Grade 7: Module 3A: Unit 1: Lesson 15
End of Unit Assessment: Poetry Analysis
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit Assessment:
Poetry Analysis
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)
I can analyze the impact of rhymes and repetitions of sound on a specific section of poetry. (RL.7.4)
I can determine the figurative meaning of words and phrases in literary text. (RL.7.4)
I can analyze figurative language, word relationships, and nuances in word meanings. (L. 7.5)
I can analyze how a poem’s form or structure contributes to its meaning. (RL.7.5)
Supporting Learning Targets
Ongoing Assessment
•
I can analyze the impact of rhyme and repetition in a specific section of poetry.
• I can determine the figurative meaning of words and phrases in a poem.
• I can analyze how a poem’s structure contributes to its meaning.
•
End of Unit 1 Assessment
Agenda
Teaching Notes
1. Opening
A. Entry Task: “Harriet Tubman” (10 minutes)
2. Work Time
A. End of Unit 1 Assessment: Poetry Analysis (33
minutes)
3. Closing and Assessment
A. Exit Ticket: Self-Assessment #2 (2 minutes)
4. Homework
A. Continue reading your independent reading book.
• This is the final lesson on poetry, and it includes the End of Unit 1 Assessment, which focuses solely on
poetry. Students will continue use their ability to analyze figurative language and word choice as they
read the Narrative and other texts during the rest of the module.
• Students may use their Poet’s Toolbox reference sheets and How to Read a Poem anchor charts during
the assessment. On the assessments, students must analyze the use of poetic tools, not determine or
define them.
• The Entry Task: “Harriet Tubman” gives students a chance to ask any last-minute questions before the
assessment. You may also wish to address any concerns you identified through the exit tickets from
Lessons 12–14.
• In advance: Take the End of Unit 1 Assessment yourself to get a deeper understanding of what students
are being assessed on.
• Review: “Harriet Tubman” by Eloise Greenfield.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary
Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 1
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit Assessment:
Poetry Analysis
Lesson Vocabulary
• Entry Task: “Harriet Tubman” (one per student and one to display)
• Document camera
• Poetry Analysis Practice #2 (homework, from lesson 14)
• Entry Task: “Harriet Tubman” (answers, for teacher reference)
• Poet’s Toolbox reference sheet (from Lesson 11)
• How to Read a Poem anchor chart, student version (from Lesson 12)
• End of Unit 1 Assessment: Reading Poetry: Analyzing Structure and Language in “We Wear the Mask” (one per student)
• End of Unit 1 Assessment: Reading Poetry: Analyzing Structure and Language in “We Wear the Mask” (answers, for teacher
reference)
Meeting Students’ Needs
• Distribute one copy of the Entry Task: “Harriet Tubman” to each student and display one using the document
camera.
• Invite students to take out their Poetry Analysis Practice #2 from homework and use it to complete the Entry Task:
“Harriet Tubman.” Encourage them to think of any last questions they have before the End of Unit 1 Assessment.
• Briefly discuss the Entry Task: “Harriet Tubman” and Poetry Analysis Practice #2. See Entry Task: “Harriet Tubman”
(answers, for teacher reference) for suggested answers, but let the students’ answers lead discussion.
• Use this time to review any concepts students identified as difficult through their entry tasks and exit tickets from Lessons
12–14.
• Developing self-assessment and
reflection supports all students, but
research shows it supports
struggling learners most.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary
Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 2
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit Assessment:
Poetry Analysis
Meeting Students’ Needs
• Ask students to clear their desks excerpt for their Poet’s Toolbox reference sheet and How to Read a Poem anchor
chart, student version.
• Distribute the End of Unit 1 Assessment: Reading Poetry: Analyzing Structure and Language in “We Wear the
Mask” to each student. Tell students that Paul Laurence Dunbar was an African American poet who was friends with
Frederick Douglass. He was born after the Civil War and was the son of freed slaves.
