While the truncheon may be used in lieu of conversation, words …umsl.edu/~wadsworthbrownd/SP13METHPages/Moore_FinalUnit.pdf · 2013-05-07 · Carousel, Feature Analysis, Cubing,

Dennis Moore is a student at the University of Missouri St. Louis. He is an

eccentric, education English major, who substitute teaches in order to fund his

exotic hat habit. As an English major it should be no surprise that Dennis enjoys

both reading and writing. The list of his favorite authors is far too lengthy to

mention here, and changes depending on the book he is reading. At the moment he

is obsessed with all things Stephen King and John Green. In his free time Dennis

also enjoys gaming, cycling, and going to dank venues to see obscure bands.

“While the truncheon may be used in lieu of conversation, words

will always retain their power. Words offer the means to

meaning, and for those who will listen, the enunciation of truth.”

~V for Vendetta

Teacher Essay

"Good teaching is one-fourth preparation and three-fourths theater."

~Gail Godwin

When I was in high school I became very involved in theater. I do not know if at some

point in my life I actually wanted to be an actor, but I always had a great time being one

of the theater geeks. I think that for me this is something that transitions into how I am in

the classroom. I view the room as very much my stage and believe it is my job to put on

a show for my students. I had a teacher tell me once that this job is 10% material and

90% showmanship. I do not know if I actually agree with this exact ratio, but I do

believe this, a captivated audience is far more likely to get something out of what is being

taught than a bored one. All teachers must know their strengths and weaknesses, and one

of my strengths is my flair for the dramatic. Even when I am feeling exhausted, I still

manage to put a little more energy into my presentations than others.

In the past year I have worked as a substitute teacher and the first school to give

me a job was my old high school St. Pius. It was strange going back, even though it has

been fifteen years since I graduated about a third of my old teachers still work at the

school. Already I have found that I made a lasting impression upon the students. They

love working with me, which many of the teachers commented as being weird as

typically students do not care much nor remember the subs. I think a lot of this is due to

two things, my personality and remembering little details.

When I teach, even just subbing, I try to make things as interesting as possible for

my students. Last week I began a science class by announcing, “Today you will be

completing a series of physical challenges each more daunting than the last!” After the

freshman – this was a freshman class – stared at me terrified for a minute I smiled and

said, “Just kidding.” We all had a laugh and then they quickly got to work on their actual

assignment. This really speaks to one of my philosophies in the classroom: you gotta

have a good time! If class is not at least a little fun then what is the point?

Another thing I try to do is keep things as real as I can. Well, I do not know if

this is something that I actually try to do rather than something that just happens. Let me

put it this way, I have a hard time putting on that angry face that I see on some many

teachers. I do not know if this is part of my personality or stems from the fact that I have

a difficult time taking anything seriously. Either way I do know this the students respond

to it. They like that I am honest and genuine with them. They are willing to open up and

talk to me about things that they would not talk to teachers that they have had for the past

two years.

I always try to remember little tidbits of information about students. Being able

to ask how the play they are in went, or if they scored any runs in the baseball game can

go a long way toward relationship building. I have begun to recognize that these

relationships are the most critical component of teaching. If students believe that a

teacher actually cares about them then they are going to be far more likely to do what is

asked. Another thing I have found is that if a large group of students enjoy me as a

teacher, then this group of students will police the other students who try to act out in

class.

The Music of Poetry

Rationale:

I want my students to experience that poetry and music share many common themes and

devices. I believe that students need to learn that they are surrounded by poetry everyday

in the music which they listen to. It is important for students to be able to understand and

interpret literary devices not just in the poems that they read, but also in the music which

is a part of their everyday lives.

Essential Questions:

What are literary devices such as: allegory, alliteration, hyperbole, imagery, irony,

metaphor, symbolism, simile, and onomatopoeia?

How are these devices used in poetry? How are they used in musical lyrics?

What makes a poem or song belong to a genre?

How does one identify poetry or music of the following genres: political, sonnets,

ballads, elegies, odes, parodies, and haikus?

Summary:

This unit will begin by teaching students about the above mentioned literary devices.

