We Real Cool

Teaching materials include questions, prompts, and activities that can be used after students read the poem independently or as a group, and as formative or summative assessment tools. The materials can also be utilized in poetry lesson planning and unit design, for class discussion, Entrance and Exit “tickets,” small group seminars, and writing activity ideas. 

Use the writing options in lessons to create opportunities for finding evidence and support in the text, employing critical thinking skills, and practicing test-taking skills. Fulfill requirements for IEP/GIEP learners, early finishers, independent study, varied learning styles, and more.

1. Literally speaking, what can the reader infer about the “Golden Shovel”?

A) It is a breakfast café.

B) It is a pool hall.

C) It is an ancient artifact.

D) It is the summer sun.

2. Who are the ”we” speaking in the poem?

A) the poet and her friends

B) off-duty police officers

C) unemployed jazz musicians

D) reckless young people

3. What term best describes the attitude of the speakers of the poem?

A) rebellious

B) apathetic

C) oblivious

D) nostalgic

4. Given the last line of the poem, what occupation is most strongly suggested by the phrase “Golden Shovel”?

A) gardener

B) gold miner

C) gravedigger

D) hunter

1. B. Brooks was inspired to write the poem after passing a pool hall in her Chicago community.

2. D. The speakers are a group of pool players. Although the players who inspired the poem are young Black males, they could refer to any group of rebellious youths.