Poetry Out Loud
YOUR ASSIGNMENT: Choose one poem to memorize and recite to the class. You will be required to recite your poem in front of the
class for your semester final (as well as complete a brief test on poetry terms/elements of literature). The semester final will also be
a class competition. The top two contestants will go on to compete at the school competition on January 26th (more info to come).
When choosing a poem, you must follow the parameters listed below:
1. All poems must be selected from the Poetry Out Loud print or online anthology. You may check out the anthology from
me, or view poems online at www.poetryoutloud.org. Selected poems MUST be 15 lines or longer. Poems presented
and analyzed in class cannot be chosen for recitation.
2. To compete at the state or national level, one poem must be 25 lines or shorter and one must be written before the 20 th
century.
As you recite your poem you will be evaluated on the following:
1. Physical presence- your poise, use of eye contact and body language. You will be expected to present yourself in a
confident, attentive manner but not appear artificial. You are not evaluated on your attire, but in general, the nicer you
look, the better you feel about yourself and the more confident you will be!
2. Voice and Articulation- Your volume, speed, use of voice inflection and proper pronunciation will be evaluated. You will
want to project your voice to the audience, recite at a natural, not hurried pace, articulate, use appropriate line breaks.
3. Appropriateness of Dramatization- This is not a theatrical performance, it is an oral interpretation and you will be evaluated
on your ability to convey the meaning of the poem without acting it out. Some gestures may be appropriate, but the line
between acting out the poem and telling the story of the poem with your voice is thin, when in doubt, leave the gestures
out.
4. Level of Difficulty- You will be judged on the complexity of the content of the poem, the difficulty in language and the
poem length. While it is important to choose a poem of appropriate difficulty, don’t choose a poem, you, yourself don’t
understand.
5. Evidence of Understanding- See previous comments of Level of Difficulty. Be sure you know every meaning of the words in
your poem and any irony or other literary elements included in the poem.
6. Accuracy- You will be marked down for incorrect or missed words and if you need prompting. A prompter will be available
at both the class and school competition.
SCHEDULE AND IMPORTANT DUE DATES
Monday
1/2
NO SCHOOL
1/9
4th- lab 107
5th- lab 106
Pick poems to presentcomplete initial analysis
handout
Homework- if poem is
not picked by the end of
class- this is homework
1/16
NO SCHOOL
Tuesday
1/3
Intro to unit- discuss
poetry performances vs.
reading poetry
Wednesday
1/4
First poem analysisDanse Russe- TPCASTT
and poem glossing
HOMEWORK- study
poetry terms handout
for Friday’s test
HOMEWORK- study
poetry terms handout
for Friday’s test
1/10
Meet in class- gloss
poem, begin analysis
1/11
4th- lab 205
5th- lab 106
Begin typing poem
analysis
HOMEWORK- finish
glossing poem- TPCASTT
HOMEWORK- work on
poem analysis
1/17
Poem practice- tone
and tone shift
1/18
Poem practice- peer
evaluations
Thursday
1/5
Poem analysisUnknown Girl in a
Maternity WardTPCASTT, poem glossing
and question guide
HOMEWORK- study for
poetry terms test
1/12
4th- lab 205
5th- lab 107
Type poem analysis
HOMEWORK- work on
poem analysis
1/19
Poem practice- small
group evaluations-
Friday
1/6
Literary terms/analysis
test
HOMEWORK- NONE
1/13
4th and 5th- lab 107
Finish poem analysisdue to turnitin.com by
end of class
HOMEWORK- begin
poem memorization
1/20
Poem practice- partner
grade (yes, this really
*each of you should be
practicing your poem
ALL week! Recite your
poem to your dog,
mom, dad, grandma,
sibling, dead
grandparent, your bus
driver, your
friends…whoever will
listen!
1/23
FINAL POEM
RECITATION- IN CLASS
Gardner’s “zombie” talk
Pair practice
Jitter Jingles (teapot
and national anthem)
Watching recitationsthe good, the
overdramatic and the
misinterpreted
listener interpretations
the poem shift
counts) - all poems
should be completely
memorized!
1/24
FINAL POEM
RECITATION IN CLASS
FINALS PERIODS 1 AND
6
FINALS PERIODS 2 AND
5
FINALS PERIODS 3 AND
4
*Poetry Out Loud school wide competition will be held on January 26 th. Students chosen to present will be based in their first poem
performance. Students who present their poems in the school wide competition will receive 40 pts. extra credit. Students who
attend the POL competition (to support their classmates) will receive 10 pts extra credit.
