Unit 5 Week 2 Review

Unit 5 Assessment
Pre-Test Review

Mr. Shelton's Class

∎ Review Common Misconceptions Concerning Figurative Language and how it Provides Deeper Meaning to a Text (Poetry).
∎ To Increase Reading Capacity and Proficiency in Preparation for Unit 5 Assessment (Go Team, Go!)

​​Today's Focus:

​∎ Unit 5, Week 2 Assessment Packet
∎ Reading Notebook
∎ A Growth Mindset (You CAN do this!)

​​What You Will Need:

Identify Figuarative Language and the Deeper Meaning

∎ Analyze the different types of Figurative Language used in stanza 1.
∎ How does figurative language contribute to meaning in this stanza?

Identify Theme and Figurative Language in Poetry

∎ What is the theme of Stanza 2

∎ How does figurative language contribute to the theme?

Identify Theme and Figurative Language in Poetry

∎ How does the theme of the poem develop in stanzas 3 & 4?

∎ What are the speaker's overall views about, "The Railway Train"?

Multiple Choice

1. 1. Read this sentence from the introduction to the poem.

“Trains were not a recent innovation in 1862 when this poem was written.”

What does the word innovation mean in this sentence?

• A. to be free of guilt

• B. the introduction of something new

• C. existing between people

• D. a state of depending on others

Multiple Choice

2. 2. What does the word spectators mean as it is used in the introduction?

• A. large machines

• B. people who ride trains

• C. new businesses

• D. people who look at something

  
  

Multiple Choice

3. 3. The following item has two parts. Answer Part A and then answer Part B.

   Part A

   What is a theme of “The Railway Train”?

• A. Trains are huge and noisy, but they are consistently on time.

• B. When technology conflicts with nature, technology always wins.

• C. Railroads will destroy the environment and must be stopped.

• D. Trains, like animals, need to be fed and taken care of.

Multiple Choice

3. Part B

Which lines from the poem best support the answer to Part A?

• A.

  “And then, prodigious, step / Around a pile of mountains, /

  And,

  supercilious, peer / In shanties by the sides of roads;” (

  lines 4–7)

• B.

  “And then a quarry pare /

  To fit its sides, and crawl between,” (

  lines 8–9)

• C.

  “

  Complaining all the while/ In horrid, hooting stanza;” (

  lines 10–11)

• D.

  “And neigh like Boanerges; /

  Then, punctual as a star, /

  Stop—docile and

  omnipotent—” (lines 13–15)

Multiple Choice

4. 4. How do the stanzas fit together in this poem?

• A.

  Each stanza introduces a new image to describe the train.

• B.

  The poem is a single sentence, but each stanza expresses

  a separate thought.

• C.

  The content of the poem runs from one stanza to another

  without stopping.

• D.

  The stanzas are divided by a rhyming pattern that is

  different in each stanza.

LET'S QUICKLY REVIEW:

• What is the overall theme of the poem?

• How does the speaker use figurative language to contribute to the poem's meaning?

Multiple Choice

5. 5. What does the word lurking mean as it is used in line 5?

• A.

  lying hidden

• B.

  jumping out

• C.

  causing trouble

• D.

  speeding ahead

Multiple Choice

6. 6. What does the word chasms mean in line 6?

• A.

  large stones

• B.

  bodies of water

• C.

  deep holes or gorges

• D.

  wild animals or beasts

Multiple Choice

7.

The following item has two parts. Answer Part A and then answer Part B.

Part A

What is the main theme in this poem?

• A.

  Trains hate people.

• B.

  Trains are wild animals.

• C.

  Trains need to be controlled.

• D.

  Trains are dangerous and scary.

Multiple Choice

10.

The following item has two parts. Answer Part A and then answer Part B.

Part A

Which of the following poetic elements help express the poet’s fear of trains?

• A.

  Personification.

• B.

  Alliteration.

• C.

  Rhyme.

• D.

  Meter.

Multiple Select

10. 10. Part B

Which two lines from the poem are examples of the answer from Part A?

• A. “Into the gloom of the deep, dark night,” (

  line 1)

• B. “Awful dangers are lurking nigh,” (line 5)

• C. “Rocks and chasms are near the track,” (line 6)

• D. “But straight by the light of its great white eye” (

  line 7)

• E. “It hates, as a wild horse hates the rein,” (line 14)

Multiple Choice

7. 7.

8. Part B

Which lines in the poem best support the answer to Part A?

• A.

  “

  Swift as a bird in sudden flight / Darts this creature of steel and

  steam.” (

  lines 3–4)

• B.

  “

  Awful dangers are lurking nigh, /

  Rocks and chasms are near the

  track,” (lines 5–6)

• C.

  “Terrible thoughts and fierce desires /

  Trouble its mad heart many an

  hour,” (lines 9–10)

• D.

  “

  It hates, as a wild horse hates the rein, / The narrow track by vale

  and hill;” (

  lines 13–14)

Multiple Select

8. 8. What are two ways the stanzas contribute to the structure of the poem?

• A.

  Each stanza compares the train to a different animal.

• B.

  Each stanza uses a new set of rhyming sounds.

• C.

  Each stanza describes a different quality of the train.

• D.

  Each stanza uses the engine as a symbol for something different.

• E.

  Each stanza adds details that slowly reveal the secret of the train.

Multiple Choice

9. 9. What does the last stanza suggest about the train?

• A.

  It can move faster than a horse.

• B.

  It does not want to be controlled.

• C.

  It makes a loud neighing sound.

• D.

  It does not like to go too fast.