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 fell

on my brow and i loved
it so much and i kissed
it and it was happy and called its cousins
and brothers and a web
of snow engulfed me then
i reached to love them all
and i squeezed them and they became
a spring rain and i stood perfectly
still and was a flower
--Nikki Giovanni
1.Which one of the following poetry forms best describes the poetry form used by the author of
“Winter Poem”?

a. Free Verse Poetry

b. Rhymed Poetry
c. Patterned Poetry
d. 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 poem’s 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,
 I've counted sixteen chicken pox
And 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.
 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 McKay’s feelings about her
health 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 feels
healthy.
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 Poetry
b.Free Verse Poetry
c.Patterned Poetry
d.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 air

Had landed as a kiss upon my cheek:
A secret message, just for me to share;
 To take to heart but never dare to speak
About 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 Wave

By Sandra Liatsos

It tumbled and it crumbled

Like a mountain in a quake.
It thundered and I wondered
At 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 speaker’s emotions.
c. different weather phenomena physically feel to the speaker.
d. the speakers feel about the differing seasons.
7. Reread lines 1-4 from “Summer Sea Wave”. Then choose the best answer to the question.

“It tumbled and it crumbled

Like a mountain in a quake.
It thundered and I wondered
At the power it could make.”

The poet uses the words “mountain in a quake” and “thundered” in these lines to create an image of a
wave being:
a. like a thunder storm and an earthquake
b. a loud noise like thunder and an earthquake
c. a powerful natural phenomena like thunder and an earthquake
d. dangerous like thunder and an earthquake

~ Continue on to the Next Page ~

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 Silverstein’s poem, “The Giving Tree”. The poem chronicles the relationship between a boy
and the tree that consistently sacrifices to make the boy happy. The poem also chronicles the boy’s life from
childhood 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 from
young adulthood to being middle-aged, etc. Be sure to take include at least three specific examples 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 of his life.

Your answer should take the form of two well-developed paragraphs, each of which follow the paragraph writing
guidelines we have discussed in writing class. This question is worth 15 points. Write your answer below. You may
use both sides of the paper if needed.
First, read the poems on the next page. Next, use the poems to answer the question below.
9. Compare and contrast Walter de la Mare’s 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, figurative
language, and author’s purpose contribute to each poem. In your answer, describe a least one way in which
reading one poem, contributed to your understanding of the other poem, using at least three specific examples
from the poems. Your response should take the form of three well-developed paragraphs, each of which follow
the 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.
 Poem 1 Poem 2

The Snowflake A SNOWFLAKE FELL

By Jack Prelutsky*
By Walter de la Mare
A snowflake fell into my hand,
Before I melt,
Come look at me! a tiny, fragile gem,
This lovely, icy filagree!
Of a great forest a frosty crystal flowerlet
In one night
I make a wilderness with petals, but no stem.
Of white:
By skyey cold I wondered at the beauty
Of crystals made,
All softly, on of its intricate design,
Your finger laid,
I pause, that you I breathed, the snowflake
My beauty see: vanished,
Breathe, and I vanish
Instantly. but for moments, it was mine.

*This poem is from the book It’s

Snowing, It’s Snowing by Jack
Prelutsky
Write your answer for Question 9 here. You may use both sides of the paper if needed.
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 this
poem, identify BOTH poetic forms used by the poet and give two advantages and two disadvantages of
each 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 the
use 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 your
response, give at least three examples from the poem, that support your answer. Your examples may
discuss content, poetic form, and/or the figurative language used in the poem. (1 well-developed
paragraph)

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 is
worth 20 points. Write your answer using the next blank page.
*This poem is from the book It’s Snowing, It’s Snowing by Jack Prelutsky
Write your answer for Question 10 here. You may use both sides of the paper if needed.
de la Mare, Walter. (n.d.) “Snowflake”. Available from http:.//mrhallsclasses.wikispaces.com/file/view/De+La+Mare
+tripoem.doc
Giovanni, 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: Trumpet
Club Publishing.
Prelutsky, Jack. (1984). It’s Snowing, It’s Snowing, New York, NY: Greenlow Books.
Silverstein, Shel. (n.d.) “Sick”. Available from http://www.poemhunter.com/poem/sick-20/.
Answer Key/Rubric

Multiple Choice:

1. A. Free Verse Poetry

2. C. using an unusual physical shape which matches the mood or ideas expressed in the poem’s 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 Poetry
6. B. nature can be used to communicate the speaker’s emotions.
7. C. Being a powerful natural phenomena like thunder and an earthquake

Rubrics:

Rubric for Question 8

Exemplary/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 are
different. Specific examples are included from each poem are used to support student’s analyses of the
similarities 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, and
plausible opinion is presented for how reading one poem, contributed to the student’s understanding of the
other poem.

