Good morning stupendous sixth graders! I hope you all are still happy and healthy and enjoyed a

relaxing break! This week will begin part 1 of your end of the year project. It will be graded

according to the rubric attached to this packet.

Agenda:

I. Continue to read for AR for 20 minutes daily. This week is all about you reading for the joy

of it.

II. Begin the myTunes Project. For this project you will need to choose a school appropriate song. You will then

identify literary devices in this song of your own choosing, annotate the lyrics like a poem for poetic devices, share the identified devices through a Google Slides presentation, and flip the lyrics to a different perspective. Although the final piece of the project is not due until Friday, May 8, 2020, you will be responsible for completing different parts by the weekly deadline. Please remember that each of these parts will be graded independently, but all parts will be added together as one 100 point grade for the fourth nine weeks. There will also be a packet of helps and links for you to review the skills you will need.

III. Read all of the directions posted on the rubric and the teacher model.

IV. Part 1 of this project is due Friday, April 24th and is worth 15 points.

Step 1: Choose a school appropriate song. I recommend https://www.azlyrics.com/ or https://www.metrolyrics.com/ to check your song's lyrics. This will also give you a place to copy from to paste the lyrics in the the Lyric Submission Chart (Google Assignment) for your song similar to the posted teacher model. You will also need to know the title, author/artist, and the web address you copied the lyrics from. Have your song approved by your teacher (send a

message requesting approval of the song - place the lyrics on the assignment or send a link to the lyrics to

your teacher or use one from the pre-approved list). Your lyrics/quotations MUST be school appropriate.

Absolutely no derogatory, racist, sexist, vulgar, profane, or just plain insulting lyrics are NOT allowed.

Step 2: Annotate the poem for poetic device MUST INCLUDE THEME (use the helps on Schoology for term

options). Identify, label, and explain the different types of poetic devices used in the song lyrics (imagery, metaphors, similes, personification, hyperboles, alliteration, onomatopoeia, etc.). Place the full lyrics of your song on the left, and identify and explain the poetic devices used on the right. You need a minimum of ten examples, so locate as many as you can find. You will choose your best six examples to complete your Google Slides. No poetic device can be used more than once. Identify the speaker, the tone, the mood, and the theme after you have completed your poetic devices.

Step 3: Submit lyrics annotated through the Lyric Chart Schoology Assignment by Friday, April 24.

Note: Next Week you will use the chart from this week to complete your Storyboard Presentation. The

following week you will rewrite part of your song from a different point of view.

**There aren't any new ReadWorks articles or Warm Up activities for this week.

myTunes Project  

 Student: __________________________________________ Song:_____________________  Objective: You will identify literary devices in a school-appropriate song of your own choosing, annotate the poem for poetic devices, share identified devices through a Google Slides presentation, and flip the lyrics to a different perspective.  Total: 100 Point ELA Project  Completed Project Due: Friday, May 8, 2020  

Criteria  Explanations and Grading Guidelines  Your Points 

Week 1 -  Lyric check Due: April 24 

Explanation : ● Have your song approved by your teacher (send a 

message requesting approval of the song - place the lyrics on the assignment or send a link to the lyrics to your teacher or use one from the pre-approved list). 

○ Your lyrics/quotations MUST be school appropriate. Absolutely no derogatory, racist, sexist, vulgar, profane, or just plain insulting lyrics are NOT allowed.   

● annotate the lyrics for poetic devices; MUST INCLUDE THEME (use the helps on Schoology for term options) 

● Submit lyrics annotated through the Schoology assignment by Friday, April 24. 

Grading: ● Proposed lyrics appropriate and approved ● 10+ annotations - noting figurative language,

poetic devices, and theme 

____/15

Week 2 - Google Slides Due: May 1 

Explanation : o Slide 1- Cover Slide - Including title, your 

name, block, picture representing a major theme or tone of the song 

o Use your work from Week 1 where you have identified poetic devices and theme.  ▪ You must include a MINIMUM of SIX 

DIFFERENT poetic devices or types of figurative language we learned in class (simile, metaphor, alliteration, onomatopoeia, personification, idiom, imagery, rhyme, etc.). Theme is one device that must be identified.  

▪ Each different device should have it’s 

____/35

own slide. o You will credit (cite) your sources on the 

final slide by giving the web address of the lyrics and the writers of the lyrics (who are not necessarily the artists performing). If you include the music, you must cite the artist, album, and copyright year. 

o Submit Google Slide Project through the Schoology assignment by Friday, May 1. 

