understanding poetry f sample

FUNDERSTANDINGPOETRYPOETRY

Reading to Analyzeand Interpret

SAMPLE

RALLY! EDUCATION

888.99.RALLY

THIS SAMPLE BOOK IS COPYRIGHTED. IT IS NOT A BLACKLINE MASTER.

PERMISSION IS NOT GIVEN FOR THIS BOOK TO BE

REPRODUCED IN ANY WAY.

SAMPLE

RALLY! EDUCATION

888.99.RALLY




F

SAMPLE

RALLY! EDUCATION

888.99.RALLY




SAMPLE

RALLY! EDUCATION

888.99.RALLY




ISBN 978-1-4204-6359-0R 6359-0

Copyright ©2012 RALLY! EDUCATION. All rights reserved. No part of the materialprotected by this copyright may be reproduced in any form by any means,electronic or mechanical, including photocopying, recording, or by anyinformation storage and retrieval system, without permission in writing from thecopyright owner. Printed in the U.S.A.

0911.MAQ

RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

Page 2© RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISS ION OF THE PUBL ISHER.

SAMPLE

RALLY! EDUCATION

888.99.RALLY




ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Glossary of Poetic Terms . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Six Poems with Background Information and Instruction

Independent Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Six Independent Practice Poems


SAMPLE

RALLY! EDUCATION

888.99.RALLY




IntroductionUnderstanding Poetry: Reading to Analyze and Interpret teaches students how to understand and analyze poetry. Students will understand the differentforms of poetry, such as lyrical poetry and free verse. Students willunderstand the structural elements of poetry, such as rhyme, meter, andstanzas, and how the structural elements relate to form. Students will make inferences and draw conclusions about the structure and elements of poetry, and use evidence from the text to support their understanding.

Understanding Poetry focuses on how poets create meaning and thetechniques that are used to do so. These techniques include using stanzas,line length, repetition, rhyme, rhythm, sound effects, word placement andemphasis, sensory language, and figurative language.

Glossary of Poetic TermsThe glossary of poetic terms gives definitions of the terms that students willneed to analyze and interpret poetry. Students can refer to the glossary asthey learn to interpret poetry.

InstructionThis section contains four individual poems and one set of paired poems.Each poem is introduced with key background information that will helpstudents understand the poem. The form of the poem is identified andexplained. Key information is also given on the structural elements andliterary techniques used in the poem. The student then answers questionsabout each poem. This section of the book contains multiple-choice andopen-ended questions.

Independent PracticeThis section contains four individual poems and one set of paired poems.Each poem is followed by several questions. This section of the bookcontains multiple-choice and open-ended questions.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




Glossary of Poetic Terms

Acrostic PoemAn acrostic poem is a poem where the first letters of each line form a word.The word might be the subject of the poem, related to the theme of thepoem, or the author’s name.

AlliterationAlliteration is a literary technique where the same consonant sounds arerepeated in neighboring words.

Example: The sun slowly set.

CharacterA character is a person in a poem.

CharacterizationCharacterization refers to how an author tells the reader about a character.It can be by describing a character. It can also be by describing what acharacter looks like, what a character feels, or what a character does.

CoupletA couplet is two lines in a row that rhyme. They may form a stanza on theirown or may be part of a stanza.

Free VerseFree verse is a form of poetry where there is no set pattern. There is no setrhythm or rhyme.

HyperboleHyperbole refers to the use of exaggeration to describe something.

Example: She asked John a million times.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




ImageryImagery is the use of details to help the reader imagine something. Imagerycan describe how something looks, sounds, tastes, smells, or feels.

IronyIrony occurs when there is a major difference between what is expected andwhat occurs. This type of irony is called situational irony. Irony also occurswhen there is a major difference between what is said and what is meant.This type of irony is called verbal irony.

Example of situational irony: A person studying so hard for a testthat they are very tired and fall asleepduring the test.

Example of verbal irony: saying “nice weather” when the weather isactually very poor

LimerickA limerick is a poem with five lines. Lines 1, 2, and 5 rhyme, and lines 3and 4 rhyme. Limericks are usually humorous poems.

Line BreakA line break is when a line ends and a new line starts.

Lyric PoemA lyric poem is a type of short poem. Lyric poems describe what the speakerthinks or how the speaker feels.

MetaphorA metaphor compares two things, but without using the words “like” or “as.”

