London, 1802 Questions

By Navdeep, Shaki, Paul and Shyann

1. After reading the poem, what kind of correlation exists between the tittle, "London", 1802 and John Milton?

1. John Milton lived in the 19th century
2. JohnMilton’s courage to challenge the government of England at a time of censorship and minimum human rights*
3. John Milton was one of many whom did not receive the rights of freedom of speech, liberty etc...

2. What does line 3 reveal about the state of England and the importance of John Milton as a person?

1. England is consumed by various floods as well as other natural disasters and they look towards Milton as a savior.
2. England’s corruption by persons like  John Milton reveals to him to be an antagonist not a hero
3. John Milton is viewed upon as being a savior in the past and now England is rather in need of a leader with the same characteristics as him. *
4. John Milton was a poet and author and nothing more to England.

3. What shift is most apparent in London, 1802?

1. Line 1 through 2 *
2. Line 5 through 9
3. Line 10 through 12
4. Line 12 through 15

4. The figure of speech used in lines 9-11, is a prime example of

1. Simile *
2. Alliteration
3. Ambiguity
4. Personification

5. The form of this poem is a

1. Ballad
2. Villanelle
3. Petrachan sonnet *
4. Romantic Ode

6. What kind of issue was occurring in London back in 1802 that contributes to the theme of the poem?
a) Censorship*                              c) Anarchy
b) Famine                                      d) Recession

7. What does the line, "In cheerful godliness; and yet thy heart" best mean?

a) God gives us will to go on in life                                  c) Religion is the way to go on in life             
b) We build hope to face life's adversities*                    d) Being cheerful will bring serenity 

8. Which line portrays the responsibilities that the character has to face in the poem?
a) "Thy soul was like a star. and dwelt apart"                                                 c)"Of Stagnant waters: altar, sword, and pen"
b)  "Thou hadst a voice whose sound was like the sea"                               d) "The lowliest duties on herself did lay"*

9. How does the speaker feel about the current state of London during this period of time?

1. The speaker feel that London is in a horrible state, leading him to believe how different it would be if John Milton was still among them. *
2. The speaker believes that they are responsible for London’s current state and should have to bear with the consequences.
3. The speaker believes that this is a natural occurrence that each nation grows through at some point that will correct itself.
4. None of the above.

10. Why do you think the speaker said “Milton!thoushould'st be living at this hour:”?

1. The speaker believes that Milton could have prevented England from entering the current era it is in.
2. The speaker believes that Milton would have been the perfect person to help correct the error of England’s current ways.*
3. The speaker believes that Milton would have been astonished to see England in its current state because of its past progress.
4. All of the above.

1. Describe a motif in the poem "The History Teacher":

1. Innocence
2. Euphemisms
3. Historical Facts
4. Education

2. What is the Central Idea of the poem?

1.  Education is necessary for growth.
2. History is the best subject.
3. History depends on the perspective of the person.
4. Teachers often misinterpret the truth.

3. What illusion does the teacher use to represent the Enola Gay?

1. It dropped a huge bomb.
2. It let people run wild.
3. The children throwing a ball in the playground.
4. It dropped a tiny atom.

4. What is the speaker's attitude?

1. Angry
2. Pessimistic
3. Optimistic
4. Stoic

5. How does the author use euphemism in the poem?

1. To exemplify the teacher’s desire to protect the children by telling them lies.
2. To demonstrate how teaching is important for the children to mature.
3. To undermine historic events.
4. None of the above.

6. What is the tone of the poem?

1. Sad
2. Regretful
3. Excited
4. Humorous
5. Ignorant

7. What do lines 17-19 infer about the history teacher? "While he gathered up his notes...If they would believe..."

1. He has mental problems.
2. He sees the world as an awful place.
3. He wants to believe the world is better than it really is.
4. All of the above.

8. What do lines 13-15 suggest about the children? What are their personalities like?

1. They are friendly and playful.
2. They can not be controlled.
3. They can be cruel and stupid.
4. They share and are sneaky.

9. Does the author use personification in the poem?

1. Yes, when he states the Boer war put people to sleep.
2. Yes, but in reference to the Boer War.
3. No

10. Why does the History teacher educated his students differently?

• He wants them to be more advanced then other students.
• He hopes to make learning fun
• He wants to protect them from the harsh truth.
• All of the above.

