ELA Poetry Portfolio
A Creative and Analytical Project
DUE: April 11, 2016
Maximum Possible Points: 100 points
You will be completing a portfolio style summative assessment for this
unit, in place of a unit test. Using what you have learned over the course
of the unit, you will write your OWN ORIGINAL poems. This is your
chance to use your imagination to show your creativity through poetry
and writing! You will also use the SOAPSTTone protocol to help you
analyze poetry. On April 11th, we will share these in a “Coffeehouse”
setting – like The Beats of the 1960’s.
Requirements:
Format - All poems and writing must be TYPED. Each item should be
shared in ONE folder on Google Drive OR artistically printed and
stapled or paper clipped together.
Illustration – Each poem you write should include an illustration (you
can draw one or use internet images).
Grammar and Conventions—you need to proofread your writing
carefully. Obviously there will be some leniency toward punctuation,
since poems aren’t sentences. But, you still must have writing free of
errors in spelling, capitalization, etc.
Your OWN, ORIGINAL poems (Instructions are provided in this
packet):
1. Ode – You must write ONE poem…………………………….…(10 points)
2. Sonnet – You must write ONE poem………………………..…(10 points)
3. Limerick – You must write ONE poem………………………..(10 points)
4. Found/Blackout Poem – You must write ONE poem…...(10 points)
5. Choice Poem – You must write ONE poem………………….(10 points)
6. Analysis – You must write TWO analyses…………...(15 points each)
7. Reflection – You must write THREE paragraphs…………(20 points)
WARNING: Plagiarizing will result in a grade of ZERO!
Poetry Portfolio Instructions
Goal: To showcase what you have learned about forms of poetry and their literal
and figurative meanings.
Ode:
An ode is a tribute poem that praises someone or something. You will write an ode
about a topic of your choice using at least three poetic devices. Please see the
PowerPoint from class (on my website) for more detailed instructions.
Sonnet:
A sonnet is a 14-line poem of ten syllables each, using a specific rhyme scheme. You
will write a sonnet about a topic of your choice using at least three poetic devices.
Please see the PowerPoint from class (on my website) for more detailed
instructions.
Limerick:
A limerick is a 5-line poem silly poem with an AABBA rhyme scheme and set
rhythm. You will write a limerick on a silly topic of your choice using at least three
poetic devices. Please see your poetry packet for samples.
Found/Blackout Poem:
Found/Blackout poetry is created by taking words, phrases, and sometimes whole
passages from other sources and reframing them as poetry (a literary equivalent of
a collage) by making changes in spacing and lines, or by adding or deleting text, thus
imparting new meaning. You write one natural topic of your choice using at least
three poetic devices. Please see Ms. Azeff for samples.
Free Choice Poem:
You may include any original poem of your choice that you have not already
submitted for a grade at SLMS or that you have not submitted to a poetry
competition. This can be an additional poem in one of the forms above, or it can a
free verse or rhyming poem of a format of your choice using at least three poetic
devices. Be creative and showcase your best skills here!
Poetry Analysis:
You will choose TWO famous poems from your poetry packet to analyze and write
about from the list below. Use and submit a SOAPSTT(ONE) analysis protocol for
each poem, and then use that information to help you write a paragraph for EACH,
explaining both the literal and figurative meanings of the poems AND the poetic
devices used in each.
Option 1 (Choose ONE):
“Poem 314” by Emily Dickinson – p. 17
“Who Has Seen The Wind?” by Christina Rosetti – p. 17
“The Land of Nod” by Robert Louis Stevenson – p. 17
Option 2 (Choose ONE):
“At Last We Killed the Roaches” by Lucille Clifton – p. 20
“This Is Just To Say” by William Carlos Williams – p. 20
“Fog” by Carl Sandburg – p. 20
“The First Dandelion” – p. 21
Reflection:
This short, THREE-paragraph essay must include REFLECTION and ANALYSIS of
your experiences writing poetry. Think about the following: What was your favorite
poem to write? Least favorite? What did we read that inspired you most? In what
ways did you think differently then you have before? How would you define poetry
now (having studied and read for this unit)? Be specific and creative in your
approach.
Questions to consider:
 How do I feel as a poet?
 What was hard to do?
 What was easy to do?
 Which poem is my favorite? Why?
 Which is my favorite part of one of my poems?
 What did I learn?
 How are my poems similar or different from one another?
 How do I feel about my Poetry Collection? Why?
Task Expectations (what you are graded on):
 Creatively and effectively uses the appropriate poetic
form.
 Student’s use of vocabulary is precise, vivid, and paints a
strong clear and complete picture in the reader’s mind.
 Effectively uses 3 poetic techniques to reinforce the
theme.
 Has grade-level appropriate spelling, grammar, and
punctuation; contains few, if any, errors that do not
interfere with the reader’s understanding.
 Student’s work demonstrates a complete understanding
of the assignment and goes beyond the basic
requirements.
 Effective and creative use of an illustration enhances the
poem’s meaning (add a drawing or a picture).
Types of Figurative Language to Consider Using:
 Alliteration
 Allusion
 Rhyme
 End
 Internal
 Onomatopoeia
 Metaphor
 Simile
 Assonance
 Consonance
 Hyperbole
 Personification
 Rhythm
 Repetition
 Imagery