Then as a class we will dive into some poems that contain these devices so as to model to

the students the devices work in practice. We will then look at carefully picked music

which has similar devices at place. Students will analyze the lyrics and the music itself in

an attempt to pick up on which literary devices are at use in the songs. The class will also

be instructed in what is genre as the unit progresses. Poems and songs will not be picked

at random. When a poem of a political genre is modeled to demonstrate use of allegory,

a song of the same genre will also be modeled. From start to finish students will write

poetry of their own. After careful study of the literary devices and genres students will

construct four poems of their own. Students will also write a one page reflective essay on

the creation of each poem.

Objectives:

Reading: Students will read poems, lyrics, and other mediums on genre and literary

devices.

Writing: Students will write journal entries, exit slips, poetry and songs of their own,

and a summative assessment that is written work.

Speaking: Poetry is best understood when spoken aloud. Students will discuss much

throughout the course of this unit both with the instructor and with each other.

Listening: Students will also listen to each other, their instructor, and various forms

of media if they wish to succeed.

Length: This unit should run three weeks to a month.

Materials:

The school will provide copies of poems, internet access to find song lyrics as well as

the music, and hopefully a smart board or projection board. The school will also need

to provide time in a library/computer lab or laptops to work on the summative

assessment.

The instructor will provide a knowledge of genre and literary devices, copies of song

lyrics, and music.

The students will provide writing utensils, paper, a willingness to learn, music and

lyrics of their own, and a flash drive for saving work.

Core Concepts:

Process, community, construction, conversation, connection, negotiation, and occupation.

Literacy Strategies:

Strategies will include, but not be limited to: Journaling, K-W-L, Writer‟s Workshops,

Carousel, Feature Analysis, Cubing, and Listen-Read-Discuss.

Summative Assessment:

For the summative assessment students will create four original poems. Students will

pick four of the seven discussed genres and create a poem that is a representation of each

selected genre. It is important for each poem to be clear in what genre is represented. In

each poem students need to use 1-3 literary devices. The more literary devices that are

present the higher grade a student is able to earn. For example the use of three literary

devices in a given poem will earn the student the maximum amount of points for that

grading category. A full rubric will be provided for the grading of this assessment.

Students will write a reflective one page essay for each poem that they write. The essay

should discuss the process that was involved in writing each poem. What inspired them?

What did they like or dislike about this assignment and why? What genre do they feel

their work is and why? What literary devices do they feel they are using and where can

they be found in their work?

Teacher’s Calendar

1

Imagery.

Acrostic Poem.

2

Acrostic Poem

Continued.

Imagery in

Music.

3

Metaphor

vs

Simile.

4

Hyperbole

and

Onomatopoeia.

5

Irony

6

Alliteration

and

Symbolism.

7

Allegory. 8

Formative assess

riddles over first

nine terms.

9

F. riddles

assignment

continued/ due.

10

Introduction to

genre. Assign

end of unit

assessment.

11

The many

Faucets of

Political.

12

The many

Faucets of

Political

Continued…

13

Ballads

vs

Sonnets.

14

Haikus.

15

Odes.

16

Elegies. 17

Parodies. 18

Summative work

day.

19

Summative

work day.

20

Summative

work day.

21 Summative

work day.

22 Summative due.

23

24

25

Lesson Plan

Heading Class Language Arts 2

Your Name Dennis Moore

Name of Lesson Intro to Poetry/Imagery

Time Frame 50 minutes

Rationale I believe it is important to ease students into poetry. Many will have

preconceived negative views of this literary form. It is important to

use pre-assessment to understand how the students feel about poetry.

Objectives Introduce the students to imagery in poetry.

Pre-assess the student‟s concepts about poetry.

Reading

Material

Instructional *

Framework

Initiating Constructing Utilizing

Lesson Plan *

Format

Presentation/Concept/Discussion/Cooperative Learning. I feel like

all of these are at play in this lesson.

Grouping Whole Class Pairs Individuals

Materials &

Resources

School – A printer to print off copies of needed material.

Teacher – Knowledge about imagery. Copies of Jabberwocky and

the acrostic poem assignment. Crayons/colored pencils.

Student – Writing utensil and a willingness to work.

Literacy

Strategies

Phase One Explain to the students that we will be beginning a new unit today

that will focus on poetry and how it is similar to music. We will

begin this unit by talking about imagery. Ask the students what they

think imagery is. Present the students with the textbook definition of

imagery.

