Assignment #3
Stage 2 - Understanding by Design
Jennifer A. Joines
The Elements of Poetry
Unacceptable
(1 Point)
Acceptable
(2 Points)
Target
(3 Points)
Assessments are not
representative of
different facets of
understanding.
Utilizes some facets to build
assessments for
understanding.
Selects assessments
that do not require
authentic
performance.
Designs assessments that
require learners to exhibit
understanding through
authentic performance tasks.
Utilizes the six facets to build
assessments for
understanding. Assessments
clearly identify the correlating
facet.
Designs assessment and
includes all assessment
instruments that demonstrate
congruency among goals,
assessment measures require
learners to exhibit
understanding through
complex authentic
performance tasks.
Designs a scoring rubric that
includes distinct traits of
understanding and successful
performance and clearly
illustrates the six facets of
understanding.
Includes a variety of
appropriate assessment
formats within the unit to
provide additional evidence of
learning
Assessments clearly used as
feedback and reflection for
students and teachers, as well
as for evaluation.
Your
Score
1.
2.
3.
4.
5.
Selects assessments
that do not utilize
criterion-based
scoring tools.
Designs appropriate
criterion-based scoring tools
to evaluate student product
and performance.
Selects assessment
formats that are
limited.
Includes at least three
different formats of
assessment.
Fails to provide
opportunities for
learners to selfassess.
Provides opportunities for
learners to self-assess.
Your Total Score
Score
10 or <
11-13
14-15
/3
/3
/3
/3
/3
/15
Rating
Unacceptable
Acceptable
Target
Title of
Unit
The Elements of Poetry
Grade
Level
9th grade English
Stage 2 – Determine Acceptable Evidence
National Standard:
Standard 5: The student who is an independent learner is information literate and appreciates
literature and other creative expressions of information.
Technology Standard:
Standard 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
State Standard:
ELA9RL1: The student demonstrates comprehension by identifying evidence (i.e., examples of
diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a
variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay,
editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies and responds to differences in style and subject matter in poems by a variety
of contemporary and canonical poets; the student:
a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme),
sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language
(i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free
forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.
b. Sorts and classifies poems by specified criteria (i.e., fixed and free forms, rhymed and
unrhymed, narrative and lyric, and/or universal themes and topics).
Essential Questions
Overarching Questions:
-Why should I read poetry?
-Why would I want to express myself through
poetry?
-Will I encounter poetry in my other content
areas?
Topical Questions:
-What are the elements of poetry? (sound
devices, figures of speech, poetic structure)
-What does it mean to analyze a poem?
-How does a poet use sound devices and
figures of speech to create meaning?
-What is a fixed form poem?
-What is a free form poem?
-How can I use imagery in poetic
expression?
-How can technology be used to express
myself poetically?
Stage 2 - Evidence
Performance Tasks
Goal: Your task is to write a poem and feature it as a movie using Windows Movie
Maker. Your poem should be about a special memory and feature pictures from that
time in your life. You will also use Audacity to record your own voice narrating your
poem.
Role: You are a budding poet.
Audience: Your audience will be a group of 9th graders who have been studying poetry.
Situation: Be sure to include several elements of poetry that they have been learning in
your movie. Your challenge will be to appropriately mix the creativity of your poem
with the technology at your disposal.
Standards and Criteria for Success: Your must include a title slide at the beginning and
a dedication slide at the end of the movie. Your pictures and poem should be arranged
to follow along with your narration.
Other Evidence
1. Elements of Poetry quiz: This fill-in-the-blank quiz measures the
student’s understanding of basic poetry terms covered in class.
2. “The Girl Who Loved the Sky”: Students will be given this poem to
analyze for meaning, structure and figures of speech.
3. “Sympathy” by Paul Lawrence Dunbar: Students will work in
groups to analyze this poem for meaning and figures of speech.
4. Poetry Share: Students will pick a poem of their choice to share with
the class. (rubric attached)
5. Poetry Test: This multiple format test will measure the student’s
understanding of the elements of poetry.
6. Reader’s Response on Shakespeare’s Sonnet 130: Students will
participate in a short writing activity before reading Shakespeare’s
Sonnet 130. After we read the poem, students will be asked to
respond to the theme of the poem. (Academic Prompt)
7. Movie Maker Workshop: Students will receive detailed instructions
on how to use Windows Movie Maker. They will learn how to place
pictures and audio into their movie. (six facets rubric attached)
8. Peer Revision: During the proofreading phase of writing poetry,
students will have an opportunity to peer revise their poetry. (rubric
attached)
9. Self Reflection: Students will have an opportunity to reflect on their
progress during the production of their movie and their
understanding of the elements of poetry.
