Curriculum Design - Poetry



Curriculum Design - Poetry

Mary Lou Alther

University of New England

Instructional Leadership

EDU707

Instructor Erin Connor

October 04, 2009

There are many components students require to fully appreciate, understand, and discuss various types of literature, including poetry. Recent standardized testing indicates that students need more structured instruction in figurative language and in analyzing poetry. The process of analyzing poetry also incorporates the writing process including recognizing figurative language, developing a draft to include the required components, sentence and paragraph development, as well as editing. Writing poetry involves knowledge of the types of poems, figurative language, rhyme schemes, and the writing process. While we currently examine poetry in grade 8, it often is regarded more as a review of the basic elements found in poetry. Students often miss the rich nature of poetry and miss an opportunity for written analysis and to share their interpretations and develop their own poetry to be shared.

The New England Common Assessment Program is the standardized assessment used to determine academic growth in our students. The New England Common Assessment Program (NECAP) is the result of collaboration among Maine, New Hampshire, Rhode Island, and Vermont to build a set of assessments for grades 3 through 8 and 11 to meet the requirements of the No Child Left Behind Act (NCLB). (NH Department of Education [NH DOE], n.d., ¶ 1) NECAP results are intended to evaluate how well students and schools are achieving the learning targets contained in the Grade Level and Grade Span Expectations. Historical data (2006, 2007and 2008) from the NECAP indicates that in the area of Reading there was no change in scores at the Proficient level during 2006 and a drop in scores at the Proficient level in 2007 for Grade 8. (Shalit, 2009) After considerable discussion and planning, a separate reading class was added in Grade 8 in 2009. This has been the concluding phase of having a separate reading class across grades 6, 7 and 8.

In addition to adding a reading class at each grade level, further development, adoption, and implementation of a three-tiered program for reading instruction has begun this year. This prescriptive program, following the Response to Intervention (RTI) model is providing structure to the reading programs across all three-grade levels. All students are screened using standardized tests including review of NECAP scores and data from the NWEA MAPS tests.(Northwest Evaluation Association [NWEA], n.d.) In addition, students participate in screening through AIMS-WEB. The Reading Specialist, reading teachers, and members from the data team review the information and recommend placement in Tiers 1 - 3. Tiers 1 and 2 are receiving reading and English instruction in inclusive settings with identified Tier 2 students receiving additional support from the Reading Specialist. Tier 3 students are receiving remediative instruction from special education staff using the Language! Program. The Language! Program is a fast paced, tightly spiraled program focusing on phonemic awareness, morphology, reading fluency, reading comprehension, and writing skills. (Shalit, 2009)

Curriculum Map

While English and reading are currently being taught as separate classes there is a continuum of instruction that crosses over into each area. Both areas study literature and the elements of poetry; however, there appeared to be gaps in the areas of written opportunities for poetry development and sharing of written work with their peers. It is the intent for this unit to be covered across all three tiers, bringing students from Tiers 2 and 3 together during the study of Poetry. The unit will require collaboration among the reading and English teachers, as well as the Special Education teacher to provide an opportunity for all students to participate in instruction. This Unit will address a shared responsibility for understanding the elements of poetry, figurative language, reading poetry, and developing student portfolios to share their work. The Unit will include lessons on Figurative Language, Interpreting Poems, the Purpose of Poems, the Content of poems, Creating poems and Analyzing poems.

The standards addressed within this unit include:

• R-8-4.4 Identifying the characteristics of a variety of types/genres of literary text

• R-8-4.5 Identifying literary devices appropriate to genre; rhyme schemes, alliteration, simile, imagery, metaphors, onomatopoeia, repetition, personification

• R-8-6 Demonstrating knowledge of author’s style or use of literary elements and devices

• R-8-16 Generates a personal response to what is read through a variety of means

• R-8-13Uses comprehension strategies, before, during and after reading literary and information text

• W-8-11.2 Demonstrates the habits of writing extensively by sharing thoughts, observation and impressions

• W-8-11.3 generating topics for writing

• W-8-12.1 In writing poetry, students demonstrate awareness of purpose by writing poems in a variety of voices for a variety of audiences

• W-8-12.2 Writing poems that express speaker’s moods, thoughts or feelings

• W-8-13.1 In writing poetry us language effectively by selecting vocabulary according to purpose and for effect on audience

• W-8-13.2 Using rhyme and figurative language

• W-8-13.4 Using a variety of poetic forms

• W-8-14.4 In reflective writing, students explore and share thoughts, observations and impressions by using a variety of elaboration techniques

Lessons:

Lesson One: Figurative Language (English - two 40-minute blocks)

For scheduling purposes, Tier 3 students will be assimilated into the corresponding scheduled English and Reading blocks.