Formal Poem Analysis
For your formal poem analysis, you must address the following aspects in each of the poems you have chosen to perform:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Interpret the title of the poem.
Translate the poem into your own words and put into paragraph form. This poem needs to be handed in with your analysis
Explain the theme of the poem.
Address the poem in terms of meaning beyond the literal. Discuss poetic devices.
Explain the poet’s tone (attitude) and the tone shift.
Explain key words in the poem and how they add to meaning and understanding.
Stanza division
Effect of structure on meaning
Changes in diction
Punctuation
Poem Analysis Rubric
115 pts
Formatting
_____10 MLA formatted essay: - essay contains no more than one MLA format error- one point off for each mistake
Heading appears on left
Double spaced
Engaging title
1” margins
No extra space between paragraphs
Introduction_____ 18-20 pts A: Writer identifies the title and author of the poem. Writer explains why he/she chose to analyze the poem. Ideas
are organized and content is relevant to the analysis.
_____16-17 pts B: Writer identifies the title and author of the poem. Writer explains why he/she chose to analyze the poem. Ideas
are organized yet writing is conventional and choppy at times. Because of this, the reader must re-read for understanding.
_____14-15 pts C: Writer may forget to mention either the title or author of the poem. Writer briefly explains why he/she chose to
analyze the poem.
_____13 and below D or F: Writer does not mention the title or author OR forgets to explain why he/she chose to analyze the poem.
Body Paragraph #1
_____18-20 A: Body Paragraph #1- Writer puts the poem into his/her own words. Writer does not leave out any parts of the poem.
The writer demonstrates an in-depth understanding of the poem’s content through a detailed explanation of the poem.
_____16-17 B: Writer puts the poem into his/her own words. Writer does not leave out any parts of the poem. The writer
demonstrates an understanding of the poem’s content through a conventional explanation of the poem.
_____14-15 C: Writer puts most of the poem into his/her own words. Writer leaves out minor parts of the poem. Writer
demonstrates a superficial understanding of the poem, however does not dig deeper into the poem’s meaning.
____12-13 D: Writer puts a small portion of the poem into his/her own words. Writer leaves out major aspects of the poem.
_____11 and lower F: Writer does not put the poem into his/her own words.
Body Paragraph #2
____9-10 A: Writer explains the theme of the poem an addresses poetic devices in the poem. Writer clearly understands the literary
devices as well as the theme and creates a concise analysis of the theme as well as any poetic devices.
_____7-8B: Writer explains the theme of the poem an addresses poetic devices in the poem. Writer clearly understands the literary
devices as well as the theme and creates a concise analysis of the theme as well as any poetic devices. Analysis may be complete but
writing may remain conventional and choppy at times.
____6 C: Writer explains either the theme or addresses poetic devices but an aspect of the paragraph remains missing. Writing may
be conventional.
____5 and lower D: Writer does not explain the theme or address poetic devices.
Body Paragraph #3
____9-10 A: Writer discusses key words in the poem, the stanza division and the overall structure of the poem and how the
structure and punctuation affect the meaning of the poem. Analysis is in-depth and displays the writer’s understanding of the
poem.
___7-8 B: Writer discusses key words in the poem, the stanza division and the overall structure of the poem and how the structure
and punctuation affect the meaning of the poem. Analysis displays the writer’s understanding of the poem.
____6 C: Writer may not discuss: key words, stanza division, overall structure or punctuation. Brief analysis exists but writer could
explore the key words, stanza division and overall structure more deeply.
____5 and lower D: Writer leaves out two or more of the paragraph requirements for this paragraph. Writer does not analyze how
the aspects of the poem affects the poem’s meaning.
Conclusion
_____5 REVIEW: Writers reminds the reader of the theme and tone of the poem.
_____5 CONNECT: Writer states the uniqueness and interesting qualities of the poem.
_____5 EXTEND: Writer explains what the reader can learn from reading the poem.
_____5 ECHO: Writer echos the author and title as well as the key message in the poem.
Spelling, Grammar and Punctuation
_____5 spelling, grammar and punctuation (one point off for each mistake)
Word Choice and Voice
_____10 Writer attempts to vary word choice. Writer avoids words such as “stuff, things, something.” Writer also avoids overusing
pronouns. Writer attempts to use his/her own voice when writing- writer shows strength in developing stylistic skills beyond simply
knowing the essay formula.
Poem in Paragraph Form
_____15 pts Poem is rewritten in paragraph form. Punctuation and capitalization are included.