Language of Poetry

Grade 10, English

Prepared by:
Bernadette Baker
for
Larry M. Maurer, Instructor
EDFOUND 291-03: Principles of Teaching
Spring 2013, BU

Introduction
This Unit on poetry is important because poetry is important. Reading poetry offers a
fresh look at the use of language and form. Poetry is read differently than ordinary text, it is read
with the ear and the eye; and therefore offers a wide variety of experience to students. As a result
of reflective reading and analyzing, students will develop literary understanding and critical
evaluation processes. Learning about poetry and learning to read poetry will further develop a
students level of comprehension and develop their critical eye, turning reading and criticism into
an act of pleasure and willing exercise of higher level thinking, rather than mechanical analysis.
Students will respect the importance of learning to read and analyze poetry because
poetry is a prime source in stories. Written or spoken verse captures a readers attention in both

Bernadette Baker 5/7/2015 4:49 PM

Comment [1]: NCTE standard 3.2 know
oral, visual, written literacy practices

NCTE standard 3.3 know reading processes

NCTE standard 4.7 emphasize varied
purposes for language use
Bernadette Baker 5/7/2015 4:44 PM
Comment [2]: NCTE standard 2.4 foster
critical thinking

the fiction and the form. Through narrative imagination we as humans (and the students) make
sense of experience, and students can recreate their own experiences through words. Students
will be given a new way to view the world and educate their imagination. They will appreciate
the new levels of intelligent thinking and feeling they will gain through poetry, and will be able
to connect with the writer on a deep and personal level. Not only will students appreciate the new
experiences in language and form, but reading and writing poetry is fun, and students will not
only develop a love for poetry, but a love for language.
Writing a unit plan is important for a teacher, (especially a novice teacher), because it
gives a clear focus for further, short-term planning. It gives instructors a way to budget time so
they will know how much time to spend on each section. Also extensive planning creates a
greater awareness in the teacher towards their students unique qualities. Creating unit plans
cause teachers to stretch their imaginations using various teaching techniques. Finally, writing
unit plans in important to teachers because it makes the teacher consider how to help students in
a holistic manner, incorporating reading, writing, reporting, and so on, together in learning
activities.

Bernadette Baker 5/7/2015 4:50 PM

Comment [3]: NCTE standard 2.3
demonstrate reflective practice, professional
involvement, collaboration

NCTE standard 4.2 align curricular goals,
teaching strategies, and organization of
environment and learning experiences

NCTE standard 4.10 integrate
formal/informal assessment into instruction
and interpret/communicate results

General Objectives
1. Upon completion of this unit, students will be able to analyze imagery, figurative
language, including metaphor, simile, personification, and hyperbole.
2. Upon completion of this unit, students will be able to analyze how an author chooses to
structure poetry, including lines and stanzas.
3. Upon completion of this unit, students will be able to analyze prosody and sound devices,
including repetition, alliteration, assonance, consonance, onomatopoeia, rhythm, rhyme
and rhyme scheme, and meter.

Preassessment
Circle the correct letter for each question. Make sure to read through ALL answers before
circling. This test will not be graded; it is assessing your current knowledge of the subject of
poetry.
1.) Alliteration is:
a. The repetition of a consonant sound, particularly the initial consonants of two or
more words.
b. The repetition of a vowel sound in two or more words.
c. An obvious exaggeration made for effect.
d. A series of brief shots that work together to convey a particular meaning.
2.) A simile:
a. Makes a comparison by saying one thing is another.
b. Is an obvious exaggeration made for effect.
c. Makes a comparison between two unlike things using the words like, as, or
than.
d. Is a speech by an actor spoken as if thinking aloud.
3.) A metaphor:
a. Makes a comparison by saying one thing is another.
b. Is an obvious exaggeration made for effect.
c. Makes a comparison between two unlike things using the words like, as, or
than.
d. Is a speech by an actor spoken as if thinking aloud.
Look up, my people,
The dawn is breaking,
The world is waking,
To a new bright day,
When none defame us,
Nor color shame us,
Nor sneer dismay.
4.) The rhyme scheme for this poem is:
a. People; breaking, waking; day, dismay; us, us
4

b. AABBCCD
c. ABCDEFG
d. ABBCDDC
Where now the many white men hurry about like ants.
5.) This is an example of:
a. Assonance
b. Alliteration
c. Simile
d. Metaphor
We are the corroboree and the bora ground.
6.) This is an example of:
a. Alliteration
b. Assonance
c. Simile
d. Metaphor
The ghostly galleons grab greedily
7.) This is an example of:
a. Alliteration
b. Assonance
c. Simile
d. Metaphor
Fear knocked on the door.
8.) This is an example of:
a. Onomatopoeia
b. Symbolism
c. Personification
d. Hyperbole

