Unit 4 4.5-4.8

Read the excerpt from William Shakespeare’s “Sonnet 130.”

I have seen roses damasked, red and white,

But no such roses see I in her cheeks;

And in some perfumes is there more delight

Than in the breath that from my mistress reeks.

How does the rhyme scheme in the poem reinforce the speaker’s message?

• The ABAB rhyme scheme sets up a comparison about the mistress that the speaker promptly dismisses.

• The ABAB rhyme scheme sets up comparisons between the speaker’s mistress and other women.

• The ABAB rhyme scheme establishes an ideal and explains how the speaker’s mistress meets it.

• The ABAB rhyme scheme establishes characteristics of the mistress and explains why the speaker dislikes them.

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Read the excerpt from Shakespeare's "Sonnet 130."

That music hath a far more pleasing sound;

I grant I never saw a goddess go;

My mistress, when she walks, treads on the ground.

And yet, by heaven, I think my love as rare

As any she belied with false compare.

Shakespeare uses satire in “Sonnet 130” to mock

• other women who are not as beautiful as his mistress.

• the idea of writing poems to praise your mistress.

• his mistress for thinking too highly of herself.

• the flowery language used by men to compliment women.

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CCSS.RL.9-10.10

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CCSS.RL.11-12.13

Read the excerpt from W. H. Auden’s “Funeral Blues.”

Stop all the clocks, cut off the telephone.

Prevent the dog from barking with a juicy bone,

Silence the pianos and with muffled drum

Bring out the coffin, let the mourners come.

By using verbs in the command form, the poet establishes a tone of

• chaos.

• urgency.

• resignation.

• warning.

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Read the excerpt from W. H. Auden’s “Funeral Blues.”

The stars are not wanted now; put out every one,

Pack up the moon and dismantle the sun.

Pour away the ocean and sweep up the wood;

For nothing now can ever come to any good.

What does the poem’s irregular rhythm help the poet convey?

• the speaker’s grief

• the formality of the situation

• the speaker’s uneasiness

• the unexpectedness of the situation

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CCSS.RL.9-10.10

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CCSS.RL.8.4

Read the excerpt from Rita Dove’s “Grape Sherbet.”

Each dollop

of sherbet, later,

is a miracle,

like salt on a melon that makes it sweeter.

Everyone agrees—it’s wonderful!

It’s just how we imagined lavender

would taste.

Which two words best describe the mood created by the poet's choice of words?

• expectant

• joyful

• ordinary

• pleasant

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CCSS.RL.9-10.10

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Read the excerpt from Elizabeth Bishop’s “One Art.”

The art of losing isn’t hard to master;

so many things seem filled with the intent

to be lost that their loss is no disaster.

Lose something every day. Accept the fluster

of lost door keys, the hour badly spent.

The art of losing isn’t hard to master.

The phrase “The art of losing isn’t hard to master” is repeated throughout the poem. What is the effect of this repetition?

• It helps to create a carefree tone in the poem.

• It reinforces the theme that loss is easy to deal with.

• It highlights the speaker's struggle with her own loss.

• It shows that all levels of loss should be treated equally.

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CCSS.RL.9-10.10

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Read the excerpt from Elizabeth Bishop’s “One Art.”

Lose something every day. Accept the fluster

of lost door keys, the hour badly spent.

The art of losing isn’t hard to master.

Then practice losing farther, losing faster:

places, and names, and where it was you

travel. None of these will bring disaster.

What aspect of Elizabeth Bishop’s purpose for writing “One Art” is reflected in this excerpt?

• to persuade the reader that losing things is a skill

• to persuade the reader that losing things is a skill

• to describe to the reader a personal loss she has experienced

• to encourage the reader to accept loss as a fact of life

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Read the excerpt from Elizabeth Bishop's "One Art."

—Even losing you (the joking voice, a gesture

I love) I shan’t have lied. It’s evident

the art of losing’s not too hard to master

though it may look like (Write it!) like disaster.

Why does the poet include the phrase “(Write it!)” in the last line?

• to show that she is forcing herself to face her loss

• to show that she is joking about lost items

• to show that she thinks losing something is common

• to show that she thinks losing something is annoying

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CCSS.RL.9-10.10

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The mother requested a meeting with the priest, ______ the caretaker told her to come back later.

Select the word that best completes the sentence above.

• nor

• for

• and

• but

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CCSS.L.1.1G

CCSS.L.3.1H

CCSS.L.5.1A

CCSS.L.5.1E

The mother was already looked down on by society, ______ she did not fear additional scorn.

Select the word that best completes the sentence above.

• nor

• so

• but

• for

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CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A