

Use as sugestões desta página para responder às perguntas.

1 How does the speaker's analogy say that oceans and poems are the same thing?

Both are easy to hit, but their effects are hard to resist.

B Both are dangerous, captivating and fun at the same time.

C Both are filled with monsters you must fight to gain your freedom.

D Both present many obstacles before you can reach them.

2 What is the purpose of the speaker's allusion to the labyrinth?

A for comparing the skills of a mighty Greek goddess to the exploits of Theseus

B to suggest that readers can be caught up in the many levels of meaning suggested by figurative language

C to emphasize the confusing but poignant message at the heart of the poem.

D to emphasize that readers can get lost in a good poem as much as they can in a maze

3 Explain how the speaker's use of analogy and allusion affects the tone of the poem. Use at least two details from the poem in your response.

“Any fool can end up in an ocean. 🇧🇷 🇧🇷 by Jack Spicer, myvocabulary did this to me

1 Any fool can step into an ocean, but it takes a goddess to step out of one. What applies to oceans also applies, of course, to 5 Oflabyrinths and Poems. When you start to swim Through torrential rhythms and metaphor's seaweed You must be a good swimmer or a born goddess to get out of them The water barely moves You could pass all the waves and rocks In the middle of the poem, to touch this or something supernatural . You will drown, honey. You will drown. Any Greek can take you to the labyrinth.

20 But it takes a hero to come out of one. Of course, what applies to labyrinths also applies to love and memory. when you start to remember

1 . 🇧🇷 🇧🇷 a born goddess: a reference to Aphrodite, a goddess in Greek mythology who is said to have been born an adult from the sea

2 labyrinth: a complex labyrinth. In Greek mythology, the hero Theseus enters and exits the Cretan labyrinth, rescues sacrificed youths and slays a terrible monster, the Minotaur.

What allusions does the narrator make? At what point in the poem does everyone become clear? Underline clues that will help you understand what mythical stories are being told. Use the footnotes as a guide.

close to read

See all the ways the speaker compares an ocean to a poem. How do you say they are similar?

suggestions

Reread the footnote on the hero Theseus. What is the connection between this myth and the references to the labyrinth in the poem?

Think about how the comparisons in the poem shape its meaning and help you understand the speaker's feelings about the poetry.

Lesson 16

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L16: Analysis of analogies and allusions 158

Read this fictional account of a trip to see a famous 20th-century artist at work. Then answer the following questions.

A Journey Through the Rainbow by Michael Valdez

1 The sun woke Ben up on the morning of July 20, 1951, and he was so excited he couldn't go back to sleep. It was the day her summer art class was to visit famous artist Jackson Pollock. Few people were allowed into the artist's studio at his country home in Springs, Long Island, New York, but Ms. Zanders, Ben's teacher, had been a student of the famous artist at the ArtStudents' League twenty years earlier. As a result, her class was given special permission to visit them.

2 Ben discovered art in his senior year and was particularly inspired by abstract painting. He was fascinated by the way modern artists combine colors and shapes to create a feeling or impression without showing an actual image. It was almost mystical to turn straw into gold, and Mr. Pollock was a master. The opportunity to see this type of art being created was a once in a lifetime opportunity. Ben had read about Mr. Pollock; now he was about to experience it firsthand.

3 When the gang arrived at Mr. Pollock, Ben looked around excitedly. It didn't look like much: a dilapidated farmhouse and battered barn, a scene straight out of Kansas. Ben hid his disappointment; somehow he imagined the famous man's office more like the city of Oz. Then the class suddenly came across the artist himself: Mr. Pollock had spread his large canvas over a thick piece of cloth on the floor. Concentrated on his work, he didn't look up when she arrived. Miss Zanders pulled them closer but told them to shut up and watch without interrupting.

4 Mr. Pollock did not paint with a brush like other artists. Instead, he dipped a stick into a can of paint and dripped or squirted it onto the canvas. Bent in half like a razor, he circled the canvas to paint from every angle, his movements quick and confident. The painting was already a dense weave of black and white paint spots and stripes, but he continued to weave white and then more black paint into warp and weft1 in an ever-changing pattern.