 Emily Dickinson- Untitled
by Shatique Hicks  AshleyEarl  Dominic Greene Kelly Atkins
 
1) What does the phrase “Then- fit our vision to the Dark” most likely infer in relation to the poem?
a) A person adjusting their eyes in complete darkness.
b) The adaptation to life's struggles.
c) Finding the light in a dark situation.
d) Living a life of truth instead of lies.
 
2) What is the mood shift that Emily Dickinson portrays in the poem?
a) Ominous to Confusion
b) Disbelief to Opportune
c) Auspicious to Ascetic
d) Bleak to Propitious
 
3) Which of the following does the “Moon” and “Star” NOT represent in the poem?
a)Positive advisers
b) Guides through the darkness
c) People who control others
d) Contributors of light
 
 4) What does Emily Dickinson mean when she says "either the darkness alters or something in the sight adjusts itself to midnight"?
a) The darkness will always be around
b) The darkness adjusts itself to midnight
c) All the above
d) None of the above
 
5) Why do you think Emily Dickinson started off her poem with the line “we grow accustomed to the dark"?
a) It's her poem so she can start however she wants too.
b) To show that people are use to the dark
c) To prepare the reader to get a better understanding of the darkness
d) None of the above
 
6) What is the main theme Emily Dickinson is trying to convey her poem?
a) We tend to appreciated happy moments when we go through the bad times.
b) Hard times will always be there with us.
c) We can’t escape the darkness.
d) The light will always overcome the darkness.
 

7) Who does Dickinson claims holds the light for her?
a) A ghost
b) The Darkness
c) The Neighbor
d) The Road

 8) What is Emily Dickinson's interpretation of life based on this poem?
    a) Life is too complicated
    b) We need to live as if there is no tomorrow
    c) We need to be more aware of our surroundings
    d) Sometimes in life we face obstacles but as we go along we figure each part out every day and it starts to make sense.
 
  9) What is the "darkness" that keeps being referred to in the poem?
    a) The truth
    b) A dark room
    c) Being confused and unsure
    d) Something bad is happening
 
 10) What does the last line, "And life steps almost straight" infer?
    a) Life seems to almost make sense
    b) Life is like a pathway
    c) Life has no bumps and curves
    d) Life gets harder

Questions by Irwin
What does domesticate a fear mean?
a.       The parents made the owl seem domesticated but in reality the owl was ferocious.
What does “or dreaming of small things in a claw” refer to?
a.       It refers to the way owls catch their prey.
What does “the warping night air” portray?
a.       It gives the wind a sort of action. Makes the scene scarier and makes the wind seem as they are fighting with each other. The wind causes noise.

GROUP # 5
Stephany Ruiz, Liliana Cordero, Jael Aly, Denia Valenzuela

Questions on the Poem "Douglass" by Paul Laurence Dunbar

1.  What is the theme of “Douglass” by Paul Laurence Dunbar?
A. The theme is how when in darkness/solitude one can rely on someone strong to guide them through.
B. The slaves will never get out of the dark.
C. Douglass did not have strong enough leadership skills.
D. Hope for the slaves are near.  

2.  How would you describe the tone of the poem?
A. Excited to dreadful
B. Happy to discourage
C. Fearful to hopeful
D. Hopeful to Fearful

3.  Is there any shift in the poem? Yes or no? If yes, where is the shift located?
A. Yes
B. No
C. Maybe.

4.  Where is the shift located ?
A. Line 5
B. Line 14
C. Line 9
D. Line 10

5.  Are there any literary devices used in the poem?
A. Metaphor
B. Rhyme
C. Pathos
D. All of the above

6. After reading the entire poem, the reader can conclude that
A. The people feel that there is no hope for them and that they will not be able to gain freedom.
B. The community are depending on Douglass to bring hope to them and a feeling of better days.
C. The people want to find and exile Douglass because of his bad example to everyone else.
D.A slave is expressing his feelings towards his way of life.

7.The shift in the poem allows the reader to notice that
A. the people notice how there’s hope even though they are going through hard times.
B. Douglass has a different overview on one same situation.
C. Slaves have given up on their hopes and wishes of freedom.
D. Abolitionists show two different overviews on slavery.

8. In Which line(s) can diction and metaphor be found altogether?
A. Line 10
B. Lines 8-9
C.  Line 13
D.Line 5

9. Paul L. Dunbar writes this poem to
A. Show the positive side of abolition.
B. show how Douglass serves as a leader to the Black community.
C. show his admiration for Douglass.
D. Encourage readers to become abolitionists.