Objectives: Students will recognize, paraphrase, and synthesize information/terms from a variety of texts and genres.

Materials: Figurative Language Wordsplash

Student Journals

Vocabulary

Figurative language - a method of expressing ideas by using non-literal methods and figures of speech. Figures of speech help make abstract ideas concrete through the use of the senses.

Personification - Giving a human quality to a non-human being or object

Simile - a figure of speech that compares two unlike things using the words like, as, than, similar to, resembles and seems

Metaphor - A figure of speech that compares two unlike things - usually a 'being' verb is used to make a comparison

Oxymora - figure of speech that combines opposing words or ideas together

Paradox - a figure of speech that appears contradictory but in reality outlines an actuality

Procedures and Activities

1. Distribute word splash pages to students with Figurative Language in the center. Discuss writer’s style and use of words. Ask, “If a person’s words flowed through the pen”…would we really see them flow? What does that mean? – What images does it bring to mind?

2. Have students brainstorm other instances where the literal meaning is different from the speaker’s/author’s intent.

3. Point out the words “simile” and “metaphor” on the Word Splash sheet. Discuss meaning of each term and brainstorm examples of each.

Examples – The computer virus spread like wildfire.

The student was as clever as a fox.

The Iraq democracy is in its infancy.

4. Point out the word Personification on the Word Splash. Note the word ‘person’ with the term. Discuss the sentence – The trees were dancing in the wind.

5. Discuss Oxymora. Definition – Combining terms for two normally contradictory things. Point out the examples: Silent scream, a good villain, Clearly misunderstood.

6. Discuss Paradox. Review the definition and provide the following example. Definition – Statement or situation containing apparently contradictory or incompatible elements but upon closer inspection might be true. Ex. From “Ghost House” by Robert Frost I dwell in a lonely house I know That vanished many a summer ago

7. Ask students to include definitions either on the word splash or in their journals using two column notes.

8. In their writing journals, ask students to work with a partner, (clock buddies) to come up with two examples each of simile, metaphor, personification, oxymora and paradox.

9. Assess by walk around and provide immediate feedback.

10. Ask each group to illustrate an example of simile, metaphor, and personification on poster paper.

11. Share posters in whole class setting. Posters can be shared between English and reading classrooms.

Assessment – Students will be assessed informally via walk around while in pairs during generation of examples of each term. Finished collaboration/poster will also be assessed.

Differentiation – Students can be given a copy of notes to describe each term to supplement their own.

Posters can be typed and printed out, pictures obtained from magazines, etc.

Lesson Two: Contents of a Poem (English/Reading – two 40-minute blocks)

For scheduling purposes, Tier 3 students will be assimilated into the corresponding scheduled English and Reading blocks.

Objectives: Students will recognize different methods and figurative language used in

Poems.

Students will compare and contrast different texts and poems.

Materials: Student journals

Collaborative Work Skills rubric

Chart paper, overhead, or computer projector

Checklist for Poem content

Various poetry selections and books

Vocabulary:

Repetition: the use of a sound, word, or phrase repeated in the poem

Refrain: a line or group of lines regularly repeated within a poem

Imagery: language that creates pictures in the reader’s mind

Sensory language: language that is used to appeal to the five senses to create images.

Rhyme: words that have the same ending syllable sounds

Alliteration: the use of words that have the same beginning sound

Onomatopoeia – a word that imitates or suggests the sound of the word it describes. – buzz or meow, etc.

Free verse: a style of writing that is generally free of meter and rhyme patterns.

Procedures and Activities:

1. Review vocabulary terms presented during Lesson one.

2. Discuss the vocabulary terms above with students. They should add them either to the Word splash sheet or in their journals as two-column notes.

3. Read poems that illustrate repetition, show rhyme scheme, alliteration, free verse, etc. Discuss each element with students.

4. Pair up students using clock buddies system. Remind students of expectations when working together.

5. Have students work with partners to review a variety of poems.

6. Students should choose six poems and study them together. For each poem, students should read through each one. Using the Checklist for Poem Content each student should check off each element found within his or her poem. They need to find at least two examples of each element in their poems. Include examples for whole class discussion.