Phase Two

Hand out a copy of Lewis Carroll‟s Jabberwocky. Read the poem

aloud to the students then discuss the imagery at play in the work.

Stress Carroll‟s use of nonsensical words. Even though words like

„brillig‟, „slithy‟, and „vorpal‟ are not actual English words most

students probably get a visual image from them.

Phase Three Handout to the students the Acrostic Poem assignment. Have the

students pair up and work on this for the remainder of class. As this

is a partner assignment it may be necessary to give the students the

first 20 minutes or so of the next day‟s period to complete.

Formative

Assessment

The Acrostic Poem assignment.

Summative *

Assessment

Homework

Assignment

Students are to go home and listen to their favorite song. Challenge

them to find an example of imagery at play. The next day they will

journal about this.

Jabberwocky by Lewis Carroll

'Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. 'Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!' He took his vorpal sword in hand: Long time the manxome foe he sought -- So rested he by the Tumtum tree, And stood a while in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One two! One two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. 'And hast thou slain the Jabberwock? Come to my arms, my beamish boy!

Oh frabjous day! Callooh! Callay!' He chortled in his joy. 'Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe.

Name: Hour:

What is Poetry: Acrostic Poem Instructions: With your partner, discuss your thoughts, feelings, and experience with

poetry. Then, on the back of this page, create an acrostic poem, a poem that spells a word

vertically with the first letter of each line, which accurately summarizes your

conversation. Once your poem is complete use colored pencils/crayons to color in the

letters which spell poetry. Use colors which you and your partner feel are representative

of your poem. For specific scoring criteria, review the scoring guide below.

4 3 2 1

Tone Your use of

word choice

and color

made your

tone clear.

You used

word choice

and color to

help convey

your tone.

You used

either word

choice or

color to help

convey your

tone, but your

tone was

difficult to

determine.

Your word

choice and

use of color

did not

convey the

tone of your

poem.

Imagery You created a

variety of

vivid images

in your poem.

You used

imagery in

your poem.

However,

there was not

much

cohesion

between your

thoughts.

You used

basic imagery

in your poem.

No imagery is

present in

your poem.

Message

Communicat

ed

Your poem

creates a

clear,

cohesive

message

about poetry.

Your ideas

flow naturally

from line to

line.

You convey a

central

message

throughout

your poem,

but your ideas

are a little

choppy.

Your message

is difficult to

determine

from reading

your poem.

Your ideas do

not flow

together.

I am unsure

what message

you are trying

to convey

about poetry.

Each line

seems

disconnected

form lines

before and

after it.

Your score: ___________ X 2 = ________ /24

____________________________________

____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

Lesson Plan 2

Heading Class LA 2 Your Name Dennis Moore

Name of Lesson Simile vs. Metaphor Time Frame 50 minutes

Rationale I believe that it is important for students to understand and identify metaphors.

Objectives Students should be able to identify metaphor and simile in both poetry and music.

Students should be able to explain the purpose for the metaphors they find and

explain how this purpose contributes to the theme of the poem/song.

Students should be able to write metaphors and similes of their own.

Reading

Material

Lyrics to Simon and Garfunkel‟s The Sound of Silence.

Sympathy by Paul Laurence Dunbar.

Instructional *

Framework

Initiating Constructing Utilizing

Lesson Plan *

Format

Presentation/Discussion.

Grouping Whole Class Pairs Individuals

Materials &

Resources

School – Copies of the poem and lyrics to the mentioned song. Copies of the

worksheet for creating metaphors and similes.

Teacher – Knowledge of the material. Music to The Sound of Silence. Student – Willingness to learn, paper, and a pencil/pen.

Literacy

Strategies

Phase One Hand out the Dunbar poem and read it aloud to the class. When

done ask the students what they think the poem is about. Is this

poem about an actual bird? Why do the students think it is or is not

about an actual bird? Explain and/or confirm to the students that the

bird in the poem is an example of metaphor. Each stanza is a

different metaphor: feels, beats, and sings. Briefly touch on each

with the students and see if they can identify the imagery used in

each stanza to support the metaphor. Present the students with the

definition of metaphor: a figure of speech in which a term or phrase

is applied to something to which it is not literally applicable in order

to suggest resemblance.

Phase Two

Hand out the lyrics to The Sound of Silence then play the song.