10. (Enrichment) Writing assignment: Students will be required to write
an essay comparing the poem, “The Ballad of Birmingham” to a
secondary source about the same topic.
Student Self-Assessment and Reflection
Students will be asked to complete the following self-assessment inventory before their movie
projects is submitted.
Self-Assessment: Poetry
Poet: ___________________________
Directions: Please complete the following inventory of your progress in our study of poetry.
Please be honest with your answers. Your results will help you pinpoint what you need to focus
on as you complete your movie project and study for your upcoming test.
Section I.
Use the following scale to rate your understanding of the following.
0 = I do not understand this area at all.
1 = I have a little understanding in this area.
2 = I have a basic understanding of this area.
3 = I understand this area but I would like to know more.
4 = I understand this area very well and am comfortable discussing it.
5 = I consider myself very proficient in this area and could even teach this information to my
classmates.
1. I can recognize and identify sound devices in poetry.
0
1
2
3
4
5
2. I can analyze a poem for meaning.
0
1
2
3
4
5
3. I can identify and discuss theme in poetry.
0
1
2
3
4
5
4. I can identify and define a sonnet.
0
1
2
3
4
5
5. I can identify and define a ballad.
0
1
2
3
4
5
6. I can identify and discuss the meaning of a simile, a metaphor, and
personification.
0
1
2
3
4
5
7. I can identify and discuss allegories, hyperbole and idioms in
poetry.
0
1
2
3
4
5
8. I can analyze a poem for its rhyme scheme.
0
1
2
3
4
5
Section II
Answer each of the following questions completely. You may give examples from any of the poetry
we’ve studied in class.
1. Explain how your understanding of poetry has changed since beginning
our study.
2. What poem have you most been able to identify with? Why?
3. Explain your thoughts on your movie making experience. What
was the easiest part of the process for you? Why? What was the
most difficult part of the process for you? Why?
4. When you show your classmates your movie, what is the most
important thing you want them to know about your
poem/movie?
Six Facet Rubric
Project Rubric: Memory Poem
Name: ________________________
Title: _________________________
4
Explain
Interpret
Apply
Perspective
The poet
successfully
proved an
understanding
of the
elements of
poetry.
The poet
successfully
interpreted the
essential
questions and
project
requirements.
The poet was
able to
proficiently
merge Movie
Maker and
poetic
creativity to
produce a
finished
movie.
Poet gives a
unique point
of view of the
memory.
Personal voice
3
The poet
showed a basic
understanding
of the
elements of
poetry.
The poet
demonstrated
a basic
understanding
of the essential
questions and
requirements.
Minor errors
in project
format are
evident.
The poet
demonstrated
a basic
understanding
of Movie
Maker and
was able to
create an
adequate
movie product.
Poet relates a
generally
vague point of
view.
Although style
2
1
The poet
expressed an
incomplete
understanding
of the
elements of
poetry.
The poet
demonstrated
a novice level
understanding
of essential
questions and
project
requirements.
The poet
demonstrated
serious
misconceptions
of the elements
of poetry.
The poet was
generally
proficient with
Movie Maker,
but major
errors cause
the finished
project to be
hard to follow.
The poet did
have an
understanding
of Movie
Maker.
Poet shows
very little
understanding
of point of
view, style and
Poet’s point of
view, style and
voice are not
evident in the
poem.
The poet did
not use the
essential
questions as a
guide. The
project
directions were
not followed.
Points
and style are
very evident.
Empathy
Selfknowledge
The poet
created a
product that
demonstrates
sensitivity to
others.
Poet
demonstrates
self-awareness
through tone.
Poem is
reflective.
and voice are
evident, they
are not strong.
The poet’s
tone is
generally
sensitive to
others.
voice.
The poet’s
tone is
somewhat
sensitive to
others.
The poet
demonstrates
no regard for
the sensitivity
of others.
Poet struggles
with finding
an
introspective
tone. Poem is
somewhat
reflective.
Poet rarely
demonstrates a
reflective tone.
The poem is
void of
insightful or
reflective tone.
Elements of Poetry Quiz: Using this quiz, I will be able to assess who has been studying
their notes as requested.