7. Re-group in whole class session for discussion on poem elements, use of figurative language, overall impression of poem and meaning derived form the poem. Students should read their poems and discuss each element, meaning, etc.

Assessment/Evaluation: Students will be assessed on cooperative engagement during the activity. The Checklist for Content will be reviewed as well.

Differentiation – Some students may need access to specific poetry examples to illustrate various elements.

Students should be encouraged to begin composing their own examples of poems in rough draft form.

Students can access poetry on websites See Appendix – some can be read to them.

Lesson Three: Interpreting Poems (Reading - two to three 40 minute blocks)

For scheduling purposes, Tier 3 students will be assimilated into the corresponding scheduled English and Reading blocks.

Objectives – Students will interpret poems to reveal an author’s message.

Students will understand how figurative language supports meaning in a given context.

Materials – Collaborative Work Skills rubric

Literature – Silver level - textbook

Suggested Poems:

Road Not Taken – Robert Frost – p. 34

O Captain! My Captain! – Walt Whitman – 266

Those Winter Sundays – Robert Hayden - 424

The Secret Heart – Robert P. Tristram Coffin – p. 809

If I can stop one Heart from breaking – Emily Dickinson – p. 859

Dictionary

Writing journal

Key Vocabulary: Symbol – something that suggests something else by association or relationship

Stanza – a division of a poem made up of a series of lines arranged together in a recurring pattern. Many times a stanza will have a main idea.

Interpret – explain or tell the meaning of

Symbolism – the art of using symbols – suggesting it represents something else

Stanza – a division in a poem consisting of a group of lines arranged together in a recurring pattern

Procedures/Activities:

1. Post the word ‘interpret’ in front of the group. Discuss its meaning in relation to poetry.

2. Ask students to open their Literature books to P. 34 – “A Road Not Taken by Robert Frost”. Read the poem to the class.

3. Discuss the author’s meaning with the group. Discuss the difference between the literal meaning and the symbolism used in the poem.

4. Break students into groups (draw straws) and begin reading the poems listed. For each poem, students will discuss their interpretation of the author’s meaning and purpose. These ideas should be documented in their writing journals – with clues or justification for their reasoning. Students can add pictures to their journals depicting the poem’s meaning. Each poem should have a page dedicated to that interpretation.

5. Return to whole group for discussion and sharing of findings.

Assessment – Student product will be assessed for clarity and description.

Differentiation - Students can dictate responses if needed to get their thoughts down.

Lesson Four – Writer’s Workshop (English and Reading –six 40-minute blocks)

For scheduling purposes, Tier 3 students will be assimilated into the corresponding scheduled English and Reading blocks.

Objectives – Students will be able to write five types of poems – headline, persona/bio. Rap, R&B, up and down, and sound

Students will be able to identify and describe elements of poems.

Students will create a poetry portfolio.

Students will be able to identify poetic elements in songs.

Materials – Writing journals including notes on poetry elements

Newspapers and magazines

Song lyrics

Supplies for portfolio construction – paper, colored pencils, etc.

1. Students will review types of poems and brainstorm what is needed to develop their own poems. Discuss what they look for in poems, they enjoy or elements they do not enjoy various types of poems will be reviewed/discussed. Students will learn of the types of poems to be written for inclusion in their portfolios.

2. Headline Poetry – Students will review and choose a current event from a newspaper or a small article from a magazine. Students will read the article and underline important phrases or sentences and will create a poem using just the underlined phrases. Students will glue the article on one side of construction paper and their poem on the other. Be sure to cite work.

3. Persona/Bio Poem – Students will create a poem about themselves using metaphor and simile. I.e. write about yourself as if you were an animal. Students will add a drawing to illustrate their poem.

4. Up and Down Poetry – Students will create a poem based on a central theme. They will write the theme word down the middle of their page and create sentences around the letters on each line. Illustrate the poem.

5. Sound poetry – Students will create a poem that uses onomatopoeia and/or alliteration. Students will pick one sound and create a poem around that sound. Students can also pick a letter and create a poem around that letter. Illustrate the poem.

6. Rap/R&B as Poetry – Students create their own rap or R&B song with the focus on rhythm and rhyme scheme. Write down the lyrics and illustrate.

