Chambly Academy
REMEMBRANCE DAY PROJECT
Cycle One Year One / Ms. Witczak
IMPORTANT : This assignment MUST be completed by EVERYONE, although
only those students who wish to enter Chambly Academy’s Annual Remembrance
Day Contest will have their poem forwarded.
The Focus Question: How will you remember?
You are to write a poem about remembering the sacrifices made by
Canadians during the World Wars or other wars or peacekeeping duties - such as in
Afghanistan. Or, your poem might be about a soldier in battle, or his thoughts about
war, or his family’s feelings about being left alone while he is gone to war, or a
combination of these.
Your poem should be 15 - 30 lines in length. Your poem does not have to
rhyme but it should have rhythm. As you know, you must normally double-space
the good and the rough drafts - EXCEPT for a poem which is NEVER doublespaced.
The final and rough drafts of your poem and reflection must be handed in on:
Monday, October 27th .

Reflection on the Focus Question*: You should answer this question
in a short paragraph of 50 words: How will you remember?
* NOTE*: This paragraph should be typed and double-spaced
Parent’s signature: ____________________________________
2
EVALUATION: (See attached rubrics)
A bonus of 5 marks will be given to those students who have their poems forwarded
to the School’s Remembrance Day Contest. If you are interested in competing in the
competition, you must be willing to read it aloud at the Remembrance Day
Ceremony on November 11th. You will receive another 5 bonus marks if your
poem is chosen as the Cycle One winner.
Your mark will be based on the theme, description, grammar usage, and
editing for the final copy. The rough copy will be evaluated mainly on the
corrections and editing you made.
Class readings of the poems will take place during the week of October 27November 4th.
3
Name: ______________________
I would like my poem to be forwarded to the School Competition: Yes No 
Remembrance Day Project Rubrics
Theme
Description
1-3
-Message is unclear.
-No personal point of
view expressed or
suggested.
-Weak details or
examples are included.
4-6
Message is partially
communicated with an
attempt to show point
of view.
-Few details included.
Some examples do not
support message or are
unclear.
1-3
Little or no descriptive
words or phrases are
used.
4-6
Some descriptive
words and phrases are
used to 'paint pictures'
for reader.
Word choice does not
help to create an
emotional response for
reader.
Conventions
1-3
Does not edit poem for
spelling or
punctuation.
Frequent errors
interfere with reader's
ability to understand
the message.
Rough Copy
Editing
1-3
Little to no changes
made to the first and
second drafts.
Visual
Assignment
1-9
-The visual piece
shows little effort.
Answering the
Guiding Question
and AOI
1-3
-The Guiding
Question is not
answered and AOI
not mentioned.
Presentation
1-6
Student mumbles
and speaks quietly.
7-8
Message is clearly
communicated and
expresses personal
point of view.
-Includes several
details which support
the message and are
linked together.
7-8
Several descriptive
words and phrases are
used to 'paint pictures'
for reader.
9-10
Message is impactful
& clearly expressed.
Point of view is
personal & insightful.
-Details support and
extend the message
and work together to
build momentum.
9-10
Many descriptive
words and phrases are
used to 'paint' detailed
pictures for reader.
Language choice
begins to create
emotional response for
reader.
4-6
Edits & corrects some
errors in spelling and
punctuation.
-Needs to use word
wall, peer edit, and
dictionary more
effectively to identify
and correct errors.
Language choices
create an emotional
response.
Language choices
create strong emotional
response.
7-8
Edits & corrects most
errors in spelling and
punctuation.
-Uses word wall, peer
edit, and dictionary to
identify and correct
most errors.
9-10
Edits & corrects all
errors in spelling and
punctuation.
-Uses word wall, peer
edit, and dictionary
effectively to identify
and correct all errors in
conventions.
4-6
Uses a pencil, few
changes are made
to the first and
second drafts.
7-8
Uses a highlighter
and some changes
are made first and
second drafts.
10-18
-The student
finishes the visual
piece and shows
some effort.
4-6
There is an attempt
to answer the
Guiding Question
and to discuss the
AOI.
19-24
-The visual piece
shows evidence of
care, detail and
effort.