Grading: ● Includes 6+ devices with lyrics, labeled device,

and presentation notes below slides ● visually appealing (clear contrast, colors match

the mood of the song, not too busy) ● Works Cited - song lyrics (with original writer

credited), any pictures/images used, etc.

Week 3 -  POV Flip Due: May 8 

Explanation : o You will take one of the verses and the 

chorus from the original song and flip the perspective. 

o First determine what the voice/speaker will be for your POV Flip. (In Out of the Dust , we flipped Billie Jo’s perspective to Daddy’s.) 

o Watch your use of pronouns and imagery. Include what your new speaker would see, say, and do.   

o The new POV Flip of the song should sound like a different character (using the same music and structure).  

o You may earn extra credit if you flip more than the required verse of the song. 

o Submit assignment through the Google Doc on Schoology by Friday, May 8. 

Grading : ● Provided a different point of view - one verse

and the chorus ● answers the original or speaker is a different

(age, gender, or animal) ● clear theme 

____/50

Extra Credit  Extra verse flipped 1 2 3 4 5 ____/0

Total points  Your Score:   __/100 

Teacher Model of Lyric Submission

Directions: Identify, label, and explain the different types of poetic devices used in the song lyrics (imagery, metaphors, similes, personification, hyperboles, alliteration, onomatopoeia, etc.). Place the full lyrics of your song on the left, and identify and explain the poetic devices used on the right. Identify the speaker, the tone, the mood, and the theme after you have completed your poetic devices. Remember, you need a minimum of six examples, so locate as many as you can find. Choose your best six to complete your Google Slides, and one poetic device cannot be used more than once.

“When We Were Young” by Adele

https://www.azlyrics.com/lyrics/adele/whenwewereyoung.html

Identify and Explain Poetic Devices

Everybody loves the things you do From the way you talk to the way you move And everybody here is watching you 

Hyperbole: This is an extreme exaggeration because the word “everybody” is used.

'Cause you feel like home You're like a dream come true But if by chance you're here alone Can I have a moment before I go? 'Cause I've been by myself all night long Hoping you're someone I used to know

Simile: This is comparing another person to the feeling of being home using the word “like.” Simile: This is comparing another person to a dream coming true using the word “like.”

You look like a movie You sound like a song My God, this reminds me Of when we were young

Simile: This is comparing another person to a movie and a song, art, using the word “like.”

Let me photograph you in this light In case it is the last time That we might be exactly like we were Before we realized We were sad of getting old It made us restless It was just like a movie It was just like a song

Idiom: This verse has both a literal and figurative meaning. Literally the speaker wants to take a picture of this person. Figuratively, the speaker wants to freeze a memory in her mind like a picture in case she never sees this person again.

When we were young When we were young When we were young

Alliteration: The repetition of the consonant “w” is used to emphasize how badly she wants to hold onto the memory of a happy time in her life. Repetition: The speaker repeats these words because she wants to emphasize how

Teacher Model of Lyric Submission

much these memories mean to her.

 It's hard to admit that Everything just takes me back To when you were there To when you were there And a part of me keeps holding on Just in case it hasn't gone I guess I still care Do you still care?

Personification: Emotionally the speaker wants to hold onto a memory or a person, and emotions cannot physically do this.

It was just like a movie It was just like a song My God, this reminds me Of when we were young

Visual and sound imagery: This simile is also imagery because the listener or reader visualize how this memory or person made the speaker feel.

Let me photograph you in this light In case it is the last time That we might be exactly like we were Before we realized We were sad of getting old It made us restless It was just like a movie It was just like a song When we were young 

**same example from above, so it does not need to be labeled twice

Speaker (include POV) 1st POV, someone looking back on their youth who is reminiscing about a happy time in her life

Tone Loneliness, nostalgic

Mood Reflective, hopeful

Theme (universal statement written as a complete sentence)

It is important to remember good times with loved ones. It is important to make amends with loved ones from our past.

Student Lyric Submission

Directions: Write your song title, artist, lyrics, poetic devices with explanations, speaker, tone, mood, and theme in the boxes below. Please refer to the teacher model and the activities in the resources folder to assist you. Once you have done this, please submit this document for lyric approval.