Example: The kind woman is an angel.

MeterMeter is the regular, or repeating, sound pattern of a poem.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




MoodThe mood of a poem is how the poem makes the reader feel, or the feelingscreated in the reader.

NarratorThe narrator of a work is the person telling the story.

OnomatopoeiaOnomatopoeia is a term that describes a word that sounds like the object orthing that it names.

Example: buzz, fizz, tick-tock, boom

PersonificationPersonification is when objects are described as if they are human.

Example: The trees whispered to each other.

Point of ViewPoint of view refers to the position of the speaker of a work. The point ofview can be first person, second person, third person limited, or thirdperson omniscient.

RepetitionRepetition is when words, phrases, lines, or stanzas are repeated.

RhymeRhyme is when two words have the same end sounds.

Rhyme SchemeThe rhyme scheme of a poem refers to which lines in the poem rhyme. The rhyme scheme is represented by letters. For example, a poem with two pairs of rhyming lines has the rhyme scheme aabb, while a poem with the second and fourth lines rhyming has the rhyme scheme abcb.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




RhythmRhythm is the pattern of sounds in a poem.

Rhyming PoemA rhyming poem has lines that end with words with the same end sounds.

SimileA simile compares two things using the words “like” or “as.”

Example: The snow was as soft as a pillow.

SpeakerThe speaker of a poem is the person, character, or object that is the voice of the poem.

StanzaStanzas are the sections that poems are divided into. They are also knownas verses.

SymbolismSymbolism is a literary technique where a word, object, or event is used tostand for something else. For example, white snow might symbolize thatsomething is pure.

ThemeA theme is the main topic or the main idea of a poem.

ToneThe tone of a poem is how the author feels about the subject.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




InstructionSix Poems with Background Information and Instruction


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poem 1 S

Introduction: “A Hot Summer Day” is a rhyming poem. The second andfourth lines in each stanza rhyme. The pattern of rhyme in a poem is calledthe rhyme scheme. This poem is about two brothers who find a way to cooloff when it is warm outdoors. The poem is written from the point of viewof one of the brothers. He describes how he is tricked into washing hisbrother’s car. However, the speaker is not upset about this. You can tell thisfrom the way the speaker describes events, the way he describes his brother,and the tone of the poem. The tone of a poem is how the author feelsabout the subject.

S A Hot Summer Day Sby Adam Davies

My brother said he had an ideaof something fun we could do.

A way to cool off this hot summer day,it sounded too good to be true.

He told me to put on my swim trunksand prepare to get nice and cool,so clearly I thought he was hintingwe were going to go to a pool.

When I came out the door with a towelhe said, “Slow down, you’re not going far.”And I realized that my sneaky brother’s idea

was for me to help him wash his car.

I could have been angry or disappointed.Instead I finally had to admit

that spraying the car—and especially each otherwas actually a great summer hit!


SAMPLE

RALLY! EDUCATION

888.99.RALLY




1 What is the point of view in the poem?

A First person

B Second person

C Third person limited

D Third person omniscient

2 What is the rhyme scheme of each stanza of the poem?

A aabb

B abab

C abcb

D aaba

3 Read these lines from the poem.

And I realized that my sneaky brother’s ideawas for me to help him wash his car.

What does the speaker’s use of the word “sneaky” instead of “lying” or “sly” suggest?

A He is very upset with his brother.

B He does not really mind that he was tricked.

C He is often fooled by his brother.

D He thinks his brother should be kinder.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




4 Which word best describes the tone of “A Hot Summer Day”?

A Lighthearted

B Impatient

C Outraged

D Encouraging


that spraying the car—and especially each otherwas actually a great summer hit!

What does the phrase “summer hit” show?

A They sang and danced.

B They got wet.

C They had a great time.

D They fought about it.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poem 2 S

Introduction: “The Shape of Breakfast” is written in free verse. The lines ina free verse poem do not follow a set pattern. There is no pattern for eitherrhyme or rhythm. This poem is about what a family eats for breakfast. Thetopic of the poem is something very simple, but the author uses words andliterary techniques to describe it in detail. The focus of the poem is on theshape of the foods and drinks that the family members have for breakfast.The poet also chooses words carefully to describe her family memberseating and drinking. For example, the father “sips” his coffee and themother “nibbles” her toast. These words help the reader imagine the scene.The poet also uses alliteration, which is the repeating of consonant sounds.