Elements of Poetry Quiz 1
Name: ______________________
Directions: Answer each question completely.
1. The three types of rhyme are 1. Approximate, 2. __________
and 3. _____________.
2. In the poem "Sympathy", by Paul Laurence Dunbar, the bird sends a
prayer for freedom up to Heaven. This is an example of what figure of
speech? ___________
3. _______________ is a poem that tells a story.
4. Poetry that has no rhyme and no beat is called ____________.
5. __________________ poetry does not tell a story but expresses emotion.
6. A(n) _________ is an ancient form of Japanese poetry that contains
_______ lines and 17 total syllables.
7. An author might use a(n) ____________________, or repetition, to
emphasize the theme of the poem.
8. A(n) ____________________ is a narrative poem about an historical
figure or an historical event.
9. A six lined stanza is called a(n) _______________________.
* Read this poem and answer the following questions.
"Dreams" by Langston Hughes
Hold fast to dreams
For if dreams die
(3) Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
1. Write the rhyme scheme for this poem. ________________________
2. Line three of the poem contains what type of figure of speech?
3. a. In the second stanza, imagery is used. A) Write the line(s) of
poetry from the second stanza that illustrates imagery. B) In what
way do these lines reflect imagery?
A.)
B.)
4. What do you think this poem is about? (Write your answer in
complete sentences.)
5. What words from the poem above show assonance.
_________________
The following quiz will be administered to assess the student’s ability to analyze a poem
for content, structure and figures of speech.
Poetry
Directions: Read the following poem. Then, read and respond to the questions that
follow.
“The Girl Who Loved the Sky”
Anita Endrezze
5
15
25
35
Outside the second-grade room,
the jacaranda tree blossomed
into purple lanterns, the papery petals
drifted, darkening the windows.
Inside, the room smelled like glue.
The desks were made of yellowed wood,
the tops littered with eraser rubbings,
rulers, and big fat pencils.
Colored chalk meant special days.
The walls were covered with precise
bright tulips and charts with shiny stars
by certain names. There, I learned
how to make butter by shaking a jar
until the pale cream clotted
into one sweet mass. There, I learned
that numbers were fractious beasts
with dens like dim zeros. And there,
I met a blind girl who thought the sky
tasted like cold metal when it rained
and whose eyes were always covered
with the bruised petals of her lids.
She loved the formless sky, defined
only by sounds, or the cool umbrellas
of clouds. On hot, still days
we listened to the sky falling
like chalk dust. We heard the noon
whistle of the pig-mash factory,
smelled the sourness of homebound men.
I had no father; she had no eyes;
we were best friends. The other girls
drew shaky hopscotch squares
on the dusty asphalt, talked about
pajama parties, weekend cookouts,
and parents who bought sleek-finned cars.
Alone, we sat in the canvas swings,
our shoes digging into the sand, then pushing,
45
until we flew high over their heads,
our hands streaked with red rust
from the chains that kept us safe.
I was born blind, she said, an act of nature.
Sure, I thought, like birds born
without wings, trees without roots.
I didn’t understand. The day she moved
I saw the world clearly; the sky
backed away from me like a departing father.
I sat under the jacaranda, catching
The petals in my palm, enclosing them
until my fist was another lantern
hiding a small and bitter flame.
1. The speaker in this poem is _______________
a. a blind woman looking back at her lonely childhood
b. a popular girl in second grade
c. a girl who felt like an outsider
d. a child who grew up feeling uneasy in the natural world
2. In line 35, “Alone, we sat in the canvas swings,” the poet uses the word alone to
convey that the speaker and the blind girl _________
a. have lost their parents
b. are separated from their classmates
c. are not supervised by their teacher
d. are independent, self-confident children
3. The poet uses the word papery in the image “the papery petals/drifted” (lines 3-4)
to show that the petals are ________
a. white
c. lightweight
b. stiff
d heavy
4. An example of metaphor in this poem is ___________
a. “The pale cream clotted” (line 14)
b. “The walls were covered with precise/bright tulips” (line 10-11)
c. “I saw the world clearly” (line 4)
d. “my fist was another lantern” (line 48)
5. An example of implied metaphor is _____________
a. “The desks were made of yellowed wood,/the tops littered with eraser
rubbings” (line 6-7)
b. “and whose eyes were always covered/with the bruised petals of her lids”
(lines 20-21)
c. “dens like dim zeros” (line 17)
d. “the jacaranda tree blossomed” (line 2)
6. Which phrase does not include alliteration? __________
a. “our hands streaked with red rust”
b. “the cool umbrellas/of clouds”
c. “whistle of the pig-mash factory”
d. “birds born/without wings”
7. “The sky/backed away from me like a departing father” (lines 44-45 is an
example of simile and _______________
a. rhyme
b. metaphor c. onomatopoeia
d. personification
8. This poem is a _____________
a. sonnet
b. haiku
c. ballad
d. free-verse poem
9. Why does the speaker say, “the sky/backed away from me like a departing father”
(lines 44-45)? ____________
a. She is describing an approaching storm.