Title, author, and website for lyrics here

Identify and Explain Poetic Devices

Lyrics:

Student Lyric Submission

Speaker (include POV)

Tone

Mood

Theme

Good morning astounding sixth graders! I hope you all are doing well and enjoyed your

weekend! I will be continuing to post the assignments at the beginning of each week for

the entire week. All assigned work will help you review for when we return. If you haven't

joined yet, the sign up information for Epic! Reads for our class can be found attached to

this agenda. I will continue to check my email daily (except on weekends), so any

messages you send me should be answered within two days. This week will begin part 2

of your end of the year project. It will be graded according to the rubric attached

to this agenda. If your questions are about when we will return or anything beyond the

classwork, please visit the school system's website (centralcss.org/covid19) for updates and additional information.

Agenda:

**If you are available, check Schoology this Tuesday at 12:00 PM (noon) for a link to join a Google Meet session.

I. Continue to read for AR for 20 minutes daily. This week is all about you reading for the joy

of it, so this week you will share about what you are enjoying reading in our Google Meet

session.

II. Begin the myTunes Project. For this project you will need to choose a school appropriate

song. You will then identify literary devices in this song of your own choosing, annotate the

lyrics like a poem for poetic devices, share the identified devices through a Google Slides

presentation, and flip the lyrics to a different perspective. Although the final piece of the project

is not due until Friday, May 8, 2020, you will be responsible for completing different parts by the

weekly deadline. Please remember that each of these parts will be graded independently, but all

parts will be added together as one 100 point grade for the fourth nine weeks. There will also be

a folder of helps and links for you to review the skills you will need.

III. Reread all of the directions posted on the rubric and the teacher model.

IV. Part 2 of this project is worth 35 points.

Step 1: Review your Lyric Submission Chart from part 1. Identify six different poetic devices

you found including THEME in the lyrics of the song you chose. Each of these devices will be a

box on your Storyboard.

Step 2: Review the Google Slide Example for When We Were Young by Adele.pptx.

Use this model to assist you in completing your Storyboard Presentation for your

chosen song. Each box on the Storyboard represents a slide in the sample

presentation. You will need to complete 8 boxes to match the presentation slides.

Use of color is recommended (do not let it cover up your words), and you may draw

or paste pictures into the boxes as well if they will enhance your slide. The first box

is for the cover/title of the presentation. Slides 2-7 are each supposed to list and

explain an example of a poetic device used in the song (this information should

have been identified on your chart in Step 1). The last slide is where you cite your

source (where you got your lyrics). The example includes notes at the bottom of

each slide/box to help guide you.

Note: Next Week you will use the chart from Week 1 to rewrite part of your chosen

song from a different point of view to complete the project

Name: ___________________________________ Date: _____________________ Block: _______________

1. Title Slide 2. Device #1

3. Device #2 4. Device #3

Name: ___________________________________ Date: _____________________ Block: _______________

5. Device #4 6. Device #5

7. Device #6 (THEME) 8. Bibliography/Citation Slide

“When We Were Young” by: Adele

Student NameMs. Lato

ELA-5th/6th date

Device #1:

▪

▪

Hyperbole

1. “Everybody loves the things you do”

2. “Everybody here is watching you”

These are extreme exaggerations because they use the word EVERYBODY.

Device #2:

▪

▪

Simile 1. “Cause you feel like home”

This simile compares a person to home using the word like.2. “You’re like a dream come true”

This simile compares a person to a dream using the word like. 3. “You look like a movie, you sound like a song”

This simile compares a person to a movie and a song.

Device #3:

▪

▪

Idiom 1.“Let me photograph you in the light, in case it is the last time, that we might be exactly like we were before we realized”

This is an idiom because it has both a literal and a figurative meaning. Literally - it means to take a picture of someone in the lightFiguratively – it means the person wants to have a memory frozen in their mind like a picture in case it is the last time they ever see each other

Device #4:

▪

▪

Personification

1. “And a part of me keeps holding on”

This is personification because part of your body cannot hold onto something.

Device #5:

▪

▪

Visual and Sound Imagery

1. “It was just like a movie”This simile is also visual imagery

because it helps the listener/reader to picture/see what “it” is like. 2.“It was just like a song”

This simile is also audio imagery because it helps the listener/reader to hear what “it” sounds like.

Device #6 (THEME):

▪

▪

Theme

The theme of this song is to remember the good memories about your relationship or friendship once it has ended. It could also mean that you should make amends with your old friend or someone from a past relationship.