• Invite students to follow along and read the poem silently in their heads while you read it aloud.
• Clarify any vocabulary.
• Instruct students to complete the End of Unit 1 Assessment silently and individually. If they finish early, they should read
their independent reading book.
• For some students, this assessment
may require more than the 25
minutes allotted. Consider
providing students time over
multiple days if necessary.
Meeting Students’ Needs
• Ask students to turn over their End of Unit 1 Assessment: Poetry Analysis and finish this sentence:
– The most important thing to remember when reading poetry is …
• Call on several students to share out. Congratulate them on their hard work and the progress they have made with reading
poetry.
Meeting Students’ Needs
• Continue reading your independent reading book.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary
Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 3
Grade 7: Module 3A: Unit 1: Lesson 15
Supporting Materials
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
Entry Task: “Harriet Tubman”
By Eloise Greenfield
Name:
Date:
Directions: Look at your homework and answer the following questions.
1. What repetition did you notice in this poem? Could you identify three separate examples?
2. Pick one of these words, sounds, and/or lines and explain why it was emphasized.
3. Did you notice the author included the last line twice? What is the effect of “echoing” this line?
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 5
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
Entry Task: “Harriet Tubman”
By Eloise Greenfield
4. Did you notice this poem seems to have two “speakers”? What were they? What specific words
made them sound different?
5. Was this poem more difficult or less difficult to analyze than the poems you read in class? Why?
6. What other questions do you have?
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 6
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
Entry Task: “Harriet Tubman”
(Answers, for Teacher Reference)
Directions: Look at your homework and answer the following questions.
1. What repetition did you notice in this poem? Could you identify three separate examples?
sound repetition (alliteration) = “mean men” Line 12, “nothing neither” Lines 2, 18
words repeated = “ran” Lines 7–9, 15
phrase = “nineteen times” Lines 13, 15; the first stanza is repeated in the second half of Stanza
3 except that “wasn’t” changes to “didn’t.” The last line is repeated twice.
2. Pick one of these words, sounds, and/or lines and explain why it was emphasized.
“Mean men” helps the reader understand what Harriet was up against. “Nothing neither” helps
to emphasize the defiant, brave actions of Harriet. “Ran” is repeated many times because she
had to run a long ways. “Nineteen times” helps the reader understand just what a feat of
bravery this was—to return this many times to where the slave catchers were. The first stanza is
repeated because it is a poem that pays homage to the bravery and defiance of Harriet. These
lines help to get this feeling across. The difference in changing “wasn’t” to “didn’t” highlights
Harriet’s success.
3. Did you notice the author included the last line twice? What is the effect of “echoing” this line?
This line is echoed just as Harriet Tubman’s legacy echoes throughout history.
4. Did you notice this poem seems to have two “speakers”? What were they? What specific words
made them sound different?
The first stanza is written in a defiant voice—almost like the voice of Harriet herself. It is full of
colloquial speech and double negatives (e.g., “nothing neither”). The second stanza is written
as an outside (but not objective) observer of her actions. In the third stanza, both voices come
together but “Harriet’s” voice is given then the “last word.” The fourth stanza is an echo of that
voice.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 7
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
Entry Task: “Harriet Tubman”
(Answers, for Teacher Reference)
Directions: Look at your homework and answer the following questions.
5. Was this poem more difficult or less difficult to analyze than the poems you read in class? Why?
This poem may have been more difficult because there are not any of the metaphors or similes
that readers expect in a poem. However, it may have been less difficult because students are
likely familiar with Harriet Tubman and it’s a straightforward poem.
