Cornelius Sen Poetry Assessment

8/7/2019 Cornelius Sen Poetry Assessment

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Name:

Date:

Read the directions for each question. Then answer the question.

Read the following poem and then use it to answer question 1.

Winter Poem

once a snowflake fellon my brow and i lovedit so much and i kissed

it and it was happy and called its cousinsand brothers and a web

of snow engulfed me theni reached to love them all

and i squeezed them and they became

a spring rain and i stood perfectlystill and was a flower--Nikki Giovanni


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1.Which one of the following poetry forms best describes the poetry form used by the author ofWinter Poem?

a. Free Verse Poetryb. Rhymed Poetryc. Patterned Poetryd. Limerick Poetry

2. Patterned poetry form is best described as written:a. using a repetition of the same sound at the end of each line.

b. without using repetition of sounds or any formal meter or physical shape.c. using an unusual physical shape which matches the mood or ideas expressed in the poems text.d. using only three lines of unrhymed poetry which using 5 syllables in the first line, 3 syllables in the

seconded line, and 5 syllables in the third line.

Read the following poem, and then use it to answer questions 3-5.

Sick

by Shel Silverstein"I cannot go to school today,"Said little Peggy Ann McKay,

"I have the measles and the mumps,A gash, a rash, and purple bumps.

My mouth is wet, my throat is dry,I'm going blind in my right eye.My tonsils are as big as rocks,


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I've counted sixteen chicken poxAnd there's one more--that's seventeen,And don't you think my face looks green?

My leg is cut, my eyes are blue--It might be instamatic flu.

I cough and sneeze and gasp and choke,I'm sure that my left leg is broke--My hip hurts when I move my chin,

My belly button's caving in,My back is wrenched, my ankle's sprained,

My 'pendix pains each time it rains.My nose is cold, my toes are numb,

I have a sliver in my thumb.My neck is stiff, my voice is weak,I hardly whisper when I speak.

My tongue is filling up my mouth,I think my hair is falling out.

My elbow's bent, my spine ain't straight,My temperature is one-o-eight.

My brain is shrunk, I cannot hear,There is a hole inside my ear.

I have a hangnail, and my heart is--what?What's that? What's that you say?

You say today is---Saturday?G'bye, I'm going out to play!

3. What is the problem in Sick?a. Peggy Ann McKay wants to go to school, and does not realize it is Saturday.


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b. Peggy Ann McKay is very sick and does not realize it is Saturday.c. Peggy Ann McKay does not want to go to school, and does not realize it is Saturday.d. Peggy Ann is pretending to be sick, and does not realize it is Saturday.

4. Which one of the following statements best describes a way Peggy Ann McKays feelings about herhealth change or stay the same from the beginning of the poem to the end of the poem?

a.At the beginning of the poem, Peggy Ann McKay feels healthy, and at the end of the poem, she still feelshealthy.b.At the beginning of the poem, Peggy Ann McKay feels sick, and at the end of the poem, she feels healthy.c.At the beginning of the poem, Peggy Ann McKay feels sick, and at the end of the poem, she still feels sick.d.At the beginning of the poem, Peggy Ann McKay feels healthy, and at the end of the poem, she feels sick.

5. Which form of poetry best describes the poem Sick?a.Rhymed Poetryb.Free Verse Poetryc.Patterned Poetryd.Refrain Poetry

Read the following two poems and then use them to answer question 6.A Winter Message

By Mark R Slaughter

A flake of snow in flurry thro the airHad landed as a kiss upon my cheek:

A secret message, just for me to share;


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To take to heart but never dare to speakAbout or presuppose to other eyes

Your open feelings distant though they are.And so, upon your lips, my OWN surprise:A flake of snow returned from me afar

Summer Sea WaveBy Sandra Liatsos

It tumbled and it crumbledLike a mountain in a quake.

It thundered and I wonderedAt the power it could make.It trickled and it tickled me.

I saw it disappear.The mountain was a murmuring

Of ocean in my ear.

6. The two poems above are similar because both poems discuss how:

a. the different seasons temperatures feel.b. nature can be used to communicate the speakers emotions.c. different weather phenomena physically feel to the speaker.d. the speakers feel about the differing seasons.