Extra example:

▪

▪

Tone and Mood

1. Tone: alone, but a little bit happy (remembering about the memories made)

2. Mood: reflective, hopeful

Work Cited***Use add-on Easybib to cite the website for the lyrics***

azlyrics.com. “When We Were Young”. 2015.

http://www.azlyrics.com/

http://www.azlyrics.com/lyrics/adele/whenwewereyoung.html

Agenda:

**If you are available, check Schoology this Tuesday at 12:00 PM (noon) for a link to join our last Google Meet session for this school year.

I. Continue to read for AR for 20 minutes daily. This week is all about you reading for the joy of it, so this week you will share about what you are enjoying reading in our Google Meet session. Come prepared to talk about your favorite books and future plans.

II. Complete the Author's Craft and Poetry Warm Up found in this folder. If you completed it the first time it was assigned, please review it carefully and resubmit it. Don't forget to annotate.

III. Read and complete the review practice activities in this folder.

IV. Complete the assigned Author's Craft and Poetry Activity for "The Song of Wandering Aengus." It is for a grade, so please read it carefully and respond accurately

when you answer the questions.

One final note for this year to my precious students: Well kiddos, this has definitely been one of the strangest and most challenging years in the history of school. I cannot believe I won't be seeing you all to say goodbye or get those hugs and see your smiling faces to close out this year. I want you all to know that I miss and love you ALL (yes ALL...EVEN YOU...you know who you are). I hope you all continue to stay healthy and safe. I wish each and every one of you the most fantastic and joyous futures full of amazing stories. Be Excellent!!!

WRITING REVIEW

How would this stanza be written if Daddy were the speaker instead of Billie Jo? How might both the words and the ideas expressed change?Ask Yourself: “Billie Jo described what her father is doing first. If you are writing from his perspective, what is he seeing? What is she doing?”“What might Daddy be thinking as he is looking at his daughter?”

Original--Billie Jo’s Perspective (1st POV):

“My father stares at mewhile I sit across from him at the table,while I wash dishes in the basin,my back to him,the picked and festered bits of my handsin agony.He stares at meas I empty the wash water at the rootsof Ma’s apple trees.”

Flipped--Daddy’s Perspective (1st POV):

My daughter washes dishes in the basin,her back to me.The picked and festered bits of her handsmust be in agony.I stare at her as she empties the wash waterat the roots of Polly’s apple trees.

Directions and Teacher Models Directions: Identify at least one verse and the chorus from the song on your Lyric Submission Chart. Determine the voice/speaker that will be used for your Perspective/POV Flip. (In Out of the Dust, we flipped Billie Jo’s perspective to Daddy’s.) Rewrite the identified lyrics from the new voice/speaker. Remember to watch your use of pronouns and imagery. Include what your new speaker would see, say, and do. The new Perspective/POV Flip lyrics should sound like a different character (using the same music and structure). You may earn extra credit if you flip more verses of the song.

Model 1: Teacher Model/Example from “When We Were Young” by Adele: Original: (3rd person point of view) Everybody loves the things you do From the way you talk to the way you move And everybody here is watching you  Changed Perspective: (1st person point of view) I love the things you do From the way you talk to the way you move And I am here watching you  *Note: Depending on your song lyrics, you may have to change the point of view from 1st person to 3rd person instead of the other way around. Either option is okay. Choose one stanza that allows you to change the perspective of the speaker.  

Model 2: “When We Were Young” by Adele

https://www.azlyrics.com/lyrics/adele/whenwewereyoung.html

Teacher Model of Flipped Perspective New Speaker: The person (the “you”) being talked to in the original lyrics.

Everybody loves the things you do From the way you talk to the way you move And everybody here is watching you

Everybody loves me, all the things I do The way I smile and talk, the way I move Everyone that’s in here watches me too  

'Cause you feel like home You're like a dream come true But if by chance you're here alone Can I have a moment before I go? 'Cause I've been by myself all night long Hoping you're someone I used to know

You say I feel like home to you I’m like your dreams come true You want me to stay here alone To keep me here instead of let me go You say you’re lonely; been alone all night But now you’re hopin’ I’m the me you know  

You look like a movie You sound like a song My God, this reminds me Of when we were young 

I’m watched like a movie I’m heard like a song Is this how you see me Times when we were young 

Tone of the Song (from the new Speaker’s Point of View) *Original POV was 2nd

1st POV The new speaker is the other character in the song in answer to the original speaker Nostalgic, Reflective

Mood of the Song (from the listener’s perspective of the new lyrics)

Reflective, hopeful

Theme of the Flipped Song Lyrics It is important to be there for others and remember good times with loved ones. It is important to share our memories from our past.