5 Ben noticed that the artist's boots were stained with paint and even looked like they had paint on the soles. A moment later, Ben knew why when he saw Mr. Pollock walk directly to the screen. He left an indelible mark on the painting, like the fossil of an ancient sea creature on a rock.

6 For a long time the disciples remained virtually invisible; Mr. Pollock gave no sign of knowing the class was there. Suddenly he started talking as he painted, not looking at his visitors, but giving information about his activity that was clearly intended for them. He explained that he likes to paint directly, not from drawings or sketches, in order to express his feelings spontaneously. Mr. Pollock wanted pictures of him to be as real as possible. Ben nodded, thinking it was like the difference between looking at a picture of a roller coaster and experiencing reality. 1 In weaving, the warp is made up of the vertical threads and the weft is made up of the threads woven horizontally between them to create a piece of fabric.

Part 5: LAFS Practice

Lesson 16

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L16: Analysis of analogies and allusions 159

7 Mr. Pollock went on to explain that he likes to work alongside training because he is more comfortable working at a wider range. Placing the canvas on the floor allowed him to move freely over the large canvases he liked to use. It helped him to feel part of the painting itself. He called his style "action painting" and Ben understood why. Compared to Pollock, other artists were statues at their easels.

8 Without warning, Mr. Pollock poured a last drop of paint onto the canvas, put down his paint can and pencil, and stood up. Each frame has a life of its own, he explained, and this one is ready to live. Finally, the artist looked directly at the students and invited them to take a closer look at his finished work.

9 As he approached, Ben could feel the power and electrical energy of the ink and shuddered at the extraordinary effect it had on his senses. He was just black and white, but somehow he lived like he or Miss. Zanders or Mr. Pollock. In a way, the painting was Mr. Pollock, or at least a part of it. Ben realized that this was the magic he had been hoping to discover, what he loved about abstract painting, and that Mr. Pollock was a master magician. Ben felt that every image created by Mr. Pollock gave him a glimpse into the man's soul. This was Oz after all, and Ben never wanted to leave.

10 On the way home, visions of the art he wanted to create floated through Ben's mind. He tried Pollock's style of action painting, but also wanted to work with large blocks of bright color to create fluid movement and rhythm. He knew it would be some time before he figured out how to paint himself and his soul the way Mr. Pollock had done. But that was the goal, the magic, the way to Oz, and Ben knew it was only a matter of time before he found it himself.

Answer questions. Mark your answers to questions 1-3 on the answer sheet to the right.

1 Read the sentence in paragraph 2 of the story.

Turning straw into gold seemed almost mystical, and Mr. Pollock was a master.

How does the author's allusion to "turning straw into gold" in the folk tale "Rumpelstiltskin" help you understand Ben's feelings about art and abstract artists?

A Expresses your belief that modern painting techniques produce bright and colorful art.

B Emphasizes Ben's desire to become a famous abstract artist as he grows older.

C Emphasizes Ben's sense of the magical nature of the artistic process.

D Reveals his admiration for Mr. Pollock to create valuable works of art from simple colors.

answer form

1 A B C D2 A B C D3 A B C D

correct number 3

Part 5: LAFS Practice

Lesson 16

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L16: Analysis of analogies and allusions 160

2 Read this line from paragraph 4 of the story.

The painting was already a dense carpet of bubbles and streaks of black and white paint. 🇧🇷 🇧🇷 🇧🇷

What does the tapestry analogy reveal about painting?

A The many lines and layers of paint create an abstract pattern on the canvas.

B Thick canvas and thread-like streaks of paint produced fossil-like prints and patterns.

C The artist used a sketch he made to reproduce a black and white tapestry.

D The black and white pattern grew as the artist walked across the canvas.

3. What is the purpose of using phrases like "current and electrical power" and "powered by its extraordinary effect" in paragraph 9?

They give a solemn and respectful tone to the painter's peculiar style.

B Reflect a tone of emotion and intensity in the painting.

C They signal the passage from a tone of indifference to a tone of interest in the artist's explanation.

D They build a sense of tension and mystery about the artist's life.

4 Explain how the references to The Wonderful Wizard of Oz add to the meaning and tone of the story. Use at least two details from the text in your response.

Go back and see what you can check off the self-test on page 143. self-test

Part 5: LAFS Practice