S The Shape of Breakfastby Annabelle Salvati

Breakfast at my house is a lesson in shapesas we each reach for something different.Father sips his circular cup of coffee andcrunches rectangular strips of bacon.Mother divides her grapefruit into trianglesand nibbles on squares of toast.My brother fills his round bowl with miniature circles,while my baby sister picks up fruit squares one by one.I prefer the ovals myself and gulp down eggs,with a side of pancakes, of course.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




6 Which word from the poem helps the reader imagine a sound related tobreakfast?

A Lesson

B Crunches

C Divides

D Pancakes

7 What is the brother most likely eating?

A Cereal

B Waffles

C Eggs

D Toast

8 Read this line from the poem.

Father sips his circular cup of coffee and

Which literary device does the poet use in this line?

A Personification

B Metaphor

C Hyperbole

D Alliteration

9 Which of these best shows that the poem is free verse?

A It describes a scene in detail.

B It does not have a rhyme or rhythm pattern.

C It has only one verse.

D It is written from first person point of view.


SAMPLE

RALLY! EDUCATION

888.99.RALLY





I prefer the ovals myself and gulp down eggs,

The phrase “gulp down” suggests that the speaker—

A feels full

B dislikes the taste

C eats quickly

D takes her time

11 Identify two words the poet uses to describe someone eating ordrinking. Explain how each word helps show how the person is eatingor drinking.

1.

2.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poems 3 and 4 S

Introduction: These two poems are paired, which means that they aregrouped together based on a common theme. The poems are on similartopics and have a similar setting. The first poem is a limerick. A limerickonly has five lines. Limericks have a rhyme pattern where the first, second,and fifth lines rhyme, and the third and fourth lines rhyme. Limericks areoften humorous. In this poem, the poet describes a grocery store that hassome foods that she likes and others that she dislikes. The second poem is arhyming poem. The rhyme scheme is aabbccddee. This means that each setof two lines, or each couplet, rhymes. In this poem, the speaker describeshow her father goes shopping. He is supposed to follow his wife’s shoppinglist. However, he sometimes buys items that are not on the list. His wife isnot usually happy about this, but she is never unhappy when he brings herhome daffodils.

S Shoppingby Carla Jenkins

There once was a large grocery storewith fruits and vegetables galore.It had green beans canned,which I cannot standand fresh peaches, which I adore!


SAMPLE

RALLY! EDUCATION

888.99.RALLY




Daffodil Kisses Sby Desiree Powell

Every week my father goes to the store, with list in hand.On it are the ingredients for the meals that Mom has planned.He carries the list with him faithfully down every aisle,choosing so carefully that it often takes quite a while.But then he begins to detour and choose things Mom didn’t write down.The extra snacks he brings home often make my mom frown.But I’ve noticed whenever he brings home daffodils, he gets a kiss,even if that particular ingredient is nowhere to be found on the list.

12 The structure of the first poem is based on—

A the number of syllables in each line

B the number of words in each line

C the use of rhyme in the lines

D the meter of each line

13 Why does the poet use the words “cannot stand” in the first poem?

A To emphasize how much she dislikes green beans

B To show that she could not find the green beans

C To describe what green beans look like

D To explain why she bought green beans


SAMPLE

RALLY! EDUCATION

888.99.RALLY




14 Which lines from the poem “Daffodil Kisses” create a romantic mood?

A Lines 1 and 2

B Lines 3 and 4

C Lines 5 and 6

D Lines 7 and 8

15 Which words from the poem “Daffodil Kisses” best show that the fatherpays close attention to the list?

A “with list in hand”

B “meals that Mom has planned”

C “carries the list with him faithfully”

D “often takes quite a while”

16 Read this line from the second poem.

But then he begins to detour and choose things Mom didn’twrite down.

What does the word “detour” show?

A He starts to hurry up.

B He finds a shortcut.

C He stops following the list.

D He changes direction.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




17 Describe how “Shopping” and “Daffodil Kisses” are similar.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poem 5 S

Introduction: This poem is an acrostic poem. The first letters of each line of the poem form a word. The word is related to the topic of the poem. Theword in this poem is “calendar.” The title of the poem shows that the poemis about a girl waiting for her birthday. She is looking at a calendar andnoting how many days there are to go. The poet uses several techniques toshow that the girl wishes that time would go faster. Hyperbole is the use ofexaggeration. The poet uses hyperbole by describing the rows of the calendaras being endless. The rows are not actually endless, but this descriptionshows that they seem this way to the girl. The poet also chooses words thatemphasize how time moves slowly. The phrase “drag relentlessly” is oneexample of this. The poet uses the word “anticipation” in the seventh line.This word means eagerness.

