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Brittany Camp
Task 3 – Teacher Made Test
Unit 4 Test – Poetry
Matching (2 points each)
For each group, match the term on the left with the description correct description on the
right.
1. simile a. giving human qualities to a non‐human figure
2. metaphor b. exaggeration for emphasis or humorous effect
3. personification c. a direct comparison of two unlike things, not using like or as
4. hyperbole d. a comparison between two unlike things using the words like or as
5. alliteration a. the repetition of initial consonant sounds
6. consonance b. the repetition of vowel sounds in unrhymed words
7. assonance c. using words that imitate sounds
8. onomatopoeia d. the repetition of consonant sounds within and at the ends of words
9. allusion a. a writer’s choice of words and way of arranging sentences
10. diction b. when an author says the opposite of what he/she means for effect
11. irony c. an author’s attitude toward his/her subject
12. connotation d. an indirect reference to a famous person, place, event, or literary work
13. tone e. the emotional associations of a word, beyond its dictionary definition
Poetry Analysis
On the following pages you will find poems and accompanying questions. Some we have read
before; others will be new to you. Use each poem to answer the questions that follow it.
Complete the multiple choice questions on your Edusoft sheet (3 points each), then answer the
short responses on a sheet of paper (7 points each).
miss rosie
Lucille Clifton
when I watch you
wrapped up like garbage
sitting, surrounded by the smell
of too old potato peels
or
when I watch you
in your old man's shoes
with the little toe cut out
sitting, waiting for your mind
like next week's grocery
I say
when I watch you
you wet brown bag of a woman
who used to be the best looking gal in Georgia
used to be called the Georgia Rose
I stand up
through your destruction
I stand up
14. All of the lines in this poem are:
a. enjambed
b. end‐stopped
15. Which line from this poem uses hyperbole?
a. wrapped up like garbage / sitting, surrounded by
the smell
b. sitting, waiting for your mind
c. who used to be the best looking gal in Georgia
d. I stand up / through your destruction
16. This poem could be classified as:
a. organic
b. traditional
17. Which line does not contain alliteration?
a. when I watch you
b. used to be called the Georgia Rose
c. sitting, surrounded by the smell
d. wet brown bag of a woman
SHORT RESPONSES (4‐5 sentences each):
1. Find one simile and one metaphor the author
uses to describe miss rosie and explain their
effects. (What does the reader learn about her as a
result of each figure of speech?)
2. Describe the speaker’s attitude toward miss
rosie. What inferences can you make about their
relationship and what emotions does the speaker
seem to experience? Be sure to use textual
evidence to justify your conclusions.
the sonnet‐ballad
Gwendolyn Brooks
Oh mother, mother, where is happiness?
They took my lover's tallness off to war,
Left me lamenting. Now I cannot guess
What I can use an empty heart‐cup for.
He won't be coming back here any more.
Some day the war will end, but, oh, I knew
When he went walking grandly out that door
That my sweet love would have to be untrue.
Would have to be untrue. Would have to court
Coquettish death, whose impudent and strange
Possessive arms and beauty (of a sort)
Can make a hard man hesitate‐‐and change.
And he will be the one to stammer, "Yes."
Oh mother, mother, where is happiness?
18. This poem could be classified as:
a. traditional
b. organic
19. Would have to be untrue. Would have to court
Coquettish death, whose impudent and strange
Possessive arms and beauty (of a sort)
The dominant device in these lines is:
a. simile
b. metaphor
c. hyperbole
d. personification
20. The rhyme scheme of the first four lines of the
poem is:
a. abab
b. abba
c. abcb
d. unrhymed
21. Now I cannot guess / What I can use an empty
heart‐cup for
The dominant device in these lines is:
a. simile
b. metaphor
c. personification
d. hyperbole
Aftermath
Siegfried Sassoon
Have you forgotten yet?...
For the world’s events have rumbled on since those gagged days,
Like traffic checked while at the crossing of city‐ways:
And the haunted gap in your mind has filled with thoughts that
flow
Like clouds in the lit heaven of life; and you’re a man reprieved to
go,
Taking your peaceful share of Time, with joy to spare.