Do not go gentle into that good night,

Old age should burn and rave at close of day;
Rage, rage against the dying of the light.
9.) This extract is an example of:
a. Symbolism
b. Paradox
c. Personification
d. Onomatopoeia
10.) Examples of onomatopoeia include:
a. He ran like the wind.
b. The horse is a green snake on the lawn.
c. The bottle fizzed then popped.
d. Wild horses wouldnt drag me away.
A paradox is a statement that, although it seems to contradict itself, actually conveys a truth. For
example, one must be cruel
11.) Finish off this paradox.
(3 words)

Body
Motivational Device for the Unit Plan: Orientation/Evaluation Set
Hand out short poem to students:
We drove to the caf in silence.
When we arrived,
She whispered to the piano player,
Then took my hand. We danced.
And suddenly, something we had lost was back.
Read aloud the lines and call on volunteers to answer questions:
Where do you think these lines are from? Could they be in a volume of love poems, or perhaps a
song?
Then, reveal to students that the poem is actually from a magazine ad for a car; invite
comments. Ask students why the lines seem like poetry. Ask a question: What is poetry?
Afterwards, have students write their own definition of poetry on a sheet of paper, then
on the back of the definition have them list all the places they think poetry lives. What other
places -besides ads- would it be unusual to find poetry, but where poetry might make a point
effectively?
Share and discuss definitions with class. Come to a consensus about a working definition
of poetry.
Topical Outline:
Lesson 1: Language of Poetry: Form

1.1.10.A. : Apply appropriate strategies to analyze, interpret, and evaluate authors

technique(s) in terms of both substance and style as related to supporting the intended
purpose using grade level text
1.6.10.A. : Listen critically and respond to others in small and large group situations
1.3.10.D. : Evaluate the significance of various literary devices in various genre, and
explain their appeal

R11.A.2.4 : Identify and explain main ideas and relevant details

R11.B.3.3 : Identify, compare, explain, interpret, describe, and analyze how text
organization clarifies meaning of nonfictional text

Lesson methodology: Presentation

7

Learning poetic forms will aid students in understanding poetry; how its written, why
its written the way it is, and how to recreate it.

Lesson 2: Language of Poetry: Poetic Elements

1.1.10.A. : Apply appropriate strategies to analyze, interpret, and evaluate authors

technique(s) in terms of both substance and style as related to supporting the intended
purpose using grade level text
1.6.10.A. : Listen critically and respond to others in small and large group situations
1.3.10.D. : Evaluate the significance of various literary devices in various genre, and
explain their appeal

R11.B.2.1 : Identify, interpret, describe, and analyze figurative language and literary
structures in fictions and nonfiction
R11.B.3.3 : Identify, compare, explain, interpret, describe, and analyze how text
organization clarifies meaning of nonfictional text

Lesson methodology: Cooperative Learning

Learning poetic elements will aid students in gaining a deeper understanding of poetry;
the underlying feeling expressed by the author, the way a poem should be read, and the
specific terms associated with elements of poetry.

Lesson 3: Language of Poetry: Analyzing Text

1.3.10.A. : Identify the differing characteristics that distinguish the literary fiction and
nonfiction forms of narrative, poetry, drama, and essay and determine how the form
relates to meaning
1.1.10.D. : Demonstrate comprehension/understanding before reading, during reading,
and after reading on a variety of literary works through strategies such as comparing and
contrasting text elements, assessing validity of text based upon content, and evaluating
authors strategies
1.3.10.D. : Evaluate the significance of various literary devices in various genre, and
explain their appeal

R11.A.2.3 : Make inferences, draw conclusions, and make generalizations based on text
R11.B.1.2 : Make connections between texts

Lesson Methodology: Constructivist Learning

Learning to analyze text will aid students in taking the knowledge they have gained from
the previous two lessons on poetic form and poetic elements, and use it constructively in
a way that better develops their understanding of poetry.

Unit: Poetry

Date: 5/2/13

Lesson: Forms of Poetry

Time Length: 40 min.