7. Students will choose the lyrics from a song they enjoy, (appropriate) or a poem they enjoy and complete an analysis on that poem/song. Students will write an essay (5 paragraph minimum) outlining the author’s purpose for the poem, theme, student reflection and interpretation, and determine which elements are within the piece. (This essay should include working through the writing process – pre-writing/brainstorming, rough draft, peer edit, teacher/student edit/conference, final draft) This will be added to their portfolio.

8. Development of the portfolio will include all five types of poems they worked on in class as well as the poem analysis. Portfolios should be shared in classes such as a ‘writer’s café”, author’s luncheon, etc.

Assessment – Students will be assessed on completion of the poems and analysis for their portfolio. Students will be assessed on the accuracy of labeling poetic elements and use of elements in their poems. Students will be assessed on the correct use of metaphor, simile, alliteration onomatopoeia, imagery, and theme. Students will also be assessed on proper and relative illustration for their poems.

Students will be assessed on the accuracy of the poem/song analysis, including; analysis of the elements and figurative language used, interpretation of theme, and correct spelling and grammar.

Differentiation - Students can work on a computer to develop their written work and images.

Students should be encouraged to move their hard copy portfolios to a computer portfolio and add this to their ICT portfolios.

The number/elements being reviewed can be modified – i.e. two examples of each element throughout the portfolio as opposed to listing them all for each poem.

Summary –

Providing a structured Unit on Poetry collaboratively between the reading and English classes, will provide students the experience of interpreting poetry, gaining an appreciation for poetic styles, developing vocabulary and an opportunity for poetic analysis and writing in a variety of styles. The components within this unit of study can be shared between the reading and English classes and will provide an opportunity for students to work together in informal and formal cooperative groups. These small groups provide students with opportunities to help each other learn and share their successes, as well as develop social skills and communication. These are two of the defining elements shared by Marzano. Having all students of all abilities working together has a positive impact on students’ achievement. (Marzano, Pickering, & Pollock, 2001)

Having the English teachers, reading teachers and special educators working together to provide instruction reading and analyzing poetry, reflecting on themes and writing their own poems will provide students with rich experiences in interpreting written work, and opportunities for written expression. In addition, teachers should access the school library, and Reading Specialist to monitor the effectiveness of the unit. The team of teachers should meet frequently to discuss any modifications or alterations necessary for the unit. Discussions on the flow of the unit, what is working – not working and individual student needs also need to be addressed. These meetings should include all parties involved; including the Reading Specialist, reading teacher, English teacher, special education teacher, and grade level administrator. Following the Charrette Protocol (Feicke, 2007) determinations on the Units effectiveness and need for adaptations and changes can occur as the unit is being presented. It is anticipated that these meetings can occur during Team meeting sessions. In addition, students can be periodically screened using NWEA MAPS, in the areas of Language usage and Reading to monitor growth in student achievement and to determine the need for additional changes to the curriculum. Fluidity is key in placement of students in their reading classes using the three-tiered system. (Shalit, 2009) There is considerable opportunity for further development and collaboration of other units in different subject areas. The development of academic units and resulting collaboration among teachers will provide students with rich opportunities for learning.

References

Feicke, K. (2007). The Charrette Protocol. National School Reform Faculty. Retrieved from

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works. Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.

NH Department of Education (n.d.). Accountability - New England Common Assessment Program. Retrieved October 5, 2009, from

New Hampshire Department of Education (2006). K-12 Curriculum Framework Reading. Retrieved September 14, 2009, from

New Hampshire Department of Education (2006). K-12 Curriculum Framework Written and Oral Communication. Retrieved September 14, 2009, from

Northwest Evaluation Association (n.d.). Computer-Based Adaptive Assessment. Retrieved October 5, 2009, from

Research for Better Teaching. (1997). Studying Skillful Teaching. Acton, MA: Author.

Saphier, J., & Gower, R. (1997). The Skillful Teacher (5th ed.). Acton, MA: Research for Better Teaching.

Sedita, J. (2008). The Key Three Routine. Danvers, MA: Keys to Literacy.

Shalit, T. (2009). NECAP Analysis. Paper presented at the Reading Program Analysis, Keene, New Hampshire.

Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies (2nd

Appendix A

Personification

Simile

Paradox

Figurative

Language

Oxymora

Metaphor

Appendix B

Notes

Figurative Language – Writers create images with their words. Figurative language uses words to describe something through unusual comparisons, to make things clearer, and for effect.

Simile – A comparison using like or as.

Ex. – Concrete mixers move like elephants.

Metaphor – A comparison of two unlike things that have something in common. “Like” and “as” are not used in the comparison.