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7. Reread lines 1-4 from Summer Sea Wave. Then choose the best answer to the question.

It tumbled and it crumbledLike a mountain in a quake.

It thundered and I wonderedAt the power it could make.

The poet uses the words mountain in a quake and thundered in these lines to create an image of awave being:

a. like a thunder storm and an earthquakeb. a loud noise like thunder and an earthquake

c. a powerful natural phenomena like thunder and an earthquaked. dangerous like thunder and an earthquake

~ Continue on to the Next Page ~


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Short Answer: First, read the question. Next, answer the question below. Paragraphs should be well-organized, convincing, and follow the format discussed in class. Be sure to check your work for grammatical errors.

8. In class, we read Shel Silversteins poem, The Giving Tree. The poem chronicles the relationship between a boyand the tree that consistently sacrifices to make the boy happy. The poem also chronicles the boys life fromchildhood until old age. Discuss at least three different ways in which the boy changes during each period of his

life throughout the poem. For example, tell how the boy changed from childhood to young adulthood, and fromyoung adulthood to being middle-aged, etc. Be sure to take include at least three specific examples from thepoem about how his actions, his relationship with the tree, and his attitudes about his life change during each ofthe different periods of his life.

Your answer should take the form of two well-developed paragraphs, each of which follow the paragraph writingguidelines we have discussed in writing class. This question is worth 15 points. Write your answer below. You mayuse both sides of the paper if needed.


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First, read the poems on the next page. Next, use the poems to answer the question below.9. Compare and contrast Walter de la Mares poem to the Jack Prelutsky poem written below. Give three ways in

which they are similar and three ways in which they are different, using specific examples from BOTH the

poems. Among other things, your answer should include comparisons and contrasts of how poetic form, figurativelanguage, and authors purpose contribute to each poem. In your answer, describe a least one way in whichreading one poem, contributed to your understanding of the other poem, using at least three specific examplesfrom the poems. Your response should take the form of three well-developed paragraphs, each of which followthe paragraph writing guidelines we have discussed in writing class. This question is worth 15 points.

Write your answer using the next blank page. You may use both sides of the paper if needed.


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Poem 1 Poem 2

The Snowflake

By Walter de la Mare

Before I melt,

Come look at me!

This lovely, icy filagree!

Of a great forest

In one night

I make a wilderness

Of white:

By skyey cold

Of crystals made,

All softly, on

Your finger laid,

I pause, that you

My beauty see:

Breathe, and I vanish

Instantly.

A SNOWFLAKE FELL

By Jack Prelutsky*

A snowflake fell into my hand,

a tiny, fragile gem,

a frosty crystal flowerlet

with petals, but no stem.

I wondered at the beauty

of its intricate design,

I breathed, the snowflake

vanished,

but for moments, it was mine.

*This poem is from the book Its

Snowing, Its Snowing by Jack

Prelutsky


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Write your answer for Question 9 here. You may use both sides of the paper if needed.


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10. First, read the poem on the next page. Next, use the poem* to answer the question below.

a. In class, we discussed poetic forms and their respective advantages and disadvantages. For thispoem, identify BOTH poetic forms used by the poet and give two advantages and two disadvantages ofeach poetic form. (1 well-developed paragraph)

b. Identify three instances where the poet used figurative language, such as adjectives, similes,metaphors, and descriptive verbs, in the poem. For each instance, give three reasons telling how theuse of that figurative language contributed to either setting, tone, conflict development, or character

development. ( 1 well-developed paragraph)

c.In your opinion, what message do you think the poet would like you gain from the poem? In yourresponse, give at least three examples from the poem, that support your answer. Your examples maydiscuss content, poetic form, and/or the figurative language used in the poem. (1 well-developedparagraph)

Your response should take the form of one well-developed paragraph for each section, for a total of three

paragraphs, all of which follow the paragraph writing guidelines we have discussed in writing class. This question isworth 20 points. Write your answer using the next blank page.


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*This poem is from the book Its Snowing, Its Snowing by Jack Prelutsky


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Write your answer for Question 10 here. You may use both sides of the paper if needed.