6. What other questions do you have?
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 8
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
We Wear the Mask
by Paul Laurence Dunbar
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,—
This debt we pay to human guile;
With torn and bleeding hearts we smile
And mouth with myriad subtleties, 5
Why should the world be over-wise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but oh great Christ, our cries 10
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile,
But let the world dream otherwise,
We wear the mask! 15
guile: cleverly deceiving someone
subtleties: not easily noticed
thee: an old-fashioned way of saying “you”; implies respect
Dunbar, Paul Laurence. “We Wear the Mask.” The Collected Poetry of Paul Laurence Dunbar. Ed. Joanne M. Braxton. Charlottesville: University Press of Virginia,
1993. Print.
Stanza 1 gist
Stanza 2 gist
Stanza 3 gist
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 9
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
Paint Job Questions
1. What is the “story” of this poem? Annotate each stanza for the gist in the box provided. (RL.7.5)
2. Explain how Stanza 2 relates to Stanza 1. (RL.7.5)
3. Explain how Stanza 3 relates to Stanza 2. (RL.7.5)
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 10
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
4. Describe the speaker of this poem and cite some evidence to support your ideas. (RL.7.1)
5. What is your first impression of the theme? (RL.7.2)
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 11
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
Pop the Hood Questions
Form
6. What are two ways that Lines 9 and 15 are different from the rest of the poem? (RL.7.4)
7. Why would the author emphasize these lines? (RL.7.4)
Figurative Language
8. Underline three words or phrases that “pull” you as a reader. In the margin of the poem, write why
you think they are important. (RL.7.1)
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 12
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
9. Line 10 contains which of the following figurative language? (RL7.4, L.5a)
a. Apostrophe b. Personification c. Metaphor
Explain your choice.
How does this contribute to the theme of the poem?
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 13
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
10. This poem has an extended metaphor. (RL.7.4, L.5a)
What is that metaphor?
How does it contribute to the theme of the poem?
11. What is the effect of using the pronoun “we” instead of “I” throughout this poem? (L.7.5)
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 14
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
Sound
12. There is a dominant long “i” sound in this poem. Identify five words with this sound. (RL.7.4)
13. Given the theme, why would the author choose to repeat the long “i” sound? (RL.7.4)
14. What is the rhyme scheme of this poem? (RL.7.4)
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 15
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
Mean Machine Questions
15. Think about the author’s use of figurative language, structure, and sound. Which tool(s)
contributed the most to articulating the theme? Why? (RL.7.2, RL.7.1, RL.7.5, RL.7.4)
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 16
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
(Answers, for Teacher Reference)
We Wear the Mask
by Paul Laurence Dunbar
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,—
This debt we pay to human guile;
With torn and bleeding hearts we smile
And mouth with myriad subtleties, 5
Why should the world be over-wise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but oh great Christ, our cries 10
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile,
But let the world dream otherwise,
We wear the mask! 15
guile: cleverly deceiving someone
subtleties: not easily noticed
thee: an old-fashioned way of saying “you”; implies respect
Dunbar, Paul Laurence. “We Wear the Mask.” The Collected Poetry of Paul Laurence Dunbar. Ed. Joanne M. Braxton. Charlottesville: University Press of Virginia,
1993. Print.
Stanza 1 gist
Our face is like a mask. We lie
and smile even though we are
sad
Stanza 2 gist
Why should we let the world see
our sadness? We will put it on.
Stanza 3 gist
But it is hard to wear a mask.
We wish Christ could help walk
this difficult road. But we’ll
never admit it.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 17
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
(Answers, for Teacher Reference)
Paint Job Questions
1. What is the “story” of this poem? Annotate each stanza for the gist in the box provided. (RL.7.5)
(See boxes on previous page).
2. Explain how Stanza 2 relates to Stanza 1. (RL.7.5)
Stanza 2 is whom the speaker is hiding from—the world. He wears a mask to hide his
sadness from the world.
3. Explain how Stanza 3 relates to Stanza 2. (RL.7.5)
Stanza 3 explains how difficult it is to live a life where you can’t tell the truth about
your sorrow.