Additional Online Pronoun and Point of View Review Practice: Khan Academy Pronoun Practice https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-pronoun/introduction-to-pronouns/v/what-is-a-pronoun-the-parts-of-speech-grammar BrainPop on Point of View Username: cmswildcat Password: central70818 https://www.brainpop.com/english/writing/pointofview/

Perspective/POV Lyric Flip Assignment--Project Part 3 Directions: Copy your song title, artist, and the part of the lyrics (one full verse and the chorus) to be changed to a new perspective in the left side of the boxes below. Type the lyrics you create from the new perspective and explain the changes in the right side of the boxes below.

Copy the Title of the Song and the Author Here

Create and Explain the New Perspective/POV of the Song

Copy the Original Song Lyrics (at least one verse and the chorus from the Part 1 activity) to be Flipped Here:

Write Your New Flipped Lyrics Here:

Tone of the Song (from the new Speaker’s Point of View)

Mood of the Song (from the listener’s perspective of the new lyrics)

Theme of the Flipped Song Lyrics

Point of View FlipTeacher Models

Directions:1. Use the two teacher models included in this presentation as a guide to

flipping the POV (point of view) of one verse/stanza and the chorus of the song you selected.

2. You may use any point of view other than the original. 3. Please remember your new POV should sound like a new character

without changing the meaning of the song, and make sure your pronouns remain consistent.

○ For example, if you change a verse from 3rd person to 1st person POV, you would only use 1st person pronouns.

4. Once you have reviewed the examples, complete your assignment on the Google Doc in the Schoology assignment. Review and submit to turn in.

5. BE CREATIVE and have fun!

Teacher Model #1: Adele “When We Were Young”Original Stanza: (3rd person point of view) **** This is a stanza - not the entire chorus. Everybody loves the things you doFrom the way you talk to the way you moveAnd everybody here is watching you

Changed Perspective: (1st person point of view)

I’m loved for the things I doFrom the way I talk to the way I moveAnd you are here watching me

Original Chorus: (3rd person point of view)

You look like a movieYou sound like a songMy God, this reminds meOf when we were young

Changed Perspective: (1st person point of view)

I’m watched like a movieI’m heard like a songIs this how you saw meWhen we were young

Teacher Model #2: Out of the Dust, Billie Jo to DaddyBillie Jo’s Perspective (Original):

“My father stares at mewhile I sit across from him at the table,while I wash dishes in the basin,my back to him,the picked and festered bits of my handsin agony.He stares at meas I empty the wash water at the rootsof Ma’s apple trees.”

Daddy’s Perspective:

My daughter washes dishes in the basin,her back to me.The picked and festered bits of her handsmust be in agony.I stare at her as she empties the wash waterat the roots of Polly’s apple trees.

What questions can I ask myself to help flip perspective?1. Who do I imagine the new speaker to be?2. What is my new speaker seeing, feeling, doing?3. What might my new speaker say?

● Remember you are putting on a different “hat” or “walking in their shoes” to become that new character.

● Different people view and experience life from different lenses… pick a character for your speaker and stick with it.

Need More Help? Try these links….Brainpop:

https://www.brainpop.com/english/writing/pointofview/

Username: cmswildcat

Password: central70818

Khan Academy:

https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-pronoun/introduction-to-pronouns/v/what-is-a-pronoun-the-parts-of-speech-grammar

Agenda:

**If you are available, check Schoology this Tuesday at 12:00 PM (noon) for a link to join our last Google Meet session for this school year.

I. Continue to read for AR for 20 minutes daily. This week is all about you reading for the joy of it, so this week you will share about what you are enjoying reading in our Google Meet session. Come prepared to talk about your favorite books and future plans.

II. Complete the Author's Craft and Poetry Warm Up found in this folder. If you completed it the first time it was assigned, please review it carefully and resubmit it. Don't forget to annotate.

III. Read and complete the review practice activities in this folder as needed.

IV. Complete the assigned Author's Craft and Poetry Activity for "The Song of Wandering Aengus." It is for a grade, so please read it carefully and respond accurately

when you answer the questions.