Instruct the students to read the lyrics aloud to the song and tell them

to underline any metaphors they think they come across.

Ask the students to share metaphors which they found in the song.

Ask the students to explain what they think the metaphors mean.

Once it seems that the students have a basic understanding of

metaphor point out the similes in the song. There are two „Silence

like a cancer grows‟ and „But my words, like silent raindrops fell‟.

Present the students with the definition for simile which is a figure of

speech that expresses the resemblance of one thing to another of a

different category, usually introduced by as or like. Ask the students

if they feel the two above mentioned lines meet the criteria for

simile. Ask the students to go back to the Dunbar poem and see if

they can find any similes. There is at least one.

Phase Three Handout the metaphor vs. simile activity worksheet. Have the

students pair up and work on this together for the remainder of class.

Even though the students are working in pairs each should turn in

their own sheet. It is ok if the two have the same answers.

Formative

Assessment

Summative *

Assessment

Homework

Assignment

If the students do not finish the activity sheet by the end of class it is

homework due the following day.

Sympathy

By Paul Laurence Dunbar (1872-1906)

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!

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, But a plea, that upward to Heaven he flings – I know why the caged bird sings!

The Sound of Silence

By Simon and Garfunkel

Hello darkness, my old friend

I've come to talk with you again

Because a vision softly creeping

Left its seeds while I was sleeping

And the vision that was planted in my brain

Still remains

Within the sound of silence

In restless dreams I walked alone

Narrow streets of cobblestone

'Neath the halo of a street lamp

I turned my collar to the cold and damp

When my eyes were stabbed by the flash of a neon light

That split the night

And touched the sound of silence

And in the naked light I saw

Ten thousand people, maybe more

People talking without speaking

People hearing without listening

People writing songs that voices never share

And no one dared

Disturb the sound of silence

"Fools", said I, "You do not know

Silence like a cancer grows

Hear my words that I might teach you

Take my arms that I might reach you"

But my words, like silent raindrops fell

And echoed

In the wells of silence

And the people bowed and prayed

To the neon god they made

And the sign flashed out its warning

In the words that it was forming

And the sign said, "The words of the prophets are written on the subway walls

And tenement halls"

And whispered in the sounds of silence

Lesson Plan

Heading Class LA 2 Your Name Dennis Moore

Name of Lesson What am I? Literary Riddles. Time Frame 100 min.

Rationale After covering the nine literary terms it is important for students to

demonstrate understanding of each term. This formative assessment will

require students to use the knowledge that was presented to them to

construct 9 unique riddle poems.

Objectives Students will demonstrate understanding of imagery, metaphor, simile,

hyperbole, onomatopoeia, irony, alliteration, symbolism, and allegory.

This understanding will be put on display through carefully constructed

riddle poems.

Reading

Material

Instructional *

Framework

Initiating Constructing Utilizing

Lesson Plan *

Format

Cooperative learning/problem solving.

Grouping Whole Class Pairs Individuals

Materials &

Resources

School – Copies of riddle poem handout.

Teacher – Knowledge and encouragement.

Student – Knowledge of terms, willingness to work in groups and on

assignment, paper, and pencils.

Literacy

Strategies

Phase One Hand out the riddles assignment to the students. Carefully explain the

rubric and the rules to the assignment. Students will be working in pairs.

The students are to create nine, five line riddles, one for each of their

literary terms. The last line of each riddle should be „What am I?‟ Go

over the example riddle with the students. Check and see if the students

can identify what term is at play. It is Hyperbole. Even though hyperbole

was used in the example tell the students that they should still create a

hyperbole riddle that is different from the one presented. Explain to the

students that they are to create strong riddles and definitely should

brainstorm on ideas. This assignment is a two day affair and should not be

completed in one day! If students do get it done in just one day they

probably did not do it properly! Inform the students that they will be

presenting their riddles to their fellow classmates upon completion.

Phase Two

Have students pair up and get to work. It may be a good idea for the

instructor to preselect partners.

Phase Three Circulate around the room and make sure that the students are staying on

task and crafting strong riddles. Encourage the students to use imagery,

symbolism, metaphor, and any other literary device they can in each riddle.

Remind the students that their overall riddle should be about whatever

literary device they are working on, but this does not mean that they cannot

use other literary devices within the riddle.

Formative

Assessment

This entire project is a formative assessment.