PA Academic Standards:
1. 1.1.10.A. : Apply appropriate strategies to analyze, interpret, and evaluate authors
technique(s) in terms of both substance and style as related to supporting the intended
purpose using grade level text
2. 1.6.10.A. : Listen critically and respond to others in small and large group situations
3. 1.3.10.D. : Evaluate the significance of various literary devices in various genre, and
explain their appeal
Assessment Anchor Descriptors:
1. R11.A.2.4 : Identify and explain main ideas and relevant details
2. R11.B.3.3 : Identify, compare, explain, interpret, describe, and analyze how text
organization clarifies meaning of nonfictional text
Motivational Device: Orientation Set: Show students the YouTube video, What will your
verse be? from movie, The Dead Poets Society. After viewing the video, ask the students, what
makes poetry so powerful? So long lasting?
http://youtube.com/watch?v=R_zsMwCOoEs
Instructional Objectives:
1. After reading a given poem, students will be able to state the form with 100% accuracy.
2. After presentation of form, students will be able to list two characteristics of each form,
with 90% accuracy.
3. After instruction on form, students will be able to describe ideas expressed in different
forms, with 100% accuracy.
Materials Needed: Notebook, Pencil
Technology Needed: Computer with Power Point
Resources Used:
Allen, J., Applebee, A. N., Burke, J., Carnine, D., Jackson, Y., Jago, C., Tomlinson, C.A..
(2012). Holt McDougal Literature: Teachers Edition Grade 10. Houghton Mifflin
Harcourt Publishing Company.
fondablaster. (2011). What will your verse be? Retrieved from
http://youtube.com/watch?v=R_zsMwCOcEs
10

Holt McDougal Literature: Resource Manager Unit 7. (2012). Houghton Mifflin Harcourt
Publishing Company.
Lesson Type: Presentation
Lesson Outline:
I. Introduction/Motivational Device (5 min.)
a. Show You Tube video
1. Ask students what makes poetry so powerful? So long lasting?
2. Give students time to answer, write answers on the board
b. Discuss students answers together as a class
II. Power Point Presentation (25 min.)
a. Go over first slide with class, go over key terms (5 min.)
1. Make sure students take out their notebooks and write down key terms
b. Show second slide, go over characteristics (5 min.)
1. Have a volunteer read aloud the example while the rest read along silently
2. Ask the students to identify rhyming words at the end of the lines
i. explain to students how the pattern of rhyming words at the end of each
line create a rhyme scheme
3. Have another student reread the lines to hear the regular rhythm
i. Point out to the students the singsong musical quality and how it
emphasizes the comforting message
c. Present third slide, organic form; go over characteristics (5 min.)
1. Have a volunteer read aloud the example while the rest read along silently
2. Ask the students what makes this poem different from the traditional form,
point out how there is not capitalization or punctuation
3. Examine the poem as a class and note the lack of rhyme scheme and the use of
an ampersand (&)
i. explain to students how unconventional punctuation such as ampersands
symbols, and unusual grammar are often used in this type of poetry
4. Ask students to think about how the structure of the poem suits the message it
is trying to relay
a. Ask, is this a better style for this type of message? What other kinds of
11

ideas would be best conveyed through this type of form?

d. Advance to the next slide, have another volunteer read this poem aloud, while the other
students read along silently (5 min.)
1. Explain to students that this poem is an ode, explain what an ode is
2. Have a volunteer explain how this is an example of traditional form based on
the characteristics on the previous slide (go to previous slide)
3. Ask students to compare the two stanzas, ask how they are similar
a. Consider number and length of lines, pattern of rhyme, and rhythm
b. Possible answer: both stanzas have four lines of similar length, an abab
rhyme scheme, and a weak-strong, weak-strong rhythm of beats
4. Ask students to summarize the ideas in each stanza
a. Possible answer: first stanza: two old friends share memories. Second
stanza: growing apart is painful
e. Advance to last slide, have another volunteer read this poem aloud, while the other
students read along silently (5 min.)
1. Explain to students that this poem is an example of free verse, explain what
Free verse is
2. Ask students to identify two characteristics identify this as an organic form (go
go to organic for slide for help)
a. Possible answer: the poems organic characteristics include lack of
capitalization, punctuation, rhyme, and a regular rhythm
3. Ask students how after reading the poem how the short lines and rhythm help
Emphasize the ideas expressed in each line. Ask class to choose two lines and
Explain what the speaker is saying
a. Possible answer: in the first two lines, the writer may be describing her
sense of her own hidden potential. Yeast is not visible in bread dough, yet
yet it makes the dough rise. Imminent means about to happen.
III. Summary/Closure (10 min)
a. Ask students to define traditional and organic form, write the definitions on the board
b. Have students provide a few characteristics of each form and add these to the board
Key Questions:
12