4. Describe the speaker of this poem and cite some evidence to support your ideas. (RL.7.1)
The speaker is someone who is speaking for a group (African Americans). He uses
the pronoun “we.” He is brave and strong but also sad because he has to “grin and
lie.” He doesn’t want to show his sadness to the world, so he wears a “mask” and
smiles through the pain. He is a religious person because he asks Christ to help him
with the difficult road he travels. (These are all possible responses, but the student
needn’t include them all.)
5. What is your first impression of the theme? (RL.7.2)
Accept all reasonable responses.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 18
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
(Answers, for Teacher Reference)
Pop the Hood Questions
Form
6. What are two ways that Lines 9 and 15 are different from the rest of the poem? (RL.7.4)
They are shorter. They are indented. They break with the end rhyming pattern. They
don’t have any “I” sound in them. They are repeated. (These are all possible
responses, but the student needn’t include them all.)
7. Why would the author emphasize these lines? (RL.7.4)
They give the title of the poem. They define the central metaphor of face as mask.
They are important to understanding the central theme. (These are all possible
responses, but the student needn’t include them all.)
Figurative Language
8. Underline three words or phrases that “pull” you as a reader. In the margin of the poem, write why
you think they are important. (RL.7.1)
Accept all reasonable responses.
9. Line 10 contains which of the following figurative language? (RL7.4, L.5a)
a. Apostrophe b. Personification c. Metaphor
Explain your choice.
Apostrophe—the speaker is addressing Christ, who is not there.
How does this contribute to the theme of the poem?
By seeing this apostrophe, the reader can understand just how hard it is to wear a
mask. The speaker needs to seek divine help in order to live his life.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 19
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
(Answers, for Teacher Reference)
10. This poem has an extended metaphor. (RL.7.4, L.5a)
What is that metaphor?
His face is a mask.
How does it contribute to the theme of the poem?
It basically defines the theme. People can’t let their true emotions show and
instead must wear a mask.
11. What is the effect of using the pronoun “we” instead of “I” throughout this poem? (L.7.5)
These are all possible responses, but the student needn’t include them all:
It includes the reader in the poem and builds empathy. It clarifies that the speaker
isn’t the only one who wears a mask—everyone does, to some degree. It sets up two
groups in the poem—those of us who hide our pain and them, the world, who are not
a part of our group. It also shows that the speaker is talking about the experience of
African Americans who cannot let their true emotions show.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 20
GRADE 7: MODULE 3A: UNIT 1: LESSON 15
End of Unit 1 Assessment: Reading Poetry:
Analyzing Structure and Language in “We Wear the Mask”
(Answers, for Teacher Reference)
Sound
12. There is a dominant long “i” sound in this poem. Identify five words with this sound. (RL.7.4)
lies, eyes, guile, smile, hides, Christ, over-wise, smiles, vile, mile, while, sighs, arise,
cries, otherwise
13. Given the theme, why would the author choose to repeat the long “i” sound? (RL.7.4)
It mimics the sound of crying, and the author is saying it is hard to wear a mask. Also,
by rhyming most of the end words, it makes the “we wear the mask” lines—which
have no “i” sound—stick out to the reader more. (These are all possible responses,
but the student needn’t include them all.)
14. What is the rhyme scheme of this poem? (RL.7.4)
AAAAB AAAB AAAAAB
Mean Machine Questions
15. Think about the author’s use of figurative language, structure, and sound. Which tool(s)
contributed the most to articulating the theme? Why? (RL.7.2, RL.7.1, RL.7.5, RL.7.4)
Accept all reasonable responses. Look for the students to cite specific evidence from
sound, form, or figurative language—but not all three. Here is a suggested response:
The theme of this poem is that people in general (and African Americans specifically)
hide their pain from others outside their group. So, even though their life may
appear good, it is a lie and their life is very hard. This is best summed up by the line
“we wear the mask.” This line is emphasized by the sound and form of the poem
because it is the only line that is repeated, it is the only line in the stanza that doesn’t
end in a long “i” sound, and it is shorter. This line also contains the central
metaphor of face as mask.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G7:M3A:U1:L15 • November 2013 • 21