Dunbar’s “Sympathy”​
Concrete Poetry Project
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Name: __________________
Step 1 Directions: Analyze the author’s tone in this poem by Paul Laurence Dunbar. Then consider
how this poem can tie to Shakespeare’s play, Romeo & Juliet.
Note: Paul Laurence Dunbar (June 27, 1872 – February 9, 1906) was an American poet, novelist, and short
story writer of the late 19th and early 20th centuries. Born in Dayton, Ohio, to parents who had been enslaved
in Kentucky before the American Civil War, Dunbar began writing stories and verse when he was a child. He
is considered the first important African American sonnet writer.
“Sympathy”
Author’s tone - the attitude or feeling
I know what the caged bird feels, alas!
When the sun is bright on the upland slopes;
When the wind stirs soft through the springing grass,
And the river flows like a stream of glass;
When the first bird sings and the first bud opes,
And the faint perfume from its chalice steals—
I know what the caged bird feels!
I know why the caged bird beats his wing
Till its blood is red on the cruel bars;
For he must fly back to his perch and cling
When he fain would be on the bough a-swing;
And a pain still throbs in the old, old scars
And they pulse again with a keener sting—
I know why he beats his wing!
they convey about the subject of their
writing. It's the author's voice- it's
expressed through word choice, sentence
structure, and descriptions.
Diction (word choice) - what words show
emotion, bias, or point of view?
Syntax (sentence structure) - is the poem
grammatically correct or is there parallel
structure? Or does it break rules on purpose?
I know why the caged bird sings, ah me,
When his wing is bruised and his bosom sore,—
When he beats his bars and he would be free;
It is not a carol of joy or glee,
But a prayer that he sends from his heart’s deep core, Figurative language (descriptive
language):
But a plea, that upward to Heaven he flings—
I know why the caged bird sings!
Themes related to Romeo & Juliet?
OR
Different or juxtaposing themes?
1
Step 2 Directions: In view of Dunbar’s poem and his tone, compose your own poem in view of
reading Romeo & Juliet. How will you craft your tone with diction, syntax, and figurative language?
1st Stanza:
Line 1: The word that reflects
the image from your book
Lines 2-4: Summarize how
your image reflects an
important aspect of your book
(utilize adjectives or vivid,
sensory language)
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__________________________________________
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2nd Stanza:
Analyze the most
intriguing conflicts for the
main character(s) in the
book and why
(words that reflect themes,
conflicts, or messages)
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__________________________________________
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3rd Stanza:
Illustrate the toughest
moment or turning point for
the main character(s)
●​ Imagery or Onomatopoeia
(2-3 sensory details)
AND
●​ Simile or Metaphor OR
●​ Hyperbole or
Personification
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4th Stanza:
Lines 1-3: Evaluate the main
character’s identity and if it
has changed by the course of
the book.
Line 4: The word that reflects
the image from your book
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__________________________________________
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_______________________
2
Teacher Example
1st Stanza:
Line 1: The word that reflects
the image from your book
The Giver by Lois Lowry inspired this poem:
Apple
A red, delicious apple may the tantalizing source
your image reflects an
for Jonas’s new awareness of how Sameness
important aspect of your book
eliminated any true joy or sense of passion in his society.
(utilize adjectives or vivid,
Lines 2-4: Summarize how
sensory language)
2nd Stanza:
Analyze the most
intriguing conflicts for the
main character(s) in the
book and why
The thrill of a snowy day on a red. sled
The memory of a magnificent, grey elephant
The magic of Christmas lights and loving family
All these choices eliminated for the sake of safety.
(words that reflect themes,
conflicts, or messages)
3rd Stanza:
Illustrate the toughest
moment or turning point for
the main character(s)
●​ Imagery or Onomatopoeia
(2-3 sensory details)
AND
●​ Simile or Metaphor OR
●​ Hyperbole or
Personification
But when Jonas learns to love the Giver
and Baby Gabriel with those same pale eyes
He escapes his Darkness out like a shooting star,
ready to release shining Brightness to his people.
4th Stanza:
Lines 1-3: Evaluate the main
character’s identity and if it
has changed by the course of
the book. Hint: Use the 3rd
line to connect to your image.
Risking his life and pushing himself to the limits
Jonas’s faith in those memories change him
make him independent, ready for plenty of red
Apples.
Line 4: The word that reflects
the image from your book
3
Step 3 Directions: After composing your original poem, then
create a Concrete Poem. Click on this slideshow to see directions
and samples.
Grading Rubric for Steps 1-3
:
3 – “A” Range
2– “B” Range
1 – “D” (Attempting to Meet
(Above and Beyond)
(Meets Expectations)
Expectations)
Poetry Analysis:
thorough and elaborate analysis
of Dunbar’s tone via diction,
syntax, and figurative language
Poetry Analysis:
adequate analysis of Dunbar’s
tone via diction, syntax, and
figurative language
Poetry Analysis:
incomplete analysis of
Dunbar’s tone via diction,
syntax, and figurative language
Poem:
writes a poem that infuses
several vivid, sensory details or
figurative language about…
1) how the image reflects the book
2) conflicts in the book
3) important moment
4) identity change
Poem:
writes a poem that addresses with
some sensory details about…
1) how the image reflects the book
2) conflicts in the book
3) important moment
4) identity change
Poem:
Concrete Poem:
Illustrates the poem by creating
an outline and/or filling in a
shape; neat, easy to read, and
color enhances keywords
Concrete Poem:
Illustrates the poem by creating
an outline and/or filling in a shape;
may not be able to read all the
words or all in one color
Concrete Poem:
Attempts to illustrate poem, but
incomplete and/or difficult to
read
COMMENTS/ GRADE:
8-9 A (9=100; 8=93)
writes a poem that is
incomplete, missing one or
more of the stanzas
5 C (5=73)
3-4 D (4=66; 3=60)
6-7 B (7=86; 6=80
4