1. What are the definitions of traditional and organic forms?

2. What are two characteristics of each form?
3. What kinds of ideas are expressed in each form of poetry?
Closure:
Ask students to define both organic and traditional form in their own words, write these
definitions on the board. Then ask the students two characteristics of each form and write these
underneath each definition.
Differentiated Learning Activities:
1. Tier 1: Below level students will be given a copy of type written notes from the Power
Point. They will also be given an example annotated poem from each form to assist in
their understanding of how different characteristics are portrayed in each form.
2. Tier 2: On level students will follow along with Power Point and take notes directly from
presentation. They will work in class and answer all questions regarding form and
characteristics with materials provided on Power Point and during presentation.
3. Tier 3: Above level students will be able to answer questions about form and
characteristics without looking at past Power Point slides.
Formative Assessments:
1. Instructor will assess students understanding of form and characteristics based on their
answers to questions in class.
2. Instructor will assess students understanding of presentation and key term definitions
based on student answers at the end of class summary/closure.
Homework: Students will be given a worksheet on key terms and characteristics, they will
answer based on notes they took in class during the presentation.
Reflection:
1. Did the Power Point presentation accurately display information I wanted the students to
learn?
2. Did I convey the information from the Power Point to the students in a way that was clear
and understandable?
3. Were the questions asked in class thought provoking and stimulating; gaining all students
attention?

13

Unit: Poetry

Date: 5/3/13

Lesson: Elements of Poetry

Time Length: 40 min.

PA Academic Standards:
1. 1.1.10.A. : Apply appropriate strategies to analyze, interpret, and evaluate authors
technique(s) in terms of both substance and style as related to supporting the intended
purpose using grade level text
2. 1.6.10.A. : Listen critically and respond to others in small and large group situations
3. 1.3.10.D. : Evaluate the significance of various literary devices in various genre, and
explain their appeal
Assessment Anchor Descriptors:
1. R11.B.2.1 : Identify, interpret, describe, and analyze figurative language and literary
structures in fictions and nonfiction
2. R11.B.3.3 : Identify, compare, explain, interpret, describe, and analyze how text
organization clarifies meaning of nonfictional text
Motivational Device: Orientation Set: Play video on You Tube of OneRepublic song, Secrets.
After listening to the song, ask students what kind of sound devices they heard in the song. Give
examples such as, repetition, rhyming, and alliteration. Explain how these are all elements found
in poetry.
http://www.youtube.com/watch?v=_bAMpQId5QI
Instructional Objectives:
1. After instruction, students will be able to list three types of sound devices with 90%
accuracy.
2. After instruction, students will be able to demonstrate rhyme scheme with 100%
accuracy.
3. After reading a given poem, students will be able to identify examples of imagery and
figurative language with 90% accuracy.
Materials Needed: Worksheets, paper, pencil, poster board, markers, scissors, glue, construction
paper
Technology Needed: Computer with internet access, Power Point, Prezi

14

Resources Used:
Allen, J., Applebee, A. N., Burke, J., Carnine, D., Jackson, Y., Jago, C., Tomlinson, C.A..
(2012). Holt McDougal Literature: Teachers Edition Grade 10. Houghton Mifflin
Harcourt Publishing Company.
JenahWatson. (2009). Secrets-OneRepublic with Lyrics ~ Full Song!! Retrieved from
http://www.youtube.com/watch?v=_bAMpQId5QI
Holt McDougal Literature: Resource Manager Unit 7. (2012). Houghton Mifflin Harcourt
Publishing Company.
Lesson Type: Cooperative Learning
Lesson Outline:
I. Introduction/Motivational Device (5 min.)
a. Play You Tube video for class
1. Ask students what kind of sound devices they heard in the song
i. Give examples such as repetition, rhyming, and alliteration
ii. Explain how all these elements are found in poetry
II. Jigsaw (35 min.)
a. Break students off into groups of three or four; explain how each group will be given a
different model of a poetic element (2 min.)
1. Each group will be instructed to create a small lesson that they will present to
the class on the model they will be given
b. There will be four groups total; one for Rhythm and Rhyme, one for Other Sound
Devices, one for Imagery, and one for Figurative Language
1. Each group will be given a page that explains and describes their method and a
Poem that is an example of their particular method
2. Students will work together to create a small lesson either as a Power Point,
Prezi, or poster; explaining their method and answering the questions that go
along with their poem (20 min.)
3. Once the groups have finished creating their presentation they will present to
the class and the other groups will take notes on each others presentations(10
min)
15