7-8
The student
demonstrates a
good understanding
of the Guiding
Question and
reflects of the AOI.
7-12
Student’s voice is
low.
13-15
Student’s voice is
clear.
9-10
Uses a highlighter/
thesaurus and
many changes are
made to the first
and second drafts.
25-30
-The visual piece is
outstanding and
finished with a
great deal of detail.
9-10
The student
demonstrates
perceptive
understanding of
the Guiding
Question and
connection with the
AOI.
16-20
Student uses a clear
voice and reads
with fluency.
Overall Mark: ___________________
4
Criterion C: Producing Text
Achievement
Level
0
1-2
The student does not reach a standard described by any of the descriptors below.
The student:
i.
Produces texts that demonstrate limited personal engagement with the
creative process; demonstrates a limited degree of thought or
imagination and minimal exploration of new perspectives and ideas.
ii.
Makes minimal stylistic choices in terms of linguistic, literary and visual
devices, demonstrating limited awareness of impact on an audience.
iii.
Selects few relevant details and examples to support ideas.
3-4
The student:
i.
Produces texts that demonstrate adequate personal engagement with
the creative process; demonstrates some degree of thought or
imagination and some exploration of new perspectives and ideas.
ii.
Makes some stylistic choices in terms of linguistic, literary and visual
devices, demonstrating adequate awareness of impact on an audience.
iii.
Selects some relevant details and examples to support ideas.
5-6
The student:
i.
Produces texts that demonstrate considerable personal engagement
with the creative process; demonstrates considerable thought or
imagination and substantial exploration of new perspectives and ideas.
ii.
Makes thoughtful stylistic choices in terms of linguistic, literary and
visual devices, demonstrating good awareness of impact on an
audience.
iii.
Selects sufficient relevant details and examples to support ideas.
7-8
The student:
i.
Produces texts that demonstrate a high degree of personal
engagement with the creative process; demonstrates a high degree of
thought or imagination and perceptive exploration of new perspectives
and ideas.
ii.
Makes perceptive stylistic choices in terms of linguistic, literary and
visual devices, demonstrating good awareness of impact on an
audience.
iii.
Selects extensive relevant details and examples to support ideas.
5
Criterion D: Using Language
Achievement
Level
0
1-2
3-4
5-6
7-8
The student does not reach a standard described by any of the descriptors below.
The student:
i.
Uses a limited range of appropriate vocabulary and forms of
expression.
ii.
Writes and speaks in an inappropriate register and style that do not
serve the context and intention
iii.
Uses grammar, syntax and punctuation with limited accuracy; errors
often hinder communication.
iv.
Spells/writes and pronounces with limited accuracy; errors often
hinder communication.
v.
Makes limited and/or inappropriate use of non-verbal communication
techniques.
The student:
i.
Uses an adequate range of appropriate vocabulary, sentence structures
and forms of expression.
ii.
Sometimes writes and speaks in a register and style that serve the
context and intention.
iii.
Uses grammar, syntax and punctuation with some degree of accuracy;
errors sometimes hinder communication.
iv.
Spells/writes and pronounces with some degree of accuracy; errors
sometimes hinder communication.
v.
Makes some use of appropriate non-verbal communication techniques.
The student:
i.
Uses a varied range of appropriate vocabulary, sentence structures and
forms of expression competently.
ii.
Writes and speaks competently in a register and style that serve the
context and intention.
iii.
Uses grammar, syntax and punctuation with a considerable degree of
accuracy; errors do not hinder effective communication.
iv.
Spells/writes and pronounces with a considerable degree of accuracy;
errors do not hinder effective communication.
v.
Makes sufficient use of appropriate non-verbal communication
techniques.
The student:
i.
Effectively uses a range of appropriate vocabulary sentence structures
and forms of expression.
ii.
Writes and speaks in a consistently appropriate register and style that
serve the context and intention.
iii.
Uses grammar, syntax and punctuation with a high degree of accuracy;
errors are minor and communication is effective.
iv.
Spells/writes and pronounces with a high degree of accuracy; errors
are minor and communication is effective.
v.
Makes effective use of appropriate non-verbal communication
techniques.