One final note for this year to my precious students: Well kiddos, this has definitely been one of the strangest and most challenging years in the history of school. I cannot believe I won't be seeing you all to say goodbye or get those hugs and see your smiling faces to close out this year. I want you all to know that I miss and love you ALL (yes ALL...EVEN YOU...you know who you are). I hope you all continue to stay healthy and safe. I wish each and every one of you the most fantastic and joyous futures full of amazing stories. Be Excellent!!!

Name: ____________________________________________ Date: ________________________ Block: ______________ Poetry, Author’s Craft, and

Mini-skill Review

Things to remember about figurative language and author’s craft. Imagery: An image is a word picture that appeals to one or more of the five senses of sight, hearing, smell, taste, and touch. Writers use descriptive language and sensory details to develop imagery. Examples: An image can appeal to more than one sense. For example, “soft carpet of yellow prairie flowers” appeals to both touch and sight. An image can create a feeling of movement. For example, “the autumn leaves floated gently to the ground” shows the reader how the leaves fell. Other Types of Figurative Language: Similes, Metaphors, Personification, Alliteration, Onomatopoeia, etc. Tone is the author’s attitude toward the writing (his characters, the situation) and the readers. A work of writing can have more than one tone. Tone is set by the setting, choice of vocabulary and other details. Mood is the general atmosphere created by the author’s words. It is the feeling the reader gets from reading those words. It may be the same, or it may change from situation to situation.

Use the commenting and highlighting functions to annotate the following poem. Use this poem to complete the activities.

I Wandered Lonely As a Cloud by William Wordsworth Longfellow I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the Milky Way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance Tossing their heads in sprightly dance.

Directions: Use the poem above to answer the following questions. Highlight the answer you pick.

1. Part A: What is the speaker’s tone in the beginning of the poem? A. The speaker is expressing a positive tone. B. The speaker is expressing a negative tone. C. The speaker is expressing a negative mood. D. The speaker is expressing a neutral tone.

2. Part B: Which phrase from the poem best supports the answer to Part A? A. “I wandered...” (line 1) B. “…lonely as a cloud” (line 1) C. “That floats on high…” (line 2) D. “o’er vales and hills,” (line 2)

3. The tone of the rest of the poem “I Wandered Lonely as a Cloud” can be best described as…

A. joyful. B. sad. C. angry. D. comical. 4. Which line best supports the tone from the previous question? A. “I wandered lonely as a cloud…” B. “… Along the margin of a bay:” C. “Ten thousand saw I at a glance…” D. “…Fluttering and dancing in the breeze.” 5. Part A: The following line from the poem is an example of what type of figurative language?

“Continuous as the stars that shine/And twinkle on the Milky Way,” A. Alliteration B. onomatopoeia C. simile D. metaphor

6. Part B: To what effect does the author use the type of figurative language used in Part A?

A. The author is repeating the same consonant sound to stress the image of the night sky. B. The author is using words to create sounds so the reader feels as if he or she is a star. C. The author is making a comparison between the daffodils and the stars to show the brightness and beauty of the flowers. D. The author is making a direct comparison between the stars and the Milky Way to show the reader how big the sky is.

7. Part A: What type of imagery is used most often in the poem?

A. Visual B. Taste C. Scent D. Sound 8. Write a sentence using the type of imagery chosen in Part A. _____________________________________________________________________________________________________

Use the commenting and highlighting functions to annotate the following poem. Use this poem to complete the activities.

April Rain Song by Langston Hughes

Let the rain kiss you. Let the rain beat upon your head with silver liquid

drops. Let the rain sing you a lullaby.

The rain makes still pools on the sidewalk.

5 The rain makes running pools in the gutter. The rain plays a little sleep-song on our roof

at night –

And I love the rain.

Directions: Use the poem above to answer the following questions. Highlight the answer you pick.