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de la Mare, Walter. (n.d.) Snowflake. Available from http:.//mrhallsclasses.wikispaces.com/file/view/De+La+Mare

+tripoem.docGiovanni, Nikki. (n.d.). Winter poem. Available from http://www.ctadams.com/nikkigiovanni15.html.Liastsos, Sandra. (n.d.). Summer sea wave. In Side by side: Poems to read together (11). New York, NY: TrumpetClub Publishing.Prelutsky, Jack. (1984). Its Snowing, Its Snowing, New York, NY: Greenlow Books.Silverstein, Shel. (n.d.) Sick. Available from http://www.poemhunter.com/poem/sick-20/.
http://www.poemhunter.com/poem/sick-20/http://www.poemhunter.com/poem/sick-20/http://www.ctadams.com/nikkigiovanni15.htmlhttp://www.ctadams.com/nikkigiovanni15.html


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Answer Key/Rubric

Multiple Choice:

1. A. Free Verse Poetry2. C. using an unusual physical shape which matches the mood or ideas expressed in the poems text.3. D. Peggy Ann is pretending to be sick, and does not realize it is Saturday.4. B. At the beginning of the poem, Peggy Ann McKay feels sick, and at the end of the poem, she feels healthy.5. A. Rhymed Poetry6. B. nature can be used to communicate the speakers emotions.7. C. Being a powerful natural phenomena like thunder and an earthquake

Rubrics:

Rubric for Question 8Exemplary/Proficient (15 points): The response indicates clear and insightful understanding of the poem.

Three or more different ways in which the poems are similar and three or more different ways they aredifferent. Specific examples are included from each poem are used to support students analyses of thesimilarities and differences of two poems. Examples are detailed, well-thought out, organized and support the

writer's argument about similarities and differences in the poems. At least one, well thought-out, andplausible opinion is presented for how reading one poem, contributed to the students understanding of theother poem.

Paragraphs are well-organized, convincing, and follow the format discussed in class. They are generally freefrom grammatical errors.


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Developing/Needs Improvement: (10 points): The response contains most of the required information, andindicates moderate to little understanding of the poem.

Two to three different ways in which the poems are similar and three or more different ways they aredifferent. Some specific examples are included from each poem are used to support students analyses of the

similarities and differences of two poems. Examples are somewhat detailed, moderately well thought-out,moderately organized and somewhat support the writer's argument about similarities and differences in thepoems. One, moderately thought-out, and somewhat plausible opinion is presented for how reading one poem,contributed to the students understanding of the other poem.

Paragraphs are moderately well organized, are somewhat convincing, and only somewhat follow the formatdiscussed in class. They contain grammatical errors.

Unsatisfactory (5 points): The response contains some of the required information, and indicates nounderstanding of the poem.

One or less different ways in which the poems are similar and three or more different ways they aredifferent. Few to none specific examples are included from each poem are used to support students analysesof the similarities and differences of two poems. Examples are not detailed, not thought out, not organizedand do not support the writer's argument about similarities and differences in the poems. Zero or one, poorlythought-out, and/or not plausible opinion is presented for how reading one poem, contributed to the studentsunderstanding of the other poem.

Paragraphs reflect little to no organization, are not convincing, and do not follow the format discussed in class.They contain numerous grammatical errors.

Rubric for Question 9Exemplary/Proficient (15 points): The response indicates clear and insightful understanding of the poem.


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Three or more different ways in which the boy changes during each period of his life throughout the poem areidentified and explained. Three or more specific examples are included from the poem about how his actions,his relationship with the tree, and his attitudes about his life change during each of the different periods ofhis life. Examples are detailed, well thought-out, organized and support the writer's argument about

similarities and differences in the poems.

Paragraphs are well-organized, convincing, and follow the format discussed in class. They are generally freefrom grammatical errors.

Developing/Needs Improvement: (10 points): The response contains most of the required information, andindicates moderate to little understanding of the poem.

Two to three different ways in which the boy changes during each period of his life throughout the poem areidentified and explained. Two to three specific examples are included from the poem about how his actions,his relationship with the tree, and his attitudes about his life change during each of the different periods ofhis life. Examples are somewhat detailed, moderately well thought out, moderately organized and somewhatsupport the writer's argument about similarities and differences in the poems.

