8th grade How the shape of a poem adds to its meaning worksheet

How the shape of a poem adds to its meaning

Grade 8 Reading Worksheet

Circle the best answer.

1. Read this first

   The Epic of the Last Slice (original poem)

   Stanza 1
   [1] Sing, Muse, of the hunger that fell on the third-period lunchroom,
   [2] of Ren the swift-handed and Pia the sharp-eyed, and the last slice of pizza,
   [3] cooling and gleaming alone on the great steel tray like a moon over water.
   [4] Sing how two heroes, both starving, rose from their benches at once.

   Stanza 2
   [5] Swift-handed Ren swept over the tiles as a wave sweeps in toward the shoreline,
   [6] and sharp-eyed Pia, by a shortcut behind the milk coolers, came flanking the line.
   [7] Chairs scraped; the lunch aides watched; a bold sixth grader dropped a tray,
   [8] and the whole room held its breath as the heroes drew near to the prize.

   Stanza 3
   [9] Both hands reached down together. The slice, in the midst, slid sideways,
   [10] and each hero, gripping an edge, felt the cheese stretch long between them.
   [11] Neither would yield; then Pia, mighty in wisdom, spoke: “Let us divide it.”
   [12] And Ren the swift-handed, to the surprise of the ages, agreed.

   Stanza 4
   [13] So the slice was halved, and the halves were enjoyed in a peace that the poets will remember,
   [14] and the lunch aides nodded, and the great bell rang for the end of third period;
   [15] and the tale of the last slice goes on being told, in the hall and at the lockers,
   [16] wherever hungry heroes share what is left.
   Annotations: stanza 1 = the call to the Muse; stanza 2 = the race; stanza 3 = the standoff; stanza 4 = the ending.

2. 1.

   Ari reads the opening and the long lines. Which choice names the form and the clue that shows it?

   • Limerick: five-line stanzas that rhyme AABBA, with a joke in the last line of each stanza.
   • Mock epic: it begins with a rhymed couplet and keeps a steady rhyme scheme through the sixteen lines of the poem.
   • Mock epic: the poem is about lunch, has four stanzas, and ends with the heroes sharing a slice.
   • Mock epic: it opens by calling on the Muse and gives a lunchroom squabble the grand style of a hero's tale.
3. 2.

   Bo circles swift-handed and sharp-eyed beside the names Ren and Pia. Which choice names the device and what it adds?

   • Epithet: a describing phrase attached to each name, which makes the two students sound small and ordinary.
   • Epithet: swift-handed and sharp-eyed are describing phrases attached to the names Ren and Pia in the poem.
   • Epithet: a describing phrase attached to each name, which makes two hungry students sound like heroes in an old tale.
   • Onomatopoeia: the phrases sound like the actions they name, which makes the lunchroom sound crowded and loud.
4. 3.

   Esme circles the comparison in line 5, as a wave sweeps in toward the shoreline. What does the long comparison add to the poem?

   • It compares Ren's walk to a wave, and the comparison takes up most of the line.
   • It shows that Ren is afraid of the sea, so the walk across the lunchroom feels dangerous.
   • It lifts a walk across a lunchroom into a grand, sweeping action, which is the joke in a mock epic.
   • It shrinks the walk into something tiny, so the reader sees how little the race matters.
5. 4.

   Jun wants one clue that shows this is a mock epic. All four statements are true. Which clue proves the form best?

   • The poem has four stanzas, and each stanza holds four long lines about a lunchroom and a slice of pizza.
   • Ren and Pia are given describing phrases, swift-handed and sharp-eyed, in lines 2, 5 and 6, as heroes in old tales are.
   • The poem compares the slice to a moon over water in line 3 and Ren's rush to a wave in line 5.
   • A call to the Muse and hero-sized language are used for a small event, a standoff over the last slice of pizza.
6. 5.

   Kira looks for repeated sounds that make the movement feel fast. All four lines are true. Which line shows it most strongly?

   • [6] and sharp-eyed Pia, by a shortcut behind the milk coolers, came flanking the line.
   • [3] cooling and gleaming alone on the great steel tray like a moon over water.
   • [7] Chairs scraped; the lunch aides watched; a bold sixth grader dropped a tray,
   • [5] Swift-handed Ren swept over the tiles as a wave sweeps in toward the shoreline,

7. Last Bus (original poem)

   Stanza 1
   [1] The streetlight clicks on, and I wait.
   [2] My shadow stretches long and thin.
   [3] The practice field has emptied out,
   [4] and the dark is slowly closing in.

   Stanza 2
   [5] The streetlight clicks on, and I wait.
   [6] A paper cup rolls down the street.
   [7] I count the cars that do not stop
   [8] and tap a rhythm with my feet.

   Stanza 3
   [9] Then headlights climb the hill, and slow,
   [10] and the doors fold open with a sigh.
   [11] “Long wait?” the driver asks, and I
   [12] say, “Not so long,” a small white lie.

   Stanza 4
   [13] The streetlight clicks on, and I ride.
   [14] It shrinks behind us, small and thin.
   [15] The wait that felt so long out there
   [16] is something I can tell with a grin.
   Annotations: stanza 1 = the wait begins; stanza 2 = the wait goes on; stanza 3 = the bus; stanza 4 = the ride.

8. 6.

   Milo checks the stanza length and the rhyme in lines 2 and 4. Which choice names the form and the clue that shows it?

   • Lyric: the poem is about waiting for a bus, and the speaker is a student after practice.
   • Free verse: the lines have no pattern of rhyme, and the stanzas are different lengths.
   • Lyric: one speaker shares a feeling in four-line stanzas where lines 2 and 4 rhyme and an opening line returns.
   • Lyric: the last word of each stanza is wait, which gives the poem a steady, pulling sound.
9. 7.

   Noah circles clicks in lines 1, 5 and 13. Which choice names the devices and what they add?

   • Onomatopoeia and repetition: the sound word returns each time, which makes the evening seem frozen, with no sense of time passing.
   • Onomatopoeia and repetition: clicks sounds like what it names, and it appears in three stanzas.
   • Onomatopoeia and repetition: the sound word returns each time, which marks the evening passing with the same small sound.
   • Alliteration: the words start with the same sound, which makes the waiting seem smooth and sleepy.
10. 8.

    Pia compares line 13 with lines 1 and 5. What does changing wait to ride add?

    • It shows the same moment now meaning something new, because the speaker has gone from waiting to riding.
    • It shows that the speaker is still waiting, so the evening has not changed for the speaker.
    • It changes one word in the returning line, and the line still ends with a verb.
    • It shows that the streetlight has stopped working, so the speaker rides home in the dark.
11. 9.

    Tala looks for a sound that tells the reader the bus has arrived. All four lines are true. Which line shows it most strongly?

    • [8] and tap a rhythm with my feet.
    • [9] Then headlights climb the hill, and slow,
    • [7] I count the cars that do not stop
    • [10] and the doors fold open with a sigh.
12. 10.

    Zee notices line 11 ends with the words and I, and the sentence runs on into line 12. What does the line break add?

    • It splits the sentence across two lines, so the speaker's words begin at the start of line 12.
    • It holds back what the speaker says for a moment, so the small white lie lands after a pause.
    • It rushes the answer out at once, so the speaker replies before the driver has finished asking.
    • It shows the speaker is out of breath from running, so the answer comes out in pieces.