Summative *

Assessment

Homework

Assignment

Think about the riddles that have been completed. Is there anything that

could be done to make them better? Listen to music/reread poetry that was

covered in class which focuses on the literary device. This could inspire

better riddles. Also think about the riddles not yet completed and

brainstorm on ideas for those. Each student should come to class with at

LEAST 2 ideas to share with their partner for the next period.

Names__________________ Hour______

Poetry Vocabulary Riddles Instructions: With a partner, create 9 “What am I?” riddles for the literary terms listed below. A high quality (4) riddle will have a minimum of 4 lines, demonstrate a high level of understanding of the term and how it is used in poetry, and makes use of two or more literary devices within the riddle. Terms: Imagery, Metaphor, Simile, Hyperbole, Onomatopoeia, Irony, Alliteration, Symbolism, Allegory. Example: I may seem larger than I actually am. Many people find me funny. Hopefully you can figure me out. I tend to be very emotional. What am I? Scoring Guide:

4 3 2 1

Your riddle demonstrates a strong understanding of the vocabulary term and how it is applied to poetry. Each of the four lines of your riddle applies to your term. Two or more lit devices are used.

Your riddle demonstrates an understanding of the vocabulary term, but more practice/study is needed. Your riddle may be 3 lines long or 3 of your four lines apply to your term. One to two lit devices are used.

Your riddle demonstrates a base level understanding of the vocabulary term. More practice, studying, and careful reading is necessary for mastery. Your riddle may be 2 lines long or only 2 of your four lines apply to your term. Only one lit device is used.

You did not demonstrate understanding of your vocabulary term. You require more practice, studying, and careful reading before you will be able to master your term. Your riddle does not apply to the selected term. There are no other lit devices used.

My score: _____ X 3 = _____/108

Lesson Plan

Heading Class LA 2 Your Name Dennis Moore

Name of Lesson Ode to My Socks Time Frame 50 minutes

Rationale I believe it is important for students to understand the concept of an ode. Students

should also be able to identify the literary devices that were covered in the first

half of this unit.

Objectives Students will learn what makes a poem an ode.

Students will utilize skills they have learned in the first half of this unit to identify

the various literary devices at play in Neruda‟s poem.

Reading Material Ode to My Socks by Pablo Neruda.

Instructional *

Framework

Initiating Constructing Utilizing

Lesson Plan *

Format

Direct Instruction/Concept Teaching/Cooperative Learning.

Grouping Whole Class Pairs Individuals

Materials &

Resources

School - Copies of the poem, and graphic organizer.

Teacher – Knowledge of odes.

Student – Pen or pencil and willingness to learn.

Literacy

Strategies

Phase One Hand out the graphic organizer for Odes and the poem Ode to My Socks by Pablo

Neruda. Talk a little bit about the author. Explain to the students that an ode is a

poem in which the author praises or glorifies an event, item, or individual.

Typically in an ode the author describes the subject in a nature which is both

intellectual as well as emotional. Odes have been around for a while. Present the

students with a very brief history of this poetic form.

Phase Two

Read the poem aloud to the class. Ask the class if according to the given definition

this poem qualifies as an ode. Why? How does the author praise the socks? Why

does the author praise the socks? Why do they think the author chose socks as his

object to write a poem about?

Phase Three This poem is full of metaphors and similes. It is also full of symbolism and

hyperbole. Pair the students up and have them fill in the rest of their GO. With

their partner the students should discuss and record the instances of metaphors,

similes, symbolism, and hyperbole. Then if time permits have the groups

reconvene and share their findings.

Formative

Assessment

Filling in and sharing their GOs.

Summative *

Assessment

Homework

Assignment

With their new knowledge of odes have the students go home and try to identify if

any songs they like could qualify as an ode. Remember a song does not need to be

called an ode in order to be an ode. The students will journal about this the

following class period.

Ode to My Socks

By Pablo Neruda

Mara Mori brought me

a pair of socks

which she knitted herself

with her sheepherder's hands,

two socks as soft as rabbits.

I slipped my feet into them

as if they were two cases

knitted with threads of twilight and goatskin,

Violent socks,

my feet were two fish made of wool,

two long sharks

sea blue, shot through

by one golden thread,

two immense blackbirds,

two cannons,

my feet were honored in this way

by these heavenly socks.

