Page 48 - Point 5 Literature Program Option 1 Teachers Guide (2) (1)

Analysis and Interpretation

students use the HoTs of Explaining patterns which they learned on student’s Coursebook
page 12 to answer questions 1–5.
Answers might include:
1. a.
Words repeated in the poem
Words Line references
it was 1, 3
I, me 2, 4, 10, 16, 17, 24
my dream / dreams 2, 6, 10, 16, 23, 28
then 3, 7
in front of / between / before / above 4–16, 17
bright / light 5, 16, 27
sun 5, 27, 29
wall / rose / slowly 7, 8, 9, 11, 12, 18, 22
shadow / no longer the light 13, 15, 16, 19, 26
black / dark / darkness 14, 21, 24
only 18, 19
my hands 20, 21
break / shatter / smash 22, 24, 25, 26
this 24, 25, 26
into a thousand 27, 28
b. Repetition creates rhythm and is also a linking device in free verse to help the reader remember what has gone
before, as there is no regular rhyme scheme.
2. a. Answers will vary. Students must show by their choice that they understand what an image is.
b. Answers will vary. Students should name the image where relevant, for example, metaphor, and explain it in a
way that demonstrates that they understand the literary term and its application in the poem.
3. a. The words are bright (line 5), light/s (lines 16 and 27) and night (line 25).
b. These words rhyme to emphasize and extend the main images of the poem, light and darkness.

4. a. The subject (My dream / The wall) comes at the end of the sentence.
b. The speaker wanted to show how big and bright his childhood dream was. His dream seemed to be as big and
bright as the sun. The poet inverts the first sentence to make the brightness of the sun the focus. This inversion
does serve the purpose of the poem, as it shows that children dream big and dreaming is a very important part
of their lives.
In contrast, adulthood can be hugely disappointing and frustrating. The description of a wall that touched the sky
indicates a young person’s experience – the height of the wall is greatly exaggerated but this serves to indicate
the enormity of the obstacles confronting black people in the days of social oppression in America.
5. a. The poet uses five exclamation marks.
b. Exclamation marks indicate emotion, and energy or drive. They are also often used for loud commands. The
speaker is motivated to break out of his oppression. He takes authority, ‘commanding’ himself to act. Breaking
out is a violent and often noisy struggle and so the sentences are short and punchy, with all the syllables
stressed and four of the exclamation marks coming one after the other, to indicate short, strong, continuous
bursts of effort.

students should refer to the glossary of literary Terms and pay attention to explanations of terms
when answering questions 6–9.

6. The tone of the first half of the poem, past and present, is frustrated and despairing at not being able to reach
a dream. The tone of the second half (the future) is very hopeful. The poet believes that he will have both the
inner strength and the opportunity to break through the wall and realize his dream.

48 as I grew older