• Paragraphs are well-organized, convincing, and follow the format discussed in class. They are generally free
from grammatical errors.
Developing/Needs Improvement: (10 points): The response contains most of the required information, and
indicates 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 are
different. Some specific examples are included from each poem are used to support student’s 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 the
poems. One, moderately thought-out, and somewhat plausible opinion is presented for how reading one poem,
contributed to the student’s understanding of the other poem.

• Paragraphs are moderately well organized, are somewhat convincing, and only somewhat follow the format
discussed 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 poems are similar and three or more different ways they are
different. Few to none specific examples are included from each poem are used to support student’s analyses
of the similarities and differences of two poems. Examples are not detailed, not thought out, not organized
and do not support the writer's argument about similarities and differences in the poems. Zero or one, poorly
thought-out, and/or not plausible opinion is presented for how reading one poem, contributed to the student’s
understanding 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 9

Exemplary/Proficient (15 points): The response indicates clear and insightful understanding of the poem.
 • Three or more different ways in which the boy changes during each period of his life throughout the poem are
identified 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 of
his 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 free
from grammatical errors.

Developing/Needs Improvement: (10 points): The response contains most of the required information, and
indicates 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 are
identified 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 of
his life. Examples are somewhat detailed, moderately well thought out, moderately organized and somewhat
support the writer's argument about similarities and differences in the poems.

• Paragraphs are moderately well organized, are somewhat convincing, and only somewhat follow the format
discussed 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 are
identified and explained. One or less 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 of his
life. Examples are not detailed, not thought out, not organized and do not support the writer's argument about
similarities and differences in the poems.
 • Paragraphs reflect little to none organization, are not convincing, and do not follow the format discussed in
class. 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 are
discussed in depth, accurately, and in a way which reflects discussions we have had in class about the
importance 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, and
descriptive verbs, are identified and at least three reasons are given for each instance that tells how the use
of the figurative language contributed to either setting, tone, conflict development, or character
development.
c.Student indicates a clear and insightful opinion about the poem’s message. Student’s argument contains at
least three thoughtful examples that consider the content, poetic form, and/or figurative language that give
strong support to the student’s opinion.
d.Paragraphs are well-organized, convincing, and follow the format discussed in class. They are generally free
from grammatical errors.

Proficient (15 points): The response contains the required information, but does not indicate strong understanding
of the poem.
a. The two poetic forms are accurately identified and two advantages and disadvantages of each poetic
form are accurately discussed. However, the student does not go in depth, and only moderately reflects
discussions we have had in class about the importance of the chosen poetic form that we have had in
class.
b. Three instances of figurative language such as, but not limited to, adjectives, similes, metaphors, and
descriptive verbs, are identified and at least three reasons are given for each instance that tells how the
use of the figurative language contributed to either setting, tone, conflict development, or character
development. Reasons only moderately reflect understanding of why particular language is used.
 c. Student indicates a clear opinion about the poem’s message. Student’s argument contains at least three
examples that consider the content, poetic form, and/or figurative language that give moderate support
to the student’s 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, and
indicates little to no understanding of the poem.
a) At least one poetic form is accurately identified and two advantages and disadvantages of the poetic
form are accurately discussed. However, the student does not go in depth, and answers do not reflect
discussions we have had in class about the importance of the chosen poetic form that we have had in
class.
b) Three instances of figurative language such as, but not limited to, adjectives, similes, metaphors, and
descriptive verbs, are identified and but two to three reasons are given for each instance that tells how
the use of the figurative language contributed to either setting, tone, conflict development, or character
development. Reasons only moderately reflect understanding of why particular language is used.
c) Student indicates a clear opinion about the poem’s message. Student’s argument contains less than three
examples that consider the content, poetic form, and/or figurative language that give moderate support
to the student’s opinion.
d) Paragraphs show some attempts at organization, are not convincing, and only somewhat follow the format
discussed in class. They contain many grammatical errors.
Unsatisfactory (5 points): The response contains some of the required information, and indicates no
understanding of the poem.
a) Both poetic forms may be accurately identified but no advantages and disadvantages of the poetic forms
are discussed.
b) Less than 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 that
tells how the use of the figurative language contributed to either setting, tone, conflict development, or
character development. Reasons only moderately reflect understanding of why particular language is used.
c) Student indicates no clear opinion about the poem’s message. Student’s argument does not contain any
examples that consider the content, poetic form, and/or figurative language and gives no support to the
her 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.