b. The blind girl loved the sky, and the speaker feels that the girl’s leaving is
like the loss of her father.
c. She is swinging and feeling sad as she thinks about her father.
d. She thinks her friend’s blindness is unnatural, like a sky that moves away
from you.
“Sympathy” by Paul Laurence Dunbar: After a brief discussion about the author and his
life, the students will be given a copy of “Sympathy”. They will use the poem to follow
along as an audio version of the poem is played using the SMART Board. Students will
then be divided up into groups and given a set of questions to answer as they discuss the
poem. Students should have their elements of poetry definitions with them. Each student
is required to write their own answers to each question as they collaborate. The teacher
will moderate their progress and redirect them as needed. When each group has
completed the assignment, the groups will come together to participate in a whole class
discussion of the questions. Everyone is required to turn in their answers so that I can see
who understands the process and who doesn’t. Their answers will be returned to them
the next day to help them prepare for future assessments.
"Sympathy"
By Paul Laurence Dunbar
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!
Group: __________________
___________________
___________________
1. What do you think an extended metaphor is?
2. Write the line that contains a simile in the first stanza.
3. What do you think a "bud" is in the first stanza?
4. What emotion is the bird feeling in the first stanza? Why?
5. What is the bird doing in the second stanza?
6. What does the bird really want to be doing?
7. What do you think the "old, old scars" are?
8. What is the bird doing in the third stanza?
9. This poem is not actually about a bird. What do you think this poem is about?
10. Find an example of assonance.
11. Find an example of alliteration.
12. Find an example of personification.
13.What do you think sympathy means?
14. What do you think empathy means?
In addition to the movie production, the following poetry test will be given at the end of
the unit.
Poetry Test
Name:______________
Section I: Directions: Answer each of the following questions completely.
1. A Haiku is an ancient ________________ poem with _________
lines and ____________ total syllables.
2. A _______________ is a poem that tells a story about an historical
event or person. This type of poetry can be categorized into two
types, the ___________________ and the _________________.
3. The following line from “ I Wandered Lonely as a Cloud” contains
what poetic device.______________
“…When all at once I saw a crowd,
A host, of golden daffodils,
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
4. __________________ is the repetition of vowel sounds within a word.
5. In the poem “The Seven Ages of Man” Shakespeare compares life to
__________________. He also compares humans to ________________.
.
6. Define narrative poetry:
7. In Paul Laurence Dunbar’s poem “Sympathy,” what does the caged bird
symbolize?
8. The following lines from “Macavity: The Mystery Cat” contain what
type of figure of speech?________________
“His coat is dusty from neglect, his whiskers are uncombed.
He sways his head from side to side, with movements like a snake;..”
9. What sound device is being used in the following lines of
poetry?______________
“Two rods diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;”
10._______________ is poetry that contains a beat but no rhyme.
11.________________ is language that appeals to the senses.
12.A(n) _______________ is a group of four consecutive lines of poetry
that form a single unit.
13. Eight lined stanzas are called ________________.
a. Couplets
b. Octets
c. Triplet
d. Octuplet
14.Define onomatopoeia:
15.Sonnets are lyrical poems with ___________ lines.
sonnet is the __________________________.
One type of
16.The following lines contain which kind of figure of speech.
“Thirty is the promise of a decade of loneliness, a thinning list of single men
to know, a thinning briefcase of enthusiasm, thinning hair.”
A. personification
B. Metaphor
C. Lyric
D. Simile
20. Write the rhyme scheme for the following poem. __________________
Bernina had a Band-Aid
on her elbow and her chin,
her ankles, knees and forehead,
plus her shoulder and her shin.
Another two were on her ears
and ten were on her toes.
She'd one on every finger
and a big one on her nose.