SWaiting for a Birthday Sby Yasmin Mazar

Counting the daysAdding them up in hours

Looking at the rowsEndlessly lined up

Naturally, they seem toDrag relentlessly

Anticipation wears outReady now, so let’s go!


SAMPLE

RALLY! EDUCATION

888.99.RALLY




18 The phrase “endlessly lined up” is an example of—

A symbolism

B metaphor

C hyperbole

D personification

19 Which word best describes the tone of the poem?

A Impatient

B Enraged

C Fearful

D Gloomy

20 What is a main theme of the poem?

A How calendars help you remember events

B How time goes slow when you are waiting for something

C How good things come to those who wait

D How every day is just the same


SAMPLE

RALLY! EDUCATION

888.99.RALLY




21 Which line does the poet use to emphasize how time seems to go slow?

A “Looking at the rows”

B “Naturally, they seem to”

C “Drag relentlessly”

D “Ready now, so let’s go!”

22 Why is the first letter of each line bold?

A To mimic the way a calendar looks

B To emphasize that the letters spell out a word

C To show that the first word of each line should be stressed

D To emphasize the shape of the poem


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poem 6 S

Introduction: “The Laundromat” is written in free verse. It is divided intostanzas, but the poem does not have a pattern of rhyme or rhythm. Thispoem is about a Laundromat, which is a place where people go to washtheir clothes. The poet describes a Laundromat in detail. One of the maintechniques used in the poem is imagery. Poets use imagery when they givedetails that help the reader imagine something. Imagery can involve any ofthe senses: sight, sound, smell, taste, or touch. In this poem, each stanza ofthe poem focuses on one of the senses. The poet also uses similes,alliteration, and onomatopoeia. These literary devices are all used to helpthe reader imagine what it is like in the Laundromat.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S The Laundromatby Jane Primes

The Laundromat smells like soapA steamy mix of heat and sudsThe sharp odor of detergents blendsWith the sharper sweat of those who wait.

The Laundromat sounds like a hiveBuzzing with the rattle of coins in metal slotsThe rush of water pouring in, rushing outThe tumble of dryers in endless cycles.

The Laundromat feels like a saunaHot, wet air thick enough to sliceFollowing us home in crisp, clean clothesAnd hidden inside fresh, scratchy towels.

The Laundromat tastes like sips of sweet juiceAnd salty peanuts from the vending machineA hint of cheeseburgers from next doorAnd the promise of ice cream on the way home.

The Laundromat looks like a waiting roomWhere people sit in chairs with magazinesAnd wait for an appointmentTo take home their own clean clothes.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




23 Which of these is used throughout the poem?

A Rhyme

B Symbolism

C Repetition

D Imagery

24 The poet compares the Laundromat with a sauna to show that it—

A sounds busy

B is small and cramped

C feels hot

D is relaxing


The sharp odor of detergents blendsWith the sharper sweat of those who wait.

The words “sharp” and “sharper” show that the smells are—

A pleasant

B strong

C sudden

D clean


SAMPLE

RALLY! EDUCATION

888.99.RALLY




26 Which line from the poem contains alliteration?

A “A steamy mix of heat and suds”

B “The Laundromat sounds like a hive”

C “Following us home in crisp, clean clothes”

D “And hidden inside fresh, scratchy towels.”

27 Which words from the poem are examples of onomatopoeia?

A Soap, heat, suds

B Buzzing, rattle, rush

C Hot, wet, thick

D Chairs, magazines, clothes

28 Describe how the poem is divided into stanzas. What is different abouteach stanza?


SAMPLE

RALLY! EDUCATION

888.99.RALLY




Independent PracticeSix Independent Practice Poems


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poem 1 S

S An Evening Walk Sby Ryan Peterson

All year round I walk the dogScattering autumn leaves

Sliding across patches of iceStepping over spring’s new shoots

Soaking up summer’s rays.I smell the smoke of wood stoves

The scent of dinner cookingThe perfume of a load of laundry

The hint of rain in the air.My dog tugs on the leash

Urging me to keep moving toward homeAnd sometimes I start to questionExactly who is walking whom?


