916 unit 5: the harlem renaissance and modernism
By the road to the contagious hospital1
under the surge of the blue
mottled clouds driven from the
northeast—a cold wind. Beyond, the
waste of broad, muddy fields
brown with dried weeds, standing and fallen
patches of standing water
the scattering of tall trees
All along the road the reddish
purplish, forked, upstanding, twiggy
stuff of bushes and small trees
with dead, brown leaves under them
leafless vines— d
Lifeless in appearance, sluggish2
dazed spring approaches—
They enter the new world naked,
cold, uncertain of all
save that they enter. All about them
the cold, familiar wind — e
Now the grass, tomorrow
the stiff curl of wildcarrot leaf
One by one objects are defined—
It quickens:3 clarity, outline of leaf
But now the stark dignity of
entrance—Still, the profound change
has come upon them: rooted, they
grip down and begin to awaken
Spring and All
William Carlos Williams
5
10
15
20
25
dIMAGISM
Identify the colors named
in lines 1–13. What aspect
of spring is emphasized
by these colors?
eIMAGISM
Reread lines 16–19. What
words and phrases
does Williams use to
characterize the newly
growing plants in these
lines? Then identify the
language in lines 20–27
that describes the change
that comes upon them.
1. contagious hospital: place where people with contagious
diseases are hospitalized.
2. sluggish: slow to respond.
3. quickens: comes alive; revives.
L11PE-u05s25-Spring_ThisisJust.indd 916 9/5/06 2:40:29PM
differentiated instruction
summary
This poem describes a scene by a roadside on
a cold, muddy, windy spring day. The poem
describes budding plants entering the world
uncertainly but then taking root firmly.
d imagism
Possible answer: The colors named are blue,
brown, and “reddish purplish.” These colors
emphasize that spring arises from a dead-
ened, dark winter, rather than emphasizing
joy as other poets might.
If students need help . . . Work with them
to complete a Cluster Diagram like this
one, using color words and other words
they associate with spring. Have them
compare and contrast their words with
Williams’s to infer similarities and differ-
ences in feeling.
BEST PRACTICES TOOLKIT—Transparency
Cluster Diagram p. B18
LITERARY ANALYSIS
for less–proficient readers
Concept Support: Make Inferences Have
students work with the prereading chart
introduced on page 913 to make inferences
from the images in this poem.
“Spring and All”
Inferences Details
It’s early
spring.
cold wind, mud
for advanced learners/ap
Analyze Figurative Language Ask students
to explain the subtle personification in lines
16–18. Example: The new roadside plants are
described like newborn babies that “enter the
new world naked, cold, uncertain . . . .” Have
students discuss the effects this figurative
comparison has on reader response, and
ask them to consider why the comparison is
appropriate in a poem written by a doctor.
Invite students to share their analysis and
ideas with the class.
e imagism
Possible answer : In lines 16–19 the phrase
“naked, / cold, uncertain” emphasizes the
newborn plants’ vulnerability. In lines
20–27 words and phrases such as “stiff curl,”
“clarity, outline of leaf,” “stark dignity,”
“rooted,” “grip down,” and “begin to awak-
en” describe the plants’ growing strength
and confidence.
LITERARY ANALYSIS
flowe rs
roses
pink
Spri ng
916 unit 5
L11TE-u05s12-station.indd 916L11TE-u05s12-station.indd 916 1/4/07 1:27:34 PM1/4/07 1:27:34 PM