21. In order to be a true poem, a piece must have rhyme and rhythm.
a. True
b. False
22. Using alliteration, write your own tongue twister. (You may not use or
try to copy an example used in class or in your notes.
23. What is the term used to mean, “a play on words”? ________________
24. Six lines of poetry that rhyme is called a(n) _________________.
25.
A long narrative poem about the adventures of a hero is a(n)
______________________________.
Section II: Directions: Read the following poems. Answer the following
questions.
Poem 1
Poem 2
“Waking” by Lillian Moore
“Pretending to Sleep”
by: Judith Thurman
My secret way of waking
Is like a place
To hide.
I’m very still,
My eyes are shut.
They all think I am sleeping
But
I’m wide awake inside.
Pretending to sleep
in the back seat
They all think I am sleeping
But
I’m wiggling my toes.
I feel sun-fingers
On my cheek.
I hear voices whisper- speak.
I squeeze my eyes
To keep them shut
So they think I’m sleeping
BUT
I’m really wide awake inside
--And no one knows.
I suck my cheeks in
so I can’t grin
When they whisper,
“We won’t wake her.”
I’m a good faker.
I squeeze my eyelids
Like the wings
of a caught moth.
They flutter-But I breathe deep.
From Flashlight and Other
Poems (1977)
From I feel the Same Way (1967)
1.How is the content of poems 1 and 2 the same?
2. a. Would you classify these poems as narratives or lyrics? b. Explain
your answer.
3. Poem 1 contains a refrain. Write the line that reflects this term.
4.Poem 2 contains a simile. Write the line from the poem that contains
the simile.
5. Poem 1 contains an example of personification. Write the line that
contains personification.
6. Poem 1 has _________ stanzas and poem 2 has _______ stanzas.
The following assignment will assess the student’s ability to compare two different forms
of text. Students must also prove their understanding of the elements of poetry. Students
will first be required to read the narrative about the bombing at the 16th Street
The History Behind the Ballad
Taylor Branch
The following account is from Parting the Waters, a book that won the Pulitzer Prize in
history in 1989.
That Sunday was the annual Youth Day at the Sixteenth Street Baptist Church. Mamie
H. Grier, superintendent of the Sunday school, stopped in at the basement ladies’ room to
find four young girls who had left Bible classes early and were talking excitedly about
the beginning of the school year. All four were dressed in white from head to toe, as this
was their day to run the main service for the adults at eleven o’clock. Grier urged them
to hurry along and then went upstairs to sit in on her own women’s Sunday-school class.
They were engaged in a lively debate on the lesson, “The Love That Forgives,” when a
loud earthquake shook the entire church and showered the classroom with plaster and
debris. Grier’s first thought was that it was like a ticker-tape parade. Maxine McNair, a
schoolteacher sitting next to her, reflexively went stiff and was the only one to speak.
“Oh, my goodness!” she said. She escaped with Grier, but the stairs down to the
basement were blocked and the large stone staircase on the outside literally had vanished.
They stumbled through the church to the front door and then made their way around
outside through the gathering noise of moans and sirens. A hysterical church member
shouted to Grier that her husband had already gone to the hospital in the first ambulance.
McNair searched desperately for her only child until finally she came upon a sobbing old
man and screamed, “Daddy, I can’t find Denise!” The man helplessly replied, “She’s
dead, baby. I’ve got one of her shoes.” He held a girl’s white dress shoe, and the look on
his daughter’s face made him scream out, “I’d like to blow the whole town up!”
“Ballad of Birmingham”
(On the bombing of a church in Birmingham, Alabama, 1963)
-Dudley Randall
“Mother dear, may I go downtown
Instead of out to play,
And march the streets of Birmingham
In a Freedom March today?”
“No, baby, no, you may not go,
For the dogs are fierce and wild,
And clubs and hoses, guns, and jails
Aren’t good for a little child.”
“But, mother, I won’t be alone.
Other children will go with me,
And march the streets of Birmingham
To make our country free.”
“No, baby, no, you may not go,
For I fear those guns will fire.
But you may go to church instead
And sing in the children’s choir.”
She has combed and brushed her
Night-dark hair,
And bathed rose-petal sweet,
And drawn white gloves on her small
Brown hands,
And white shoes on her feet.
The mother smiled to know her child
Was in the sacred place,
But that smile was the last smile
To come upon her face.
For when she heard the explosion,
Her eyes grew wet and wild.
She raced through the streets of Birmingham
Calling for her child.