But the past is just the same‐and War’s a bloody game...
Have you forgotten yet?...
Look down, and swear by the slain of the War that you’ll never
forget.
Do you remember the dark months you held the sector at
Mametz–
The nights you watched and wired and dug and piled sandbags on
parapets?
Do you remember the rats; and the stench
Of corpses rotting in front of the front‐line trench‐
And dawn coming, dirty‐white, and chill with a hopeless rain?
Do you ever stop and ask, ‘Is it all going to happen again?’
Do you remember that hour of din before the attack–
And the anger, the blind compassion that seized and shook you
then
As you peered at the doomed and haggard faces of your men?
Do you remember the stretcher‐cases lurching back
With dying eyes and lolling heads—those ashen‐grey
Masks of the lads who once were keen and kind and gay?
Have you forgotten yet?...
Look up, and swear by the green of
the spring that you’ll never forget.
22. Which line demonstrates
internal rhyme?
a. Do you remember the rats; and
the stench
b. Do you remember the hour of din
before the attack‐
c. But the past is just the same‐and
War’s a bloody game
d. Masks of the lads who once were
keen and kind and gay?
23. Which phrase does not contain
any assonance?
a. Masks of the lads
b. dying eyes
c. remember the stretcher‐cases
d. dawn coming, dirty‐white
SHORT RESPONSES (4‐5 sentences
each):
3. Discuss your interpretation of the
theme of this poem. What do you
believe was the author’s message?
Be as specific as possible, and make
sure to use textual evidence to
support your interpretation.
4. What is the refrain of this poem?
How is it used to add meaning?
Describe one other poem we read in
class that used a refrain, and discuss
its effect.
The Summer I Was Sixteen
Geraldine Connolly
The turquoise pool rose up to meet us,
its slide a silver afterthought down which
we plunged, screaming, into a mirage of bubbles.
We did not exist beyond the gaze of a boy.
Shaking water off our limbs, we lifted
up from ladder rungs across the fern‐cool
lip of rim. Afternoon. Oiled and sated,
we sunbathed, rose and paraded the concrete,
danced to the low beat of "Duke of Earl".
Past cherry colas, hot‐dogs, Dreamsicles,
we came to the counter where bees staggered
into root beer cups and drowned. We gobbled
cotton candy torches, sweet as furtive kisses,
shared on benches beneath summer shadows.
Cherry. Elm. Sycamore. We spread our chenille
blankets across grass, pressed radios to our ears,
mouthing the old words, then loosened
thin bikini straps and rubbed baby oil with iodine
across sunburned shoulders, tossing a glance
through the chain link at an improbable world.
24. Which line or phrase does not contain an
example of assonance?
a. lip of rim
b. Oiled and sated, / we sunbathed, rose and
paraded
c. thin bikini straps
d. through the chain link
25. Which line demonstrates consonance?
a. we came to the counter where bees staggered
b. blankets across grass, pressed radios to our ears
c. Shaking water off our limbs, we lifted
d. Cherry. Elm. Sycamore. We spread our chenille
26. Which line contains a metaphor?
a. The turquoise pool rose up to meet us
b. bees staggered / into root beer cups
c. thin bikini straps and rubbed baby oil with iodine
d. cotton candy torches, sweet as furtive kisses
SHORT RESPONSES (4‐5 sentences each):
5. What is the author’s purpose in writing the
poem? Explain what she means by the final two
lines and how it impacts the meaning.
Unit Learning Goals (and Scale)
Scale for #1‐3
1 – I can define the words in parentheses.
2 – I can identify examples given to me (like on a multiple choice test).
3 – I can identify examples in unfamiliar poems.
4 – I can describe how individual examples affect the overall meaning of the poem.
1. To be able to define and identify examples of figurative language in poetry (simile, metaphor, personification,
imagery, hyperbole) and describe its effect on the reader.
2. To be able to define and identify examples of sound devices in poetry (alliteration, assonance, consonance,
onomatopoeia, repetition) and describe its effect on the reader.
