Plot
Where does the little tug start the story?
New York Harbor
From whose point of view is the poem told?
The little tug — first person
What phrase shows a sound effect of the tug?
“toot-whistle, chug-a-chug”
Does the poem have lines that repeat sounds like “toot” or “chug”? What is that called?
Yes — repetition/onomatopoeia
Name two places the tug passes after leaving New York.
Examples: Barnegat, Ship Bottom, Great Bay, Brigantine, Cape May Lighthouse
Find a line that shows the speaker is the tug.
Examples: “there’s me—a little tug.” or “Chug-chug, I’m on my way.”
Identify a simile or comparison in the poem.
“which shines like Liberty.” — Cape May Lighthouse compared to Liberty’s light
Find an example of a line break used for effect (where the poet splits a word or idea across lines).
“to take / a little / snooooze—z—z—z . . .”
What new kinds of places does the tug see in Chesapeake Bay that it had not seen before?
Farms, fields, animals like horses and cows, and open water with birds
How does the narrator’s point of view help us learn about both the city and the country?
As the tug tells its own experiences, we see contrasts between New York Harbor and Chesapeake Bay through its observations and feelings
Find an example of onomatopoeia in the poem.
“Toot tootle toooot”, “Chug-chug”
What is the poem’s rhyme pattern in small sections (do lines rhyme in pairs or other ways)?
Many stanzas use end rhymes in pairs or near rhymes; lines often rhyme in couplets or with repeated sounds
Why does the little tug decide to leave New York?
Liberty signals and the tug sails out past the bay — the poem shows it leaving when “The coast is clear. Why not sail on by?
Explain how the tug’s feelings about New York and Chesapeake change or compare.
The tug loves New York and Liberty’s light but is excited and curious about the country sights in Chesapeake; both places are appreciated
Explain how the poet uses personification in the poem.
Liberty is given the ability to “say” words or “wave” — human actions used to describe the statue guiding ships
How does the poet’s use of short lines and sound words help create the tug’s voice?
Short lines and sound words imitate the tug’s motions and engine sounds, making the voice lively and playful
Describe the sequence of events from the tug hearing a whistle to meeting the Chesapeake tug.
The tug hears a ship’s whistle, Liberty signals, the tug leaves New York, travels down the coast past landmarks, sails into Chesapeake Bay, sees country sights, then meets another tug who is from Chesapeake
Why is first-person narration effective for this poem’s theme about travel and discovery?
It lets readers experience the tug’s wonder and changes directly, making the contrast between city life and country life more personal and vivid
Choose a line that is an example of imagery and explain which sense it uses.
“I can see a farmhouse with a horse and a cow.” — visual imagery; or “I’ve never... sniffed a country breeze.” — smell imagery
Explain how stanza breaks and punctuation help show the tug’s actions (like sleeping, waking, and tooting).
Breaks slow down the reader for the tug’s snooze, long vowels and dashes show stretching or sleeping sounds, and punctuation like exclamation points signal excitement when it wakes and toots