III. Summary/Closure (2 min.)

a. At the end of class, once all presentations have been shown, students will be asked to
write down two things they learned in class and hand them in as they go out the door
Key Questions:
1. What are two examples of poetic elements?
2. How are poetic elements used in poetry?
3. How are poetic elements used outside of poetry, for example in songs?
Closure: At the end of class, before students leave, have them write down two things they
learned in class and hand them in as they go out the door.
Differentiated Learning Activities:
1. Tier 1: Below level students will be put into groups with on level or above level students
who will work with them and help them understand and present the material to the class.
2. Tier 2: On level students will work together with below level and above level students,
they will use the worksheets to learn the material and create a presentation for the class.
3. Tier 3: Above level students will encourage and provide help for low level students in
their group, and will provide new insights and ideas for the class presentation of the
material.
Formative Assessments:
1. Students will be assessed based on the presentation of the material from each group.
2. Students will be assessed based on their answers on their ticket out the door.
Homework: Students will be given a worksheet on poetic elements, they will answer the
questions with the notes they took in class during the presentations.
Reflection:
1. Did I create groups that worked well together?
2. Did the group presentations accurately display the information in a way so that the other
students understood?
3. Was there enough time for students to create a good presentation in one class period?

16

Unit: Poetry

Date: 5/4/13

Lesson: Analyzing Poetry

Time Length: 40 min.

PA Academic Standards:
1. 1.3.10.A. : Identify the differing characteristics that distinguish the literary fiction and
nonfiction forms of narrative, poetry, drama, and essay and determine how the form
relates to meaning
2. 1.1.10.D. : Demonstrate comprehension/understanding before reading, during reading,
and after reading on a variety of literary works through strategies such as comparing and
contrasting text elements, assessing validity of text based upon content, and evaluating
authors strategies
3. 1.3.10.D. : Evaluate the significance of various literary devices in various genre, and
explain their appeal
Assessment Anchor Descriptors:
1. R11.A.2.3 : Make inferences, draw conclusions, and make generalizations based on text
2. R11.B.1.2 : Make connections between texts
Motivational Device: Evaluative Set: Ask students to share what they learned about poetry from
the previous two lessons. Allow them to look through their notebooks and worksheets. Write
what students know on the board.
Instructional Objectives:
1. Given a poem, students will be able to apply what they have learned about forms,
technique, and elements of poetry, with 80% accuracy.
2. Given a poem, students will be able to write a paragraph about the poems form,
technique, and elements, with 80% accuracy.
3. Given a poem, students will be able to explain the main ideas of the poem with 90%
accuracy.
Materials Needed: Worksheet, poem, paper, pencil
Technology Used: None
Resources Used:
Allen, J., Applebee, A. N., Burke, J., Carnine, D., Jackson, Y., Jago, C., Tomlinson, C.A..
(2012). Holt McDougal Literature: Teachers Edition Grade 10. Houghton Mifflin
Harcourt Publishing Company.
17

Lesson Type: Constructivist

Lesson Outline:
I. Introduction/Motivational Device (10 min.)
a. Review with students what they learned in the previous two lessons about poetry.
Write down what students say on the board and refresh their memories with anything they may
have forgotten.
II. Analyzing Poems (20 min.)
a. Instruct students that they are to either get together in pairs or work individually on
analyzing a poem of their choice.
1. Two poems will be provided; students may choose one and fill out a worksheet
about analyzing poems.
2. Students will be given the full class time to annotate the poem of their choice
while filling out an accompanying worksheet
i. The worksheet will ask students questions about poetic forms and
elements. After answering all the questions, students will be asked to write
a small three paragraph analysis based on their worksheet answers.
III. Summary/Closure (10 min.)
a. At the end of class, have students turn in their completed poem analysis.
1. Students must have signed their names on their papers and students who
worked in pairs must have both their names on their paper.
b. Before the very end of class ask students to share what they have learned about
analyzing poetry. What new insights does analysis bring to the students understanding of poetry?
How would analyzing poems help with writing your own poetry?
Key Questions:
1. How are the elements and characteristics from the previous two lessons applied in
analyzing poetry?
2. What new insights does analysis bring to your understanding of poetry or a specific
poem?
3. How does analyzing poetry help with writing poems?

