Poetry Collection Rubric



English Grade 12 - Poetry Collection Assignment

Part 1:

For the final assignment for this unit, you will be creating a booklet with a collection of different types of poems studied in class.

It must include:

1. Couplet / Tercet / Quatrain

2. Cinquain

3. Diamante

4. Haiku

5. Senryu

6. Advanced Acrostic

7. Limerick

8. Concrete Poem

9. Blackout Poem

10. Sonnet with Iambic Pentameter

*You can also add pictures or use artistic elements to enhance your poems*

You must also use all the poetic devices that you learned in class through-out the poems. After each poem please underline the devices you used and underneath the poem list the devices.

Part 2:

For the second part of the project, you will find an appropriate poem that you like. You can use the links available under the Poetry section of my website to help you find one.

You must print out the poem, and then in MLA format you will…

1. Find the rhyme scheme (AABBCC, ABCDA, ABABCD, etc.)

2. Identify one poetic device and explain its significance

3. Explain the voice and significance in 3-5 sentences

4. Explain the mood and significance in 3-5 sentences

5. Explain the purpose in 3-5 sentences

6. Explain why you chose the poem and how it relates to your life or the world

*This write-up should be around 1-2 pages*

Please read over the rubric to make sure that you meet all the requirements.

Do not lose the rubric, you will have to staple it together with your final submission.

Project due date: _________________

Poetry Collection Rubric

| |4 |3 |2 |1 |

|Knowledge |Writer uses vivid words and |Writer uses vivid words and |Writer uses words that |Writer uses a limited |

|/Understanding |phrases that linger or draw |phrases that linger or draw |communicate clearly, but |vocabulary that doesn’t |

| |pictures in the reader's mind, |pictures in the reader's |the writing lacks variety, |capture the reader's |

|/20 |and the choice and placement of|mind, but occasionally the |punch or flair. |interest. Jargon or clichés |

|Word Choice |the words seems accurate, |words are used inaccurately | |are present and detract from |

|Appropriate content |natural and not forced. |or seem overdone. |Only 8-9 poems were |the meaning. |

| | | |submitted | |

| |10 advanced poems submitted |10 decent poems were | |6-7 poems completed |

| | |submitted |Poem analysis is lacking | |

| | | |sufficient detail |Poem analysis is incomplete |

|Communication |The writer seems to be writing |The writer seems to be |The writer relates some of |The writer has not tried to |

| |from knowledge or experience. |drawing on knowledge or |his own knowledge or |transform the information in |

|/20 |The author has taken the ideas |experience, but there is |experience, but it adds |a personal way. |

|Personality |and made them "his or her own."|some lack of ownership of |nothing to the discussion | |

|(Voice) | |the topic. |of the topic. |5+ grammar or punctuation |

|Grammar and Punctuation | | | |mistakes |

| |No grammar mistakes |1-2 grammar mistakes |3-5 grammar mistakes | |

|Application |Poems contain noticeable |Poems contain expected |Poems contain expected |Poems do not contain of |

| |examples of all figurative |examples of most figurative |figurative language |figurative language (simile, |

|/20 |language (simile, metaphor, |language (simile, metaphor, |(simile, metaphor, etc). |metaphor, etc). You have used|

|Figurative Language |etc). The figurative language |etc). The figurative |You have used figurative |figurative language or |

| |or imagery in your poem |language or imagery in the |language or imagery, but it|imagery, but it creates |

|Rhyme/Sound Device |suggests a specific image that |poem suggests a specific |does not suggest a specific|confusion for the reader, or |

| |furthers the reader's |image, but it does not |image. |you have not used figurative |

| |understanding of your poem. |necessarily further the | |language. |

| | |reader's understanding. |Reader has trouble | |

| |Reader can see and interpret | |interpreting your use of |There is no evidence of |

| |your use of Rhyme, |Reader can see and interpret|Rhyme, Alliteration, |rhyme, alliteration or |

| |Alliteration, Assonance. The |your use of Rhyme, |Assonance. The addition of |assonance and/or the addition|

| |addition of these devices adds |Alliteration, Assonance. The|these devices does not add |of these devices detracts |

| |to the poem(s) and the reader’s|addition of these devices |to the poem(s) or the |from the poem |

| |understanding. |adds to the poem(s) |reader’s understanding. | |

| | | | | |

| |Poem analysis is insightful and|Poem analysis is |Poem analysis is somewhat |Poem analysis is insufficient|

| |profound |well-developed |accurate |as the writer makes no real |

| | | | |connections |

|Thinking | | | | |

| |Your draft shows revisions that|Your draft shows some |Your draft shows a few |Your draft shows very few |

|/20 |improve your poem. |revisions that improve your |revisions that improve your|revisions that improve your |

|Evidence of Writing Process | |poem. |poem. |poem. |

|(Revising) |Class-time is used efficiently,| | | |

| |student does not distract |Class-time is used well, and|Student usually got |Student constantly distracted|

| |others |student is minimally |distracted in class and did|others and did not use the |

| | |distracted |not use time well |time effectively at all |

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