Paragraphs are moderately well organized, are somewhat convincing, and only somewhat follow the formatdiscussed in class. They contain grammatical errors.

Unsatisfactory (5 points): The response contains some of the required information, and indicates no

understanding of the poem.

One or less different ways in which the boy changes during each period of his life throughout the poem areidentified and explained. One or less specific examples are included from the poem about how his actions, hisrelationship with the tree, and his attitudes about his life change during each of the different periods of hislife. Examples are not detailed, not thought out, not organized and do not support the writer's argument aboutsimilarities and differences in the poems.


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Paragraphs reflect little to none organization, are not convincing, and do not follow the format discussed inclass. They contain numerous grammatical errors.

Rubric for Question 10

Exemplary (20 points): The response indicates clear and insightful understanding of the poem.a.Both poetic forms are accurately identified and two advantages and disadvantages of each poetic form arediscussed in depth, accurately, and in a way which reflects discussions we have had in class about theimportance of the chosen poetic forms that we have had in class.b.Three instances of figurative language such as, but not limited to, adjectives, similes, metaphors, anddescriptive verbs, are identified and at least three reasons are given for each instance that tells how the useof the figurative language contributed to either setting, tone, conflict development, or characterdevelopment.c.Student indicates a clear and insightful opinion about the poems message. Students argument contains atleast three thoughtful examples that consider the content, poetic form, and/or figurative language that givestrong support to the students opinion.d.Paragraphs are well-organized, convincing, and follow the format discussed in class. They are generally freefrom grammatical errors.

Proficient (15 points): The response contains the required information, but does not indicate strong understandingof the poem.

a. The two poetic forms are accurately identified and two advantages and disadvantages of each poeticform are accurately discussed. However, the student does not go in depth, and only moderately reflectsdiscussions we have had in class about the importance of the chosen poetic form that we have had inclass.

b. Three instances of figurative language such as, but not limited to, adjectives, similes, metaphors, anddescriptive verbs, are identified and at least three reasons are given for each instance that tells how theuse of the figurative language contributed to either setting, tone, conflict development, or characterdevelopment. Reasons only moderately reflect understanding of why particular language is used.


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c. Student indicates a clear opinion about the poems message. Students argument contains at least threeexamples that consider the content, poetic form, and/or figurative language that give moderate supportto the students opinion.

d. Paragraphs are moderately organized, convincing, and only somewhat follow the format discussed in class.

They contain grammatical errors.

Developing/Needs Improvement: (10 points): The response contains most of the required information, andindicates little to no understanding of the poem.

a) At least one poetic form is accurately identified and two advantages and disadvantages of the poeticform are accurately discussed. However, the student does not go in depth, and answers do not reflectdiscussions we have had in class about the importance of the chosen poetic form that we have had inclass.

b) Three instances of figurative language such as, but not limited to, adjectives, similes, metaphors, anddescriptive verbs, are identified and but two to three reasons are given for each instance that tells howthe use of the figurative language contributed to either setting, tone, conflict development, or characterdevelopment. Reasons only moderately reflect understanding of why particular language is used.

c) Student indicates a clear opinion about the poems message. Students argument contains less than threeexamples that consider the content, poetic form, and/or figurative language that give moderate supportto the students opinion.

d) Paragraphs show some attempts at organization, are not convincing, and only somewhat follow the formatdiscussed in class. They contain many grammatical errors.

Unsatisfactory (5 points): The response contains some of the required information, and indicates nounderstanding of the poem.

a) Both poetic forms may be accurately identified but no advantages and disadvantages of the poetic formsare discussed.

b) Lessthan three instances of figurative language such as, but not limited to, adjectives, similes,metaphors, and descriptive verbs, are identified. Zero to one reasons are given for each instance thattells how the use of the figurative language contributed to either setting, tone, conflict development, orcharacter development. Reasons only moderately reflect understanding of why particular language is used.


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c) Student indicates no clear opinion about the poems message. Students argument does not contain anyexamples that consider the content, poetic form, and/or figurative language and gives no support to theher or his opinion.

d) Paragraphs reflect no organization, are not convincing, and do not follow the format discussed in class.

They contain numerous grammatical errors.

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Cornelius Sen Poetry Assessment