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By: Eugenia W. Collier
MARIGOLDS
WHAT IS SYMBOLISM?
WHAT IS FIGURATIVE LANGUAGE?
MARIGOLDSBY EUGENIA W. COLLIER
“. . . one cannot have both compassion and innocence.”
from “Marigolds” by Eugenia W. Collier
MARIGOLDSINTRODUCING THE STORY
The narrator of this story lives in a small town in Maryland during the Great Depression. Because her family has always been poor, Lizabeth is unaware of new family hardships. She cannot explain why her neighbor’s lovely flowers should anger her so.
[End of Section]
MARIGOLDSINTRODUCING THE STORY
Conflict is the struggle at the heart of a story.
• External conflict—characters struggle with something outside themselves (other characters, society, or nature).
• Internal conflict—characters struggle with opposing needs, desires, or emotions.
MARIGOLDSLITERARY FOCUS: CONFLICT
[End of Section]
Conflict is most intense when characters face both internal and external struggles. In this story, Lizabeth
• takes part in an external confrontation with Miss Lottie
• struggles with contradictory desires that she doesn’t fully understand
MARIGOLDSLITERARY FOCUS: CONFLICT
A character’s motivation helps explain the conflicts that occur.
MARIGOLDSREADING SKILLS: MAKING INFERENCES
• When you read, think about why characters behave as they do.
• As you consider the reasons for their actions, you are trying to determine their motivation.
Often writers don’t make direct explanations about a character’s motives. The reader makes inferences, or educated guesses.
MARIGOLDSREADING SKILLS: MAKING INFERENCES
Clues from the text:What characters say and don’t say.
How characters act.
Prior knowledge: What you know about people and how they behave.
Inference about a character’s motivation.
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VOCABULARY
ARID
• Lacking enough water for many types of plants to grow; dry
POIGNANTLY
• With a sharp sadness or pain
MALICIOUS
• Showing a desire to harm another; spiteful
CONTRITION
• Deep feelings of guilt and repentance
While you read this story, look for clues that may help you infer the motives of the characters.
MARIGOLDSREADING SKILLS: MAKING INFERENCES
• Look for reasons behind the children’s behavior as individuals and in groups.
[End of Section]
• Don’t forget to consider deeper motives behind the neighbor’s garden work.
LET’S READ
• Make sure to look for
• 1. symbolism
• 2. imagery
• 3. figurative language
• 4. tone/theme
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