She clawed through bits of glass and brick,
Then lifted out a shoe.
“O, here’s the shoe my baby wore,
But, baby, where are you?”
Questions for Review on Poem:
1. What historical event is this poem depicting?
2. What does the younger person ask permission to do? Why does the
older person say no?
3. This ballad’s emotional effect is based in part on dramatic irony,
which occurs when the reader knows something that a character does
not know. What does the reader know that the mother in the ballad
doesn’t know?
4. Explain why the mother’s refusing to let her child join a
demonstration and sending her to church instead is a powerful
example of dramatic irony.
5. Like many folk ballads this literary ballad is written in four-line
stanzas with end rhymes. Which lines rhyme in every stanza of this
ballad? _____________________________________ Plot the rhyme
scheme for this poem.
6. Give at least two examples of imagery from the poem.
7. Find and explain an example of irony in “The History Behind the
Ballad.”
8. In a short essay, compare and contrast Randall’s ballad with Branch’s
historical account. Although the authors use very different forms to
tell the same story, what similarities do you see between the two
works? What are the key differences between the two works?
Conclude by explaining whether the ballad or the historical account
seems most powerful to you.
*Use this chart to guide your essay!
“The Ballad of
Birmingham”
Historical
Account
Genre
Author’s purpose
(to explain, to
experience the event,
to feel something and
gain insight)
Theme or main idea
(universal lesson
expressed as a
sentence)
How writer uses
Characteristics of genre
to develop theme or
main idea
What genre impacts me the
most? Why?
(imagery, figurative language and
sound devices)
(facts, characters, conflict)
The following rubric will be used to assess student’s performance during
the poetry share day.
Performance Rubric: Poetry Share
Performer: ___________________
Title: _______________________
Time: _______________________
Proficient
20 points
Adequate
10 points
Limited
5 points
Introduction
Complete title and source
information are given.
Only one mistake in
source information is evident.
A limited attempt was made
to give source information.
Explanation
of Poem
A meaningful explanation
of the poem was given.
Student gave an insightful
explanation of why this
poem was chosen.
Poem was explained but only
on a surface level. Student did
not fully explain their personal
connection with this poem.
The student displayed a
limited understanding of the
poem and showed only a
limited personal connection
with the poem.
Eye Contact
Student held the audience's
attention by maintaining eye
contact throughout the entire
presentation.
The student's use of eye
contact was generally effective.
The student's use of eye
contact was limited or only
somewhat effective.
Articulation/
The student's use of articulation
Pronunciation and pronunciation was
completely accurate throughout
the entire presentation.
The student's use of articulation The student displayed
and pronunciation was generally numerous errors in
accurate. Only minor inaccura- articulation and pronunciation.
cies were evident.
Audience
participation
The student was generally
attentive during the
presentations.
The student consistently
showed respect for others
during the presentations and
always listened attentively.
Occasionally the student was
attentive during the
presentations, but was for the
most part not listening.
Inc
0p
N
g
Students will use the following peer review to assess each other’s poetry movies before
the projects are submitted for grading. Students will identify themselves only by their
computer numbers. Peers are required to provide constructive comments for each movie
they review.
Peer Review: Memory Poem
Peer #1 Computer Number: ________
Peer #2 Computer Number: ________
Directions: Use this rubric to evaluate your peer’s memory poem
movie. Please use the following scale to respond to the
following statements.
1= no attempt made
2= partly proficient
3= proficient
4= exemplary
1. The poet successfully interpreted the essential questions and
the project requirements. (Introductory slide with name and title,
dedication slide at the end, smooth transitions, narration goes along with the
poem and photos.
Peer 1:
1
2
3
4
Peer 2:
1
2
3
4
2. The poet demonstrates an understanding of the elements of
poetry.
Peer 1:
1
2
3
4
Peer 2:
1
2
3
4
3. The poet showed a command of the Movie Maker program.
Peer 1:
1
2
3
4
Peer 2:
1
2
3
4
4. The poet creates a personal glimpse into his or her memory.
Peer 1:
1
2
3
4
Peer 2:
1
2
3
4
5. The Poet’s style was sensitive to the audience.
Peer 1:
1
2
3
4
Peer 2:
1
2
3
4
6. Personal creativity is reflected throughout the movie.
Peer 1:
1
2
3
4
Peer 2:
1
2
3
4
Peer 1: Constructive comments: __________________________________
Peer 2: Constructive comments: __________________________________