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: __________________________________