3. To be able to describe a poem’s form (stanzas, structure, line breaks) and discuss how it contributes to the
meaning.
4. To be able to discuss a personal interpretation of a poem’s theme (using the poetry analysis questions), and
provide textual support/justification for my theme.
1 – I can almost never do this, even with help.
2 – I can do this, but only with a lot of help.
3 – I can do with some poems by myself, but others I’m completely lost.
4 – I can use my strategies and can do this with most poems I read.
5 – I can do this on 90% of poems with no help at all.
Standards Assessed
LA.910.2.1.3: The student will explain how meaning is enhanced through various features of poetry, including
sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme),
and graphic elements (e.g., line length, punctuation, word position);
LA.910.2.1.5: The student will analyze and develop an interpretation of a literary work by describing an
authors use of literary elements (e.g., theme, point of view, characterization, setting, plot), and explain and
analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole,
symbolism, allusion, imagery);
LA.910.2.1.7: The student will analyze, interpret, and evaluate an author's use of descriptive language (e.g.,
tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism,
metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain
how they impact meaning in a variety of texts;
Item Analysis
#1 95%
#2 90%
#3 95%
#4 90%
#5 90%
#6 82%
#7 90%
#8 80%
#9 70%
#10 95%
#11 85%
#12 72%
#13 87%
#14 70%
#15 73%
#16 92%
#17 87%
#18 65%
#19 76%
#20 95%
#21 100%
#22 80%
#23 62%
#24 67%
#25 73%
#26 80%
%age receiving
7/7
%age receiving
5/7
%age receiving
3/7
%age receiving
1/7 (or 0)
#1 18% 60% 20% 2%
#2 15% 52% 28% 5%
#3 8% 35% 52% 5%
#4 14% 42% 37% 7%
#5 10% 53% 32% 5%
Overall Results
A 25%
B 51%
C 15%
D 7%
F 2%
According to this metric, 94% of students in my 7th period achieved the objectives of the test well enough to
score a 70% or higher. Because at least 30% of students missed the questions about assonance, I went back
over the difference between assonance and consonance once more the following day.
Evaluation/Reflection
How similar was the content to the concepts and/or skills you taught?
The content of the test was exactly what I told students it would be. All the terms came from the study guide I
provided at the beginning of the unit. About 60% of the examples in the multiple choice came from poems we
looked at together in class. I gave the students a practice test two days before the test that included 6
questions from the test so that they would know exactly what to study. The only complaint from a few
students was about the short answer ‐ that they still can’t figure out poems on their own – their brains just
don’t come up with anything. I went over the Poetry Analysis Questions I provided them and emphasized that
just like anything it takes practice, so I’m offering extra credit to any students who complete voluntary poetry
journals over the break.
What was your rationale for the use of each type of question on the test (multiple choice, short‐response,
etc.)?
The first matching section seems ludicrously easy, especially for an Honors class, but I always include a section
like this one, worth the fewest points, in order to make sure that students are able to complete the most basic
level with literary terms – defining them. If they can define them but then still struggle to identify examples in
the multiple choice, that’s one thing. If they didn’t even bother memorizing the definitions, then that’s quite
another.
The multiple choice questions take it to the next level – can they identify examples of each device? Some of
the examples on the test come from poems we looked at together in class; others are new to students. This
difference helps to differentiate between mastery and memorization.
The short answer questions allow me to actually see a student’s thinking process. One of our learning goals for
the unit was that students would be able to create their own interpretation of a poem’s meaning and support
it with textual evidence – the only real way to determine that is with short answer. Some also ask the student
not only to identify a device in a poem, but also to discuss its purpose – the top level.
Do you feel comfortable using this test as a basis for decisions about your students?
Yes – I modeled it in part on the test provided by our textbook, and past FCAT tests, but obviously modified it
to focus on the most important essential knowledge I determined at the beginning of the unit. As a reflective
activity, I had students decide if the score accurately represents their understanding of poetry and why. Many
agreed with it, and gave specific reasons for the score they received.
Would you use this test again?
Yes, but next time I will add a fifth poem to it.