SAMPLE

RALLY! EDUCATION

888.99.RALLY




1 What type of poem is “An Evening Walk”?

A Free verse

B Acrostic poem

C Rhyming poem

D Limerick


Scattering autumn leavesSliding across patches of iceStepping over spring’s new shootsSoaking up summer’s rays.

These lines are included to show—

A the different times of day the dog likes to walk

B the challenges that must be overcome

C the different seasons the dog is walked

D the path taken on one day’s walk

3 What is the main sense the poet uses to help the reader imagine what itis like walking the dog?

A Sight

B Taste

C Smell

D Sound


SAMPLE

RALLY! EDUCATION

888.99.RALLY





The perfume of a load of laundry

The poet probably uses the word “perfume” instead of “smell” tosuggest that the smell is—

A rotten

B unusual

C strong

D pleasant

5 Which line from the poem contains alliteration?

A “All year round I walk the dog”

B “Soaking up summer’s rays.”

C “The hint of rain in the air.”

D “My dog tugs on the leash”


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poems 2 and 3 S

S APPLAUSEby Silvio Rivera

An appreciative crowdPuts their hands togetherPleased with our entertainmentLeaping to their feetAn audience with enthusiasmUnited in their gratitude Standing ovations areEvery performer’s dream.

S Commercial Breakby Chan Yu

In the middle of the movieJust as the villain began to pleadThe commercial break interferedTo tell me all the things I need.A better kind of cerealAn organic, herbal shampooAn automatic shoe polisherA natural carpet made of bamboo.Each commercial made promisesOf what their products could do for meMake me glamorous and popularHealth and wealth were guaranteed.By the time the commercials were overAnd I was ready to scream and shoutThe villain came back on the screenBut I’d forgotten what the movie was about.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




6 Read this line from the first poem.

Puts their hands together

This line describes how the people are—

A waving

B praying

C clapping

D meeting

7 Read this line from the first poem.

Leaping to their feet

This image of the people suggests that they are—

A excited

B anxious

C scared

D surprised

8 The speaker of the poem “APPLAUSE” is most likely—

A a member of the audience

B a person performing on the stage

C the writer of the play

D a teacher at a school


SAMPLE

RALLY! EDUCATION

888.99.RALLY




9 Which word would the speaker of the second poem most likely use todescribe commercial breaks?

A Interesting

B Popular

C Annoying

D Helpful

10 What do lines 5 to 8 of “Commercial Break” describe?

A Ads the speaker viewed

B Things the speaker needs to buy

C How the speaker feels about the ads

D The main problems with the ads

11 Identify what type each poem is and explain how you can tell.

“APPLAUSE”:

“Commercial Break”:


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poem 4 S

S Not So Young Sby Katherine Dawson

In my family, I’m the youngest.Everyone’s older than me.Even though I’m a teenager,they still call me “the baby.”

With five brothers and sisters,being the youngest is often hard.

When the kidding and teasing starts,I always have to be on guard.

But today the whole world changed.My oldest brother became a dad.He and his wife had a baby girl.

My entire family is glad.

Now that I’m Aunt KatherineI’m as pleased as I can be,

because for the first time everI’m no longer known as “the baby.”


SAMPLE

RALLY! EDUCATION

888.99.RALLY




12 What is the rhyme scheme of each stanza of the poem?

A aabb

B abab

C abcb

D aaba

13 What is the point of view in the poem?

A First person

B Second person

C Third person limited

D Third person omniscient

14 Which word best describes the tone of the third stanza?

A Regretful

B Joyful

C Hopeful

D Thoughtful


SAMPLE

RALLY! EDUCATION

888.99.RALLY





But today the whole world changed.

Which literary device does the poet use in this line?

A Personification

B Metaphor

C Hyperbole

D Symbolism

16 What is a main theme of the poem?

A Solving family problems

B Accepting other people

C Adapting to change

D Meeting new people


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poem 5 S

S In the Saddle Sby Alva Graham

A new adventure was offered, so of course I said yes.How amazing it would be, I couldn’t have guessed.My uncle’s horse ranch needed riders, you see.And how could I turn down a lesson for free?