Ex. The buffalo’s hoofbeats were thunder resounding through the hills.

Personification – Giving something human qualities.

Ex. The sun smiled on the flowers in the field.

Oxymora - Combining terms for two normally contradictory things.

Ex. Silent scream

Paradox - Statement or situation containing apparently contradictory or incompatible elements but upon closer inspection might be true.

Ex. From “Ghost House” by Robert Frost I dwell in a lonely house I know That vanished many a summer ago

Repetition - the use of a sound, word or phrase repeated in the poem

Refrain - a line or group of lines regularly repeated within a poem

Imagery - language that creates pictures in the reader’s mind

Sensory language - language that is used to appeal to the five senses to create images.

Rhyme - words that have the same ending syllable sounds

Alliteration - the use of words that have the same beginning sound

Free verse - a style of writing that is generally free of meter and rhyme patterns.

Appendix C

Collaboration!! Working Together!!!! Our Rubric

|Category |4 |3 |2 |1 |

|Contributions |Routinely provides useful ideas |Usually provides useful ideas |Sometimes provides useful |Rarely provides useful ideas|

| |when participating in the group |when participating in the group|ideas when participating in |when participating in the |

| |and in classroom discussion. |and classroom discussion. |the group and in class |group and in classroom |

| | | |discussion. Student does |discussion. May refuse to |

| | | |minimum requirements. |participate. |

|Monitors Group |Routinely monitors the |Routinely monitors the |Occasionally monitors the |Rarely monitors the |

|Effectiveness |effectiveness of the group, and |effectiveness of the group and |effectiveness of the group and|effectiveness of the group |

| |makes suggestions to make it more|works to make the group more |works to make the group more |and does not work to make it|

| |effective. Asks questions |effective. |effective. |more effective. |

| |instead of always directing. | | | |

|Attitude |Never is publicly critical of the|Rarely is publicly critical of |Occasionally is publicly |Often is publicly critical |

| |project or the work of others. |the project or the work of |critical of the project or the|of the project or the work |

| |Always has a positive attitude |others. Often has a positive |work of others. Usually has a|of others. Often has a |

| |about the task(s). |attitude about the task(s). |positive attitude about the |negative attitude about the |

| | | |task(s). |task(s). |

|Focus on the Task |Consistently stays focused on the|Focuses on the task at hand |Focuses on the task at hand on|Rarely focuses on the task. |

| |task. Very self-directed. |most of the time. Can be |most occasions. May need |Let’s others do the work. |

| | |counted on by group. |reminders from group members | |

| | | |to stay on task. | |

|Problem-Solving |Actively looks and suggests |Refines solutions suggested by |Does not suggest or refine |Does not try to solve |

| |solutions to problems. Reminds |others. Reminds group members |solutions, but is willing to |problems or help others |

| |group of the goal. |about the goal. |try out suggestions of others.|solve problems. Lets others|

| | | | |do the work. |

Appendix D

Checklist for Poem Contents

| | | |

|Poem 1 __________________ |Poem 1 __________________ |Poem 1 ________________ |

| | | |

|Simile or Metaphor |Simile or Metaphor |Simile or Metaphor |

|Sensory Language |Sensory Language |Sensory Language |

|Personification |Personification |Personification |

|Repetition/Refrain |Repetition/Refrain |Repetition/Refrain |

|Alliteration |Alliteration |Alliteration |

|Personification |Personification |Personification |

|Rhyme |Rhyme |Rhyme |

|Paradox or Oxymora |Paradox or Oxymora |Paradox or Oxymora |

| | | |

|Poem 1 __________________ |Poem 1 __________________ |Poem 1 ________________ |

| | | |

|Simile or Metaphor |Simile or Metaphor |Simile or Metaphor |

|Sensory Language |Sensory Language |Sensory Language |

|Personification |Personification |Personification |

|Repetition/Refrain |Repetition/Refrain |Repetition/Refrain |

|Alliteration |Alliteration |Alliteration |

|Personification |Personification |Personification |

|Rhyme |Rhyme |Rhyme |

|Paradox or Oxymora |Paradox or Oxymora |Paradox or Oxymora |

| | | |

|Poem 1 __________________ |Poem 1 __________________ |Poem 1 _______________ |

| | |Simile or Metaphor |

|Simile or Metaphor |Simile or Metaphor | |

|Sensory Language |Sensory Language |Sensory Language |

|Personification |Personification |Personification |

|Repetition/Refrain |Repetition/Refrain |Repetition/Refrain |

|Alliteration |Alliteration |Alliteration |

|Personification |Personification |Personification |

|Rhyme |Rhyme |Rhyme |

|Paradox or Oxymora |Paradox or Oxymora |Paradox or Oxymora |

Poetry Resources Appendix E

Books:

Keilor, Garrison, ed.  Good Poems. Viking Press, NY, NY, 2002. 