They were so handsome for the first time

my feet seemed to me unacceptable

like two decrepit firemen,

firemen unworthy of that woven fire,

of those glowing socks.

Nevertheless, I resisted the sharp temptation

to save them somewhere as schoolboys

keep fireflies,

as learned men collect

sacred texts,

I resisted the mad impulse to put them

in a golden cage and each day give them

birdseed and pieces of pink melon.

Like explorers in the jungle

who hand over the very rare green deer

to the spit and eat it with remorse,

I stretched out my feet and pulled on

the magnificent socks and then my shoes.

The moral of my ode is this:

beauty is twice beauty

and what is good is doubly good

when it is a matter of two socks

made of wool in winter.

Poetry Project This project will challenge you to create four original poems of your own design. Then

you will write a one page reflective essay on each poem that you create.

The Rules

Genre:

Political, Ballad, Sonnet, Haiku, Ode, Elegy, and Parody.

Choose four of the above mentioned genres. For each genre chose you will create a

poem that is a clear representation of that genre. Each poem needs to be of a separate

genre. This means that if you chose to write a political poem you can only write one

political poem, not four! Genre crossover is fine. For example, you may write an ode

that is also parody, but remember this will only count as one of your four poems.

Poetic Devices:

Imagery, Metaphor, Simile, Hyperbole, Onomatopoeia, Irony, Alliteration, Symbolism,

and Allegory.

Each created poem must have a minimum of three poetic devices at use in it. This does

not mean use only three! The more used the more points will be received for each poem

(see attached rubric).

Length/Rhyme Scheme:

Certain poems need to be of a certain length and rhyme scheme. A haiku needs to be of

three unrhymed lines of five, seven, and five syllables. A sonnet should be 14 lines and

have a clearly defined rhyme scheme as we talked about in class. With other poems such

as an ode or a political piece the rules are a bit more loose. The length for these types is

really up to the author, but caution! The shorter your poem the higher quality I will

expect! This means if you write a 4-8 line political poem it better be really good; chuck

full of metaphor, imagery, symbolism, and so on!

Reflective Essay: For each poem created you will write a one page essay in which you reflect on this

process. You should state what genre is at use, as well as point out what poetic devices

you feel are at play. If a poem is of more than one genre you should explain this here as

well. Other questions to answer: Did you find the writing to be enjoyable? Which poem

did you like the best? Which did you dislike, hate, maybe even despise creating? If you

had the power to change anything about this project what would you change? For each of

these questions make sure to explain why! Do not just answer, “I liked writing a parody

poem because it was easy.” Explain, explain, explain! Give me the details. I want to

pick your brain!

This entire project should be typed!

4 3 2 1

Tone/Voice

This poem has a

clear and

consistent

tone/voice

throughout.

This poem has a

mostly clear

tone, but it

could have been

a bit more

consistent.

This poem has a

tone, but it is

inconsistent and

or unclear.

This poem has

little to no tone.

What tone it

does have is

very

inconsistent.

Genre

This poem is

clearly of your

stated genre and

demonstrates

elements of this

genre

throughout.

This poem is of

the stated genre,

but could have

done more to

demonstrate

elements of this

genre

consistently.

It is difficult to

determine this

poem‟s genre.

This poem

needs more

elements of its

respective

genre.

This poem does

not appear to be

of the selected

genre.

Poetic Devices

This poem uses

5 or more

devices which

are clearly at

use, or

accurately

explained in the

essay.

This poem uses

4 devices which

are clearly at

use, or

accurately

explained in the

essay.

This poem uses

3 devices which

are clearly at

use, or

accurately

explained in the

essay.

This poem uses

2 or less

devices.

Devices may or

may not have

been explained

in the essay.

Reflective

Essay

Essay is free of

errors, and a

clear

representation

of the author‟s

attitude towards

his/her work.

Essay has a few

spelling or

grammatical

errors, and/or

could be a bit

more clear in

the author‟s

attitude towards

his/her work.

Essay has a

many spelling or

grammatical

errors, and/or

could be much

more clear in

the author‟s

attitude towards

his/her work.

Essay has a

great many

spelling or

grammatical

errors, and is

unclear in the

author‟s attitude

towards his/her

work.

Scoring:

________

_ x 2 =

_______

/32