The horse was just lovely, although also quite large,and I knew right away that he was in charge.I sat in the saddle and held on to the reins,

I patted his shoulder and called him by name.And then his trot sped up as if a race had begun.My horse cantered—and then started to run.I bounced up and down, again and again,I hung on tighter and tighter, and then…

I finally remembered to just say “whoa,”and in just a moment he began to slow.

My heart finally slowed down too,but not until the ride was through.

Now today I’m happy, but I guaranteeI am sitting down quite carefully.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




17 Which word best describes the mood of the poem?

A Lighthearted

B Frightening

C Serious

D Eerie

18 The poet most likely includes the break between stanzas to—

A compare the start of the ride with the end of the ride

B indicate a change of pace in the events

C point out that a change of setting has occurred

D show that the speaker of the poem has changed

19 Which line from the poem contains a simile?

A “How amazing it would be, I couldn’t have guessed”

B “The horse was just lovely, although also quite large,”

C “I sat in the saddle and held on to the reins,”

D “And then his trot sped up as if a race had begun.”

20 What does the speaker’s use of the word “adventure” suggest in the first line?

A She is looking forward to horse riding.

B She has been horse riding before.

C She expects horse riding to be easy.

D She knows that she will need to practice.


SAMPLE

RALLY! EDUCATION

888.99.RALLY





My heart finally slowed down too,

The speaker includes this line to show she is—

A quite unfit

B getting bored

C having a good time

D feeling calmer

22 The rhythm of the poem increases at the end of the first stanza. How does this affect the reader?


SAMPLE

RALLY! EDUCATION

888.99.RALLY




S Poem 6 S

S Spring Breakby Sydney Lewis

Spring break is getting close,and with each day, restlessness grows.Students and teachers taking stock—trying not to watch the clock.Both making plans to relax and sleep inand not let responsibility creep in.I want to spend my days soaking up the sunand reading books just for fun.Talk with my friends, get ice cream,lie in the grass, and take time to dream.I had better start making my list soon,perhaps even this afternoon,since it takes skill and techniqueto fit this much nothing into two weeks.


SAMPLE

RALLY! EDUCATION

888.99.RALLY




23 The structure of the poem is mainly based on—

A the number of syllables in each line

B the starting letter of each line

C the use of rhyme in the lines

D the meter of the lines

24 What is the poem mainly about?

A People preparing for spring break

B How spring break should be shorter

C Things to do during spring break

D What the weather is like during spring break

25 The speaker in the poem would probably describe spring break as—

A boring

B relaxing

C exciting

D tiring


trying not to watch the clock.

This line shows that the people are—

A hoping that time passes quickly

B patiently waiting

C wanting time to slow down

D not paying attention


SAMPLE

RALLY! EDUCATION

888.99.RALLY




27 Which line from the poem describes what the speaker wants to do onspring break?

A “Spring break is getting close,”

B “Students and teachers taking stock—”

C “lie in the grass, and take time to dream.”

D “I had better start making my list soon,”


since it takes skill and techniqueto fit this much nothing into two weeks.

Describe the irony in these lines.


SAMPLE

RALLY! EDUCATION

888.99.RALLY





www.rallyeducation.com22 Railroad Avenue, Glen Head, NY 11545

SAMPLE

RALLY! EDUCATION

888.99.RALLY




Understanding Poetry: Reading to Analyze and Interpret teaches students how tounderstand and analyze poetry. Students will learn different forms of poetry, such as lyrical poetry and free verse. Students will understand the structural elements of poetry, such as rhyme, meter, and stanzas, and how the structural elements relate to form.

Understanding Poetry focuses on how poets create meaning and the techniques they use.These techniques include using stanzas, line length, repetition, rhyme, rhythm, sound effects,word placement and emphasis, sensory language, and figurative language.

The book is organized into three parts:

Part A: Glossary of Poetic TermsThe glossary of poetic terms gives definitions of the terms that students will need to analyzeand interpret poetry.

Part B: InstructionThis section has individual poems and paired poems. Each poem is introduced with key backgroundinformation that will help students understand the poem. The form of the poem is identified andexplained. This section of the book contains multiple-choice and open-ended questions.

Part C: Independent PracticeThis section has four individual poems and one set of paired poems. Each poem is followed byseveral multiple-choice and open-ended questions.

understanding poetry f sample

Documents

rallythis sample book

blackline master

structural elements

lyrical poetry

differentforms of poetry

glossary asthey

key information

key background information