18

Closure: Ask students to share what they have learned about analyzing poetry. What new
insights does analysis bring to the students understanding of poetry? How would analyzing
poems help with writing your own poetry?
Differentiated Learning Activities:
1. Tier 1: Below level students will have the opportunity to work with a partner to help them
annotate, answer worksheet questions, and write three short paragraphs.
2. Tier 2: On level students will be able to work alone or with a partner to annotate, answer
worksheet questions, and write three paragraphs; displaying their understanding.
3. Tier 3: Above level students will be encouraged to work individually and write three
more in-depth paragraphs about their annotations and analysis.
Formative Assessments:
1. Students will be assessed based on how well they work together to answer worksheet
questions and write their paragraphs.
2. Students will be assessed based on their answers given to the closure questions.
Homework: Students will be assigned to write their own poem, using either organic or
traditional form. They will create a sheet to go along with their poem, which they will use to
instruct the class, after reading their poem aloud in class. It will explain the meaning, rhyme
scheme, poetic elements, form, and characteristics of their poem that show how their poem is
either organic or traditional.
Reflection:
1. Were the instructions clear and understandable?
2. Did the students have enough time in class to work on their analysis?
3. Did students understand the previous two lessons enough to apply what they learned in
their poetry analysis?

19

Test Blueprint
Test Blueprint for Unit Based on Instructional Objectives
(Cognitive Domain)
Instructional

Know.

Comp.

Application

Analysis

Synthesis Evaluation

Totals

Objective
1-1

4, 19

1-2

12, 13

1-3
2-1

0
1, 2, 5

16

2-2
2-3

3, 7, 8,

17

4
6

14, 15

18, 20

9, 10, 11
3-1
3-2

3-3
Totals

13

20

21, 22

22

Unit Test: Language of Poetry

Read each question carefully and provide the correct answer.
1.) Alliteration is:
a. The repetition of a consonant sound, particularly the initial consonants of two or
more words.
b. The repetition of a vowel sound in two or more words.
c. An obvious exaggeration made for effect.
d. A series of brief shots that work together to convey a particular meaning.
2.) A simile:
a. Makes a comparison by saying one thing is another.
b. Is an obvious exaggeration made for effect.
c. Makes a comparison between two unlike things using the words like, as, or
than.
d. Is a speech by an actor spoken as if thinking aloud.
3.) A metaphor:
a. Makes a comparison by saying one thing is another.
b. Is an obvious exaggeration made for effect.
c. Makes a comparison between two unlike things using the words like, as, or
than.
d. Is a speech by an actor spoken as if thinking aloud.
4.) Form is:
a. A poems structure.
b. Graphic elements of a poem.
c. The length and placement of lines.
d. The voice in a poem that talks to the reader.
5.) Prosody is:
a. The meter and rhyme of a poem.
b. The pattern of stressed and unstressed syllables in each line.
c. Pattern of rhythm.
d. The repeating of vowel sounds in words that do not end with the same consonant.
21

Look up, my people,

The dawn is breaking,
The world is waking,
To a new bright day,
When none defame us,
Nor color shame us,
Nor sneer dismay.
6. ) The rhyme scheme for this poem is:
a. People; breaking, waking; day, dismay; us, us
b. AABBCCD
c. ABCDEFG
d. ABBCDDC
Where now the many white men hurry about like ants.
7.) This is an example of:
a. Assonance
b. Alliteration
c. Simile
d. Metaphor
We are the corroboree and the bora ground.
8.) This is an example of:
a. Alliteration
b. Assonance
c. Simile
d. Metaphor
The ghostly galleons grab greedily
9.) This is an example of:
a. Alliteration
b. Assonance
c. Simile
d. Metaphor

22

Fear knocked on the door.

10.)

This is an example of:

a. Onomatopoeia
b. Symbolism
c. Personification
d. Hyperbole

Taut like a tightrope-walker.

