English I 2014: Poetry Portfolio Assignment
Due April 14 (A)/ 15 (B)
For our unit on poetry, students will critique poems by applying skills and techniques learned in class.
Common Core Standards:
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RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Components:
A. Poem Criticism: Five constructed responses (minimum ½ page each, typed, titled, and double-spaced)
1. Choose two poems dealing with the same topic (theme). Compare OR contrast the poems’ speaker and tone.
Explain how the poems are alike or different in these two areas, and explain how the speaker and tone of the
poems influence the theme. Use textual evidence to support your claims.
2. Choose one poem with vivid imagery. Explain what images the poet uses, and what effect those images have on the
reader and the meaning of the poem. Use textual evidence to support claims.
3. Choose one poem to analyze using the TP-CASTT model. See template on webpage.
4. Choose one poem to examine for figurative language. You will choose 1-2 elements of figurative language present in
the poem and explain how the language affects the meaning of the poem.
5. Choose one song to analyze. Explore an interpretation of the song’s lyrics by analyzing figurative language, imagery,
sound effects, form, etc. Use textual evidence to support your claims.
B. Portfolio Assembly: Collect your responses, with their rough drafts and feedback, into a neat and orderly packet.
Creatively construct a cover page for your portfolio, write up a table of contents, and bind your materials in a neat and
organized manner.
C. Reflection: Write a one page reflection on your learning experiences throughout the poetry unit. Consider individual
lessons, poems, songs, etc. as well as anything you learned about yourself as a student/person. You might want to give
ideas for improvement of the poetry unit for next year’s students.
*If you do not use a poem choice listed on the following page, you MUST include a copy (with citation) of the poem in your
portfolio before your analysis. Please be sure to choose a poem of quality if you do not choose a listed option.
Poetry Portfolio Grading Rubric
Component
Points
Possible
100
90
80
70 or Below
Compare/Contrast
15
15
13.5
12
10.5
Imagery
15
15
13.5
12
10.5
TP-CASTT
15
15
13.5
12
10.5
Figurative Language
15
15
13.5
12
10.5
Song Analysis
15
15
13.5
12
10.5
Reflection
15
15
13.5
12
10.5
Assembly
10
10
9
8
7
TOTAL (out of 100)
Poetry Portfolio Component Information
1. Choose two poems dealing with the same topic (theme). Compare OR contrast the poems’ speaker and tone.
Explain how the poems are alike or different in these two areas, and explain how the speaker and tone of the
poems influence the theme. Use textual evidence (quotes) to support your claims.
Some possible poem pairs to consider:
Walt Whitman’s “I Hear America Singing” and Langston Hughes’ “I, Too, Sing America”
Pablo Neruda’s “A Dog Has Died” and Billy Collins’ “The Revenant”
Robert Hayden’s “Those Winter Sundays” and Theodore Roethke’s “My Papa’s Waltz”
Michael McFee’s “Spitwads” and Matthew Rohrer’s “Childhood Stories”
Eve Merriam’s “How to Eat a Poem” and Matk Strand’s “Eating Poetry”
2. Choose one poem with vivid imagery. Explain what images the poet uses, and what effect those images have on
the reader and the meaning of the poem. Use textual evidence to support claims.
Seamus Heaney’s “Blackberry Picking”
Edwin John Pratt’s “The Shark”
William Wordsworth’s “I Wandered Lonely as a Cloud”
Edgar Allan Poe’s “The Raven”
3. Choose one poem to analyze using the TP-CASTT model. See template on webpage/ provided in class.
Mathew Arnold’s “Dover Beach”
Robert Frost’s “Nothing Gold Can Stay”
Rudyard Kipling’s “If”
Anne Sexton’s “Courage”
4. Choose one poem to examine for figurative language. You will choose 1-2 elements of figurative language present
in the poem and explain how the language affects the meaning of the poem.
William Carlos Williams’ “This is Just to Say”
Philip Levine’s “He Would Never Use One Word Where None Would Do”
e.e. cumming’s “since feeling is first”
Pablo Neruda’s “If You Forget Me”
Andrew Hudgin’s “In the Well
5. Choose one song to analyze.
Avett Brothers “Head Full of Doubt”
Bright Eyes “We Are Nowhere and It’s
Now”
Band of Horses “The Funeral”
The Eagles “Desperado”
Phil Collins “Both Sides of the Story”
Johnny Cash “Highwayman”
Tracy Chapman “Fast Car”
Coldplay “Yellow”
Mat Kearney “All I Need”
Portfolio Assessment
The works of criticism will be assessed based on content, grammar/mechanics, and length.
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Content: The analysis must contain claims relevant to the assignment and poem(s). Claims made must be
supported by textual evidence (quotations from the poem/song) and must be original interpretations. You
should not research others’ analyses of the poems/songs you choose, though you can review analyses of other
poems for examples.
Grammar/Mechanics: Responses must display appropriate grammar and formal English. Avoid contractions,
slang, and first/second person point of view. Use present tense when discussing the texts. Remember to
proofread for errors we have discussed in class: subject-verb disagreement; pronoun reference issues; comma
splices, run-on sentences, and sentence fragments; verb tense shifts, etc.
Length: Responses must meet or exceed the length requirement and provide complete answers to the
prompts.