1. Part A: Which sentence best states a central idea of the poem? A. The speaker is expressing a positive tone of delight and admiration for the rain. B. The speaker is expressing a negative tone of cynicism and disgust for the rain. C. The speaker is expressing a positive mood of confidence and determination in the rain. D. The speaker is expressing a neutral mood of questioning and confusion about the rain. 2. Part B: Which line from the poem best supports the answer to Part A? A. “Let the rain beat upon your head with silver liquid…” (line 2) B. “The rain makes still pools on the sidewalk.” (line 4) C. “The rain makes running pools in the gutter.” (line 5) D. “And I love the rain.” (line 7)

3. Write a sentence using the same type of imagery used in line six of the poem. ________________________________________________________________________________________

4. Part A: Which type of figurative language does the author most develop in the poem? A. The poet uses alliteration to create a whimsical tone throughout the poem. B. The poet uses similes to compare the rain to the element silver from the periodic table. C. The poet uses personification to give the rain human qualities or actions in the poem. D. The poet uses onomatopoeia to imitate the sounds that the rain makes in the poem. 5. Part B: Which three lines from the poem best support the answer to Part A? A. “Let the rain kiss you.” (line 1) B. “Let the rain sing you a lullaby.” (line 3) C. “The rain makes still pools on the sidewalk.” (line 4) D. “The rain makes running pools in the gutter.” (line 5) E. “The rain plays a little sleep-song on our roof…” (line 6) 6. Part C: To what effect does the author use the type of figurative language from Part A? A. The poet uses specific word choice to create a joyous mood throughout the poem. B. The poet uses specific word choice to create an angry mood throughout the poem. C. The poet uses specific word choice to create a somber mood throughout the poem. D. The poet uses specific word choice to create a confident mood throughout the poem.

Name: _________________________ Teacher: ______________ Block: _________

Directions: Read the poem, then answer the questions.  “The Song of Wandering Aengus”  by William Butler Yeats   I went out to the hazel wood, Because a fire was in my head, And cut and peeled a hazel wand, And hooked a berry to a thread; 

5 And when white moths were on the wing, And moth-like stars were flickering out, I dropped the berry in a stream And caught a little silver trout.  When I had laid it on the floor 

10 I went to blow the fire a-flame, But something rustled on the floor, And someone called me by my name: It had become a glimmering girl With apple blossom in her hair 

15 Who called me by my name and ran And faded through the brightening air.  Though I am old with wandering Through hollow lands and hilly lands, I will find out where she has gone, 

20 And kiss her lips and take her hands; And walk among long dappled grass, And pluck till time and times are done, The silver apples of the moon, The golden apples of the sun.

Name: _________________________ Teacher: ______________ Block: _________

1. Who is the speaker of the poem? A. a young man who likes to pick the silver apples of the moon B. wandering Aengus C. a glimmering girl D. a young woman who likes to pick the golden apples of the sun

2. Where does the speaker of the poem go?

A. to the moon B. to a hazel wood C. to the sun D. to the bottom of a stream

3. What does the second stanza of the poem describe?

A. a glimmering girl B. an old wanderer C. a trout in a stream D. a white moth in flight

4. The speaker is not feeling well at the beginning of the poem. What evidence from the poem supports this conclusion?

A. “I went out to the hazel wood” (line 1) B. “a fire was in my head” (line 2) C. “I dropped the berry in a stream” (line 7) D. “I went to blow the fire a-flame” (line 10)

5. What is the effect of the words “flickering out” (line 6) and “glimmering” (line 13)?

A. They hint at what is going to happen at the very end of the poem. B. They slow down the poem with long syllables. C. They show how upset and troubled the speaker is. D. They create a powerful image in the reader’s mind.

6. To what sense does the following imagery appeal? But something rustled on the floor, And someone called me by my name:

A. Sound imagery B. Visual imagery C. Taste imagery D. Olfactory (smell) imagery

Name: _________________________ Teacher: ______________ Block: _________

7. Reread these lines from the poem:

I dropped the berry in a stream And caught a little silver trout. When I had laid it on the floor

10 I went to blow the fire a-flame, But something rustled on the floor, And someone called me by my name:

What does the word “it” in line 9 refer to?

A. “the berry” (line 7) B. “a stream” (line 7) C. the “trout” (line 8) D. “the floor” (line 9)

8. What does the speaker plan to do at the end of the poem?

A. Eat a lot of apples. B. Catch some silver fish. C. Pick berries in the forest. D. Find out where the girl has gone.

9. Identify the mood of the poem.

A. Weary and boring B. Wistful and hopeful C. Angry and resentful D. Scary and frightening

10. What is the theme of the poem? A. It is not nice in the woods. B. People should be thankful for fish. C. Some things are worth searching for. D. Hate can cause a person to run away.