11.) This is an example of:
a. Alliteration
b. Imagery
c. Simile
d. Rhyme
12.) A characteristic of traditional form is:
a. Does not have a regular pattern of rhythm and may not rhyme
b. May use unconventional spelling, punctuation, and grammar
c. Follows fixed rules, such as a specified number of lines
d. All of the above
13.) All of the following are forms of traditional poetry except:
a. Free Verse
b. Sonnet
c. Ode
d. Haiku

23

We real cool.We
Left school. We
Lurk late. We
Strike straight. We
Sing sin. We
Thin gin. We
Jazz June. We
Die soon.
14.) This is an example of what poetic elements?
a. Sound Devices
b. Imagery
c. Figurative Language
d. Rhythm and Rhyme
Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.
15.) This extract is an example of:
a. Symbolism
b. Paradox
c. Personification
d. Onomatopoeia
16.) Examples of onomatopoeia include:
a. He ran like the wind.
b. The horse is a green snake on the lawn.
c. The bottle fizzed then popped.
d. Wild horses wouldnt drag me away.
24

A paradox is a statement that, although it seems to contradict itself, actually conveys a truth. For
example, one must be cruel
17.) Finish off this paradox. (3 words)
18.) Annotate the rhyme scheme and unstressed and stressed syllables in the following
poem:
Rough wind, that moanest loud
Grief too sad for song;
Wild wind when sullen cloud
Knells all the night long.
Read the next poem and answer the following questions:
Like the boy in the Snow Queen story,
playing with ice and fire, trying to spell love
or salvation, ending up with only broken shards.
I dont remember what I wanted to accomplish.
When did I find myself so far away, so bruised with frost,
so unseeing? There are crystals in my heart, fragments
of mirror in my eye. I stack one atom next to another,
then force them apart, race them against the clock.
Im only guessing. Endothermic, exothermic.
Is that what brought on this nuclear winter? I forget.
I remember a long time ago I thought it would always be exciting,
that logic would save the day, mans triumph over matter.
White lab coats, secret caves for experiments.
Atomic man. Radioactive boy. Tick tick tick.
19.) What is this poems form?

25

20.) List three poetic elements found in this poem. Provide quotes and explain.

21.) What feeling is the author trying to convey to the audience? Provide examples from the
poem.

22.) What do you think this poem is about? Write at least three sentences.

26

Unit Test: Language of Poetry

Read each question carefully and provide the correct answer.

Answer Sheet
1.) Alliteration is:
a. The repetition of a consonant sound, particularly the initial consonants of two or
more words.
b. The repetition of a vowel sound in two or more words.
c. An obvious exaggeration made for effect.
d. A series of brief shots that work together to convey a particular meaning.
2.) A simile:
a. Makes a comparison by saying one thing is another.
b. Is an obvious exaggeration made for effect.
c. Makes a comparison between two unlike things using the words like, as, or
than.
d. Is a speech by an actor spoken as if thinking aloud.
3.) A metaphor:
a. Makes a comparison by saying one thing is another.
b. Is an obvious exaggeration made for effect.
c. Makes a comparison between two unlike things using the words like, as, or
than.
d. Is a speech by an actor spoken as if thinking aloud.
4.) Form is:
a. A poems structure.
b. Graphic elements of a poem.
c. The length and placement of lines.
d. The voice in a poem that talks to the reader.
5.) Prosody is:
a. The meter and rhyme of a poem.
b. The pattern of stressed and unstressed syllables in each line.
c. Pattern of rhythm.
d. The repeating of vowel sounds in words that do not end with the same consonant.
27

Look up, my people,

The dawn is breaking,
The world is waking,
To a new bright day,
When none defame us,
Nor color shame us,
Nor sneer dismay.
6. ) The rhyme scheme for this poem is:
a. People; breaking, waking; day, dismay; us, us
b. AABBCCD
c. ABCDEFG
d. ABBCDDC
Where now the many white men hurry about like ants.
7.) This is an example of:
a. Assonance
b. Alliteration
c. Simile
d. Metaphor
We are the corroboree and the bora ground.
8.) This is an example of:
a. Alliteration
b. Assonance
c. Simile
d. Metaphor
The ghostly galleons grab greedily
9.) This is an example of:
a. Alliteration
b. Assonance
c. Simile
d. Metaphor

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Fear knocked on the door.