10. The poem mainly talks about
A. The importance of having hope.
B. The belief in the abolitionist movement.
C. The suffering that slaves went through
D. The dependence of a community.

Questions by Anas and stephanies group

1. What is the attitude of Dickinson's poem? Were there any images or
use of other literary devices that helped shape the attitude of the
poem?

2. Why are most of Dickinson's poems "untitled?"

3. Is there any symbolism that helped comprehend the central idea? How
was it used?

4. How does the poem relate to the lives of people in the present
time, even though this poem had been developed years ago?

5. Why does Dickinson use so many hyphens? What is the connotation of
these hyphens?

6. What was the purpose of using the metaphor of "the neighbor holding
a lamp to witness her goodbye"? What was the author trying to get
through to the readers?

7. What "facts" Can you get from this poem?

8. Does the setting have an impact on the interpretation on the poem?
And if so in what way?

9. How does the central idea develop over time?

10. Why is the words dark or darknesses repeated? Hat is the author
really referring to?

"Acquainted with the Night" Group Questions BY Christina Fox & Amy Chiu

1. What can you conclude from the man's action that Robert Frost was trying to portray in his poem?
a) sympathy  
b) compelling the audience that the night is the time of day that a person needs to think  
c) don't cling to the past but look towards the future  
d) helplessness

2. What about the phrase "and stopping the sound of feet" mean in terms of the character's mindset?
a) nostalgic about a moment in his life  
b) reminiscent of his dear friend   
c) mistaken identity   
d) tired of walking into the night

3. What do you think the poem is about after hearing the title? Did your opinion change after reading the entire poem? How?

4. Based on the poem, the clock represents what moment in the character's life was he feeling conflicted?
a) getting fired  
b) his girlfriend breaking up with him  
c) the shadow of the night trailing after him
d) his friend's death

5. What is the significance of lines 2-6 where the speaker lists things that he has done?

Questions by Dianela

Questions on "Untitled" by Emily Dickinson

Dickson, Anas, Stephanie, Jason
1. The shift occurs in which of the following
                A) lines 1-3
                B) lines 5-7*
                C) lines 10-12
                D) lines 18-20
2. What is the purpose of the dashes?
                A) to separate lines
                B) to separate important words
                C) No purpose*
                D) used to separate the themes
3. The poem was untitled because Emily Dickinson
                A) was lazy
                B) was bored
                C) was not creative 
                D) doesn’t title them*
4. What is the purpose of the last five lines in the poem
                A) We have to wait for the moon to shine
                B) We have to walk a straight path
                C) We have to live with loneliness and move on*
                D) Serves no purpose
5. What is the central idea of the poem
                A) Darkness
                B) Self-love
                C) Loneliness*
                D) Corruptible
6. What is the significance of the word “darkness”
                A) it represents loneliness*
                B) it represents the night
                C) no significance
                D) it represents dark shadows
7.  What is the attitude of the poem
                A) Solemn contemplation of life*
                B) Anger
                C) Disappointment
                D) Jealousy
8. How does this poem relate to the author Emily Dickinson
                A) Doesn’t relate
                B) She liked the stars and moon
                C) She enjoyed the night and darkness
                D) She was lonely*
9. Why are poems written by Emily Dickinson different than other poems?
                A) She doesn’t follow modern conventions*
                B) Her poems are interesting
                C) They are shorter than other poems
                D) They are love poems
10. What literary element is being used in lines 3-4?
                A) Allusion
                B) Metaphor*
                C) Simile
                D) Onomatopoeia

History Teacher by Joshua Perez

Create 10 QAR multiple-choice questions (based on the poem your group presented) that demonstrate different levels of reading.

1. What is the tone of the poem from lines 17 – 21? What is the teacher’s way of thinking based on these lines?

The tone from lines 17 – 21 is of guilt and happiness. The teacher is happy about teaching his kids history, but history being told in a less, hateful way.

1. How is the theme interpreted throughout the poem? The theme is interpreted through varies historic events. The telling of these events shows how the theme is being rolled out.
2. What dramatic shift is seen in the poem? (Hint: It shows the true nature of what happens to kids when things are told to them in a proper and non-threatening way.)

The kids playing around in the playground and doing harm to one another shows the shift of innocence turning into something tormenting and ugly.

1. What is your interpretation of the poem? Do you think something is wrong with the teacher or do you agree with his methods?

-The student answers on their own.
-Yes or no.