Kennedy, X. J. and Kennedy, D.M..  Knock at a Star.  Little, Brown and Company, Boston, MA., 1999.

Maddox, Marjorie. Rules of the Game: Baseball Poems (Grades 6 and up) Wordsong/Boyds Mills Press, Homesdale, PA, 2009. 

Murray, John, ed.  Poems to Live by in Uncertain Times.  Beacon Press, Boston, MA., 2001. 

Prelutsky, Jack. The Swamps of Sleethe; Poems From Beyond the Solar System (Ages 9-12) Knopf, NY, NY, 2009. 

Jacobs, H. H., Lederer, R. and Sorensen, S.. Literature Timeless Voices, Timeless Themes., Upper Saddle River, NJ, 2000.

Rosenberg, Liz, ed.  The Invisible Ladder:  An Anthology of Contemporary AmericanPoems for Young Readers.  Henry Holt, NY, NY, 1996. 

Soto, Gary. A Fire in My Hands. (Grades 6-10) Harcourt Children’s Books, NY, 2006. 

Yolen, Jane. A Mirror to Nature (Ages 9-12) Wordsong/Boyds Mills Press, Homesdale, PA, 2009. 

Websites:



Variety of poetry to view online



Collections by poet or date





Poetry for middle school students



Poems read aloud



Various sites with poetry suitable for middle school students

Appendix F

Poem Content

|Title |Simile or |Sensory |Personification |Repetition or |Alliteration |Rhyme |Paradox or |

| |Metaphor |language | |Refrain | | |Oxymora |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

Appendix G

Poetry Portfolio Rubric (Example)

5 poems 5 pts. each – 25 poss._______

poems written 3 pts. Each – 15 poss._______

legibly and neat

complete/colorful illustrations

overall/folder presentation 10 points _______

Headline Poem

- use of magazine/newspaper article 5 points _______

-attachment of original article 5 points _______

Persona/Bio Poem

-correct use of similes/metaphor 5 points ______ -correct use of personification 5 points ______

Rap/R&B Poem

-follows given rhyme scheme 5 points ______

-clear theme – creativity 5 points ______

Up and Down Poem

-clear central theme 5 points ______

-verses correspond with theme 5 points ______

Sound Poem

-use of onomatopoeia and/or 5 points ______

alliteration

-clear theme/creativity 5 points ______

Total points: 100points ______

Appendix H

Poetry Analysis Essay

Rubric

|Name: ________________________ |

|Teacher: |

| |

|Date Submitted: ____________ |

|Title of Work: ___________________ |

| |

|  |

|Criteria |

|Points |

| |

| |

| |

| |

|1 |

|2 |

|3 |

|4 |

|  |

| |

|Organization |

|Sequence of information is difficult to follow. |

|Reader has difficulty following work because student jumps around. |

|Student presents information in logical sequence which reader can follow. |

|Information in logical, interesting sequence which reader can follow. |

|____ |

| |

|Content Knowledge |

|Student does not have grasp of information; student cannot answer questions about subject. |

|Student is uncomfortable with content and is able to demonstrate basic concepts. |

|Student is at ease with content, but fails to elaborate. |

|Student demonstrates full knowledge (more than required). |

|____ |

| |

|Grammar and Spelling |

|Work has four or more spelling errors and/or grammatical errors. |

|Presentation has three misspellings and/or grammatical errors. |

|Presentation has no more than two misspellings and/or grammatical errors. |

|Presentation has no misspellings or grammatical errors. |

|____ |

| |

|Neatness |

|Work is Illegible. |

|Work has three or four areas that are sloppy. |

|Work has one or two areas that are sloppy. |

|Work is neatly done. |

|____ |

| |

|References |

|Work displays no references. |

|Work does not have the appropriate number of required references. |

|Reference section was completed incorrectly |

|Work displays the correct number of references, written correctly. |

|____ |

| |

|  |

|  |

|  |

|  |

|Total----> |

|____ |

| |

| |

| |

|Teacher Comments: |

|  |

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