English: Monday, March 5, 2013
1.
Handouts:
* None
2.
Homework:
* Print out the poem you wrote, due tomorrow (Tuesday)
Select a font and size of your choice (page limit of one page)
Include your name and English class for heading
Extra Credit: Illustrate your poem! 
Limit of one page], due Tuesday
# of bonus points based on quality, effort, creativity
* Lit Test over Poetry Unit next Wed., Mar. 6, during English class:
Check out Cornell Notes, Sets 1 – 6
[Set #6 is a supplement, the Poetry Booklet]
3.
Assignments due:
* Write Your Own Poem assignment (see rubric)
Lesson Goal: Create your own poem and present it to the class.
Outcomes: Be able to . . .
1. Demonstrate your ability to write, edit, and proof your own
lyrical or narrative poem.
2. Apply the use of at least two sound devices and two language
devices in your poem.
3. Participate in a peer review by evaluating a classmate’s poem.
4. Present your own poem to the class.
5. Demonstrate your ability as an audience to listen attentively
and supportively.
6. Eventually publish well crafted poems in our class’s online
magazine.
Starter #1
Place your assignment on your desk (rough draft underneath). On your
rubric, do each of the following, one step at a time. . . .
1) Put a check mark at the end of any line(s) that had a sound device.
2) Beside the check mark, write the name of that sound device.
3) Circle the word/words that prove you used that sound device.
4) Put a check mark at the end of any line(s) that had a language device.
5) Beside the check mark, write the name of that language device.
6) Circle the word/words that prove you used that sound device.
7) On the line that says, “Save your poem to your flash drive,” write
“YES” if you typed and saved your poem as a Word document and
saved it to your flash drive. Write “NO” if you did not.
Starter #2
Using a red pen, write GB and your name at the bottom. In the right-hand
margin, number from 1 to 10 vertically. Answer each question below with a
“Yes” or “No.”
1) Did the person fill out the entire heading on this sheet?
2) Is the poem written in dark colored ink on handout lines?
3) Is punctuation used throughout the poem?
4) Did the person avoid errors in spelling?
5) Is there a rough draft that reveals effort? (should not be “perfect”)
6) Does the poem include a title?
7) Did the poet use at least two sound devices?
8) Did the poet use at least two different language devices?
9) Is this poem well crafted? (That is, the words used should make sense)
10) Did the poet type and save the poem to his/her flash drive?
Starter #3: Consider these factors in rating each poet:
* Reading Aloud [Think of the reader for “The Highwayman” as a model.]
Could you hear them clearly?
Did they read with “inflection”?
Did they pause occasionally for emphasis?
Did they raise and lower their voice for dramatic effect?
Did they vary the speed at which they read?
* Was the poem creative? (Interesting, compelling, clever, thoughtful)
* Effort (How much time and effort went into crafting this poem)?
* Appealing (Did you enjoy this poem)?
* Overall (Compared to all other poems shared, how good was this one?)
For each column below, mark the following: P+
1
Reading Aloud
Names
2
Creative
3
Effort
P
P—
4
Appealing
5
Overall