10.) This is an example of:
a.Onomatopoeia
b. Symbolism
c. Personification
d. Hyperbole
Taut like a tightrope-walker.
11.) This is an example of:
a. Alliteration
b. Imagery
c. Simile
d. Rhyme
12.) A characteristic of traditional form is:
a. Does not have a regular pattern of rhythm and may not rhyme
b. May use unconventional spelling, punctuation, and grammar
c. Follows fixed rules, such as a specified number of lines
d. All of the above
13.) All of the following are forms of traditional poetry except:
a. Free Verse
b. Sonnet
c. Ode
d. Haiku

29

We real cool.We
Left school. We
Lurk late. We
Strike straight. We
Sing sin. We
Thin gin. We
Jazz June. We
Die soon.
14.) This is an example of what poetic elements?
a. Sound Devices
b. Imagery
c. Figurative Language
d. Rhythm and Rhyme
Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.
15.) This extract is an example of:
a. Symbolism
b. Paradox
c. Personification
d. Onomatopoeia
16.) Examples of onomatopoeia include:
a. He ran like the wind.
b. The horse is a green snake on the lawn.
c. The bottle fizzed then popped.
d. Wild horses wouldnt drag me away.

30

A paradox is a statement that, although it seems to contradict itself, actually conveys a truth. For
example, one must be cruel
17.) Finish off this paradox. (3 words)
To be kind
18.) Annotate the rhyme scheme and unstressed and stressed syllables in the following
poem:
Rough wind, that moanest loud
Grief too sad for song;
Wild wind when sullen cloud
Knells all the night long.
Read the next poem and answer the following questions:
Like the boy in the Snow Queen story,
playing with ice and fire, trying to spell love
or salvation, ending up with only broken shards.
I dont remember what I wanted to accomplish.
When did I find myself so far away, so bruised with frost,
so unseeing? There are crystals in my heart, fragments
of mirror in my eye. I stack one atom next to another,
then force them apart, race them against the clock.
Im only guessing. Endothermic, exothermic.
Is that what brought on this nuclear winter? I forget.
I remember a long time ago I thought it would always be exciting,
that logic would save the day, mans triumph over matter.
White lab coats, secret caves for experiments.
Atomic man. Radioactive boy. Tick tick tick.
Jeannine Gailey
19.) What is this poems form?
Organic
20.) List three poetic elements found in this poem. Provide quotes and explain.
Repetition, Tick tick tick. This is an example of repetition because the words are repeated for
emphasis and unity
31

Hyperbole, There are crystals in my heart, fragments of mirror in my eye This is an example of
hyperbole because the author is exaggerating her pain to emphasize how she feels
Assonance, What I wanted to accomplish This is an example of assonance because the short a
sound is repeated in what, want, and accomplish
21.) What feeling is the author trying to convey to the audience? Provide examples from the
poem.
The author is trying to convey a feeling of confusion and despair. I dont remember what I
wanted to accomplish, when did I find myself so far away, so bruised with frost
22.) What do you think this poem is about? Write at least three sentences.
I think that this poem is about a scientist beginning to doubt him or herself. The narrator of the
poem no longer remembers why they wanted so much to do what they are currently doing.
He/she is losing confidence in the self-proclaimed importance of scientific knowledge. She/he
is asking themselves why science is so highly esteemed when all it brings about is nuclear war
and suffering. Why is science so important when all it creates is destruction?

32

Bibliography
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(2012). Holt McDougal Literature: Teachers Edition Grade 10. Houghton Mifflin
Harcourt Publishing Company.
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Cummings, E. E. (2010). anyone lived in a pretty how town. Retrieved from
http://famouspoetsandpoems.com/poets/e__e__cummings/poems/14134
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Boston, MA: McGraw-Hill.
Dickinson, E. (2011). There is another sky. Retrieved from
http://100.best-poems.net/there-another-sky.html
fondablaster. (2011). What will your verse be? Retrieved from
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Holt McDougal Literature: Resource Manager Unit 7. (2012). Houghton Mifflin Harcourt
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JenahWatson. (2009). Secrets-OneRepublic with Lyrics ~ Full Song!! Retrieved from
http://www.youtube.com/watch?v=_bAMpQId5QI
Pennsylvania Department of Education. (2012). Clear standards. Standards Aligned System.
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Gailey, J. H. (2012). The Scientist Solves a Puzzle. Retrieved from
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