Poetry Analysis Practice
Authored by Sara McGee
English
10th Grade
CCSS covered
Used 956+ times
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About
This quiz focuses on poetry analysis and literary device identification, appropriate for 10th grade English Language Arts students. The questions assess students' ability to interpret figurative language, identify themes, analyze word choice and meaning in context, and recognize specific literary techniques like juxtaposition and analogy. Students need a solid foundation in poetic elements including metaphor, symbolism, and repetition for emphasis, as well as the ability to make inferences about deeper meanings beyond literal interpretation. The quiz requires students to understand how poets use language deliberately to create meaning, analyze the relationship between form and content, and demonstrate vocabulary skills through context clues. Students must also synthesize information across entire poems to identify overarching themes and understand how literary devices contribute to a poet's message. Created by Sara McGee, an English teacher in the US who teaches grade 10. This quiz serves as an effective tool for formative assessment of poetry analysis skills and can be used as practice before major assessments, homework to reinforce classroom instruction, or a warm-up activity to activate prior knowledge about literary devices. The questions scaffold from basic interpretation to more complex analysis of literary techniques, making it suitable for differentiated instruction within the classroom. Teachers can use this quiz to identify students who need additional support with inferential thinking or vocabulary development, while also challenging students to apply their knowledge of literary terminology in practical contexts. The quiz aligns with Common Core standards RL.9-10.1 for textual evidence and inference, RL.9-10.2 for theme analysis, RL.9-10.4 for determining word meanings and analyzing word choice impact, and L.9-10.5 for understanding figurative language and literary devices.
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8 questions
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1.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
1. In poem A, why does the poet keep saying “He had his dream”?
to have a rhyme
to emphasize a theme
to tell what the man thought
to explain what happened
Tags
CCSS.RI. 9-10.7
CCSS.RI.11-12.7
CCSS.RL.8.5
CCSS.RL.9-10.7
CCSS.RI.8.7
2.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
In poem A, why does the poet say “storm-cloud dark”?
The man was sad.
The sky was cloudy.
The man faced problems.
The man was worried.
Tags
CCSS.RI. 9-10.7
CCSS.RI.11-12.7
CCSS.RL.8.5
CCSS.RL.9-10.7
CCSS.RL.8.7
3.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
What does it mean when the poet says “He saw through every cloud a gleam”?
He was discouraged.
He was patient.
He had hope.
He would have more problems.
Tags
CCSS.RL.8.5
CCSS.RL.11-12.8
CCSS.RL.9-10.10
CCSS.RL.9-10.9
CCSS.RL.8.4
4.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
From How to get RICHES. In each stanza, the word precept means —
advice
proverb
law
rule
Tags
CCSS.RL.8.5
CCSS.RL.11-12.8
CCSS.RL.9-10.10
CCSS.RL.9-10.9
CCSS.RL.8.10
5.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
Which of the following statements would best represent the theme of Franklin's poem (Poem B)?
Procrastination, misplaced trust, and waste are all things that people don’t realize they
are doing wrong.
Procrastination, misplaced trust, and waste are all natural human inclinations that should
be overcome.
Procrastination, misplaced trust, and waste are all natural human inclinations that should
be embraced.
Procrastination, misplaced trust, and waste are all barriers brought on by other people.
Tags
CCSS.RI. 9-10.7
CCSS.RI.11-12.7
CCSS.RL.9-10.7
CCSS.RL.8.7
CCSS.RL.11-12.7
6.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
In Line 7 of poem B, you can tell that precarious means —
risky
certain
unwise
superior
Tags
CCSS.RI.11-12.4
CCSS.RI.8.4
CCSS.RI.9-10.4
CCSS.RL.11-12.4
CCSS.RL.9-10.4
7.
MULTIPLE SELECT QUESTION
15 mins • 1 pt
Juxtaposition is a literary technique in which two or more ideas, places, characters, and their actions are placed side by side in a narrative or a poem, for the purpose of developing comparisons and contrasts. Which of the following is an example of juxtaposition? You may select more than one answer.
“It was the best of times, it was the worst of times. . . "
"Roses are red, violets are blue."
"But at every gust more dead leaves fall,
And youth's fond hopes fall thick in the blast. . ."
"My mistress' eyes are nothing like the sun. . . "
Tags
CCSS.RI. 9-10.7
CCSS.RI.11-12.7
CCSS.RL.8.5
CCSS.RL.9-10.7
CCSS.RL.8.7
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