Freshman English Poetry Portfolio Project



Freshman English Poetry Book Project

Goal: Students will show knowledge and understanding of poetic devices (sound devices/figurative language) by writing 8 poems and reflecting on the experience.

GLO’s Addressed:

GLO #1: Self-Directed Learner The ability to be responsible for one's own learning

GLO #4: Quality Producer The ability to recognize and produce quality performances and quality products

GLO #5: Effective Communicator The ability to communicate effectively

Standards Addressed:

|Benchmark LA.9.4.1 |Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as: |

| |• poems using a range of poetic techniques and figurative language in a variety of forms |

General Directions: Student will produce a bound book with a creative cover that contains 8 different poems, write a letter to the reader that reflects on the writing process, identify poetic devices, and self-evaluate his or her work by filling out the rubric.

Requirements (in this order):

1. Bound Portfolio and Cover

2. Letter to the Reader

3. Table of Contents

4. 8 Original Poems + up to 2 extra credit poems (optional)

• Identify Literary Elements/Poetic Devices Used

• Pictures/decorations or graphic for each poem are highly recommended.

5. Rubric (turned in separately; not bound)

1. Bound Portfolio and Cover

• Student needs to bind all requirements in a single book. (DO NOT staple it together)

• The Cover needs to have a creative name for your portfolio that touches on an overall theme of the book and a creative picture that represents your work.

2. Letter to the Reader (3 paragraphs; 4-5 sentences each paragraph; elaborate on your ideas). These are some guiding questions to think about as you write your letter.

• 1st Paragraph: What is your poetry book about? What is the inspiration behind most of your poems? How do they relate to the overall theme? Does any poem in particular relate to that theme? Explain

• 2nd paragraph: What did you discover about writing poetry? What was the process like? Use one or two of your poems as an example of what you learned the most about the process of writing poetry.

• 3rd paragraph: What do you want the reader to notice in your poetry book? What are you most proud of and why? Which poem(s) is your favorite , has the most meaning, or expresses you the best? Explain. What is your hope for the reader as they read your poetry book?

•

3. 8 Original Poems

• Over the course of the unit you have written drafts of these poems:

1. Object Poem

2. *Notice Poem

3. *Campus Walk Imagery Poem

4. Favorite Thing Poem

5. *Abstract Metaphor Poem

6. *Picture Poem

7. *Real Maui Poem

8. Simile poem

9. White Elephant Poem

The ones with * are required in your book; the remaining three are your choice (choose from the ones on the list and/or written outside of class this semester.)

All poems should meet these requirements:

1. A creative, original title for each poem. (ie: do not call it “Notice” poem; make up your own title)

2. At least 10 lines minimum.

3. Rhymed (except for ‘Real Maui’ poem) or Free Verse (does not rhyme). (You may not use a Haiku or other ‘structured’ poems.)

4. Appropriate line breaks that make sense

5. Written this semester (ie: not ‘recycled’ from previous years)

6. Contain a variety of descriptive, concrete details and poetic devices (figurative language, sound devices)

7. a picture/decoration/graphic that adds meaning to each poem is highly recommended (see rubric) though not required.

4. Identifying Poetic Devices/Literary Elements

Within your poems you must do the following:

a. Identify 5 uses of figurative language throughout the book by underlining them and labeling them (typed) on the side.

1. Simile

2. Metaphor

3. Personification

b. Identify all 5 sound devices used throughout your book by underlining the sound devices and labeling them (typed) on the side.

1. Alliteration

2. Consonance

3. Assonance

4. Rhyme (hmmm..that should be easy!)

5. Onomatopoeia

• General Format:

o Everything must be typed.

o You may choose your font as long as it is not too small to read.

o It does not have to be double-spaced or Times New Roman (ie: MLA format does not apply.)

5. Rubric. Evaluate your Poetry Book by circling the parts of the rubric that apply to you. Make sure your NPD is on it! Fold it separately and place it in the last page of your book.

Due Date: __4/16, Monday____________________

Late Projects may be handed in one day late for 10% off. If it is handed in any time after that, there will be no points given. If student is absent the day the project is due, student must have an excused absence to receive any points for project.

Poetry Book (Circle the sections of the rubric you think you deserve and fold it into your Poetry Book on the last page.) Student Name:     ________________________________________

|CATEGORY |Advanced |Proficient |Partially Proficient |Novice |

|Letter to the |Contains 3 typed paragraphs. Each paragraph|Contains 3 typed paragraphs. Each |Not typed in paragraph form; |Not typed in paragraph form; |

|Reader |follows the content & requirements listed on|paragraph follows the content & |addresses the content in the |answers do not address the |

| |the handout. Main ideas are clearly |requirements listed on the handout. |handout, but answers too brief;|content in the handout; |

| |expressed and supported by examples. |Main ideas are clearly expressed. |grammar/punctuation are |grammar/punctuation are |

| |Grammar and punctuation are nearly perfect |Grammar and punctuation are not |distracting to the reader. |numerous and distracting. |

| |(ie: no run-ons, comma splices, frags, |distracting. | | |

| |spell.errors) | | | |

|Table of Contents|Contains the title “Table of Contents” |Contains the title “Table of |Missing one or two of the |Missing several of the |

| |centered at the top; Poem titles are |Contents” centered at the top; Poem |requirements listed in the |requirements in the ‘Advanced’ |

| |creative and original (ie:do not call it |titles are creative (ie:do not call |‘Advanced’ column; Not typed |column; Not typed neatly or |

| |“Simile” poem) and listed by their creative |it “Simile” poem), listed by their |neatly or unaligned. |unaligned. |

| |titles along with page numbers. The type of |creative titles along with page | | |

| |poem is listed after the title in |numbers. The type of poem is listed | | |

| |parenthesis ex: (Simile poem). Everything |after the title in parenthesis ex: | | |

| |is typed neatly and aligned. |(Simile poem). Typed neatly and | | |

| | |aligned. | | |

|Poems |All poems are typed; Contains the 5 required|Includes 8 original poems but did not|Student included 7 original |Student included 6 or less |

| |poems written in class and the self-chosen 3|use one of the required poems written|poems and/or did not use two of|poems and/or did not use three |

| |additional poems. All 8 poems are included |in class. Most poems contain 10 lines|the required poems. Several |of the required poems. Several |

| |in the Poetry Book. All poems contain 10 |min. with appropriate line breaks. |poems are not a min. 10 lines. |poems are not a min. 10 lines |

| |lines minimum with appropriate line breaks. | | |and line breaks don’t make |

| | | | |sense. |

|Poetic Devices |Correctly identified poetic devices |Correctly identified the required |Has identified almost all the |Contains only a limited number |

| |according to the handout and used all the |poetic devices. However, one or two |poetic devices required. Three |of poetic devices. More than |

| |required poetic devices . |devices are used incorrectly in the |devices are used incorrectly in|three devices are incorrectly |

| | |poems. |the poems. |used in the poems. |

|Poem Creativity |All poems are very well written with |Most poems are well written and |Contains some creativity and |All poems are lacking |

| |thoughtful creativity. They contain a |creative. Contains some sensory |thoughtfulness but lacks some |thoughtfulness and creativity. |

| |variety of sensory details, descriptive |details and descriptive language; |descriptive language, clear |Poems seemed rushed. |

| |language, and poetic devices that convey a |most poems convey a mood or message. |meaning or mood or effective | |

| |clear mood or message; avoids overuse of | |word choices that could have | |

| |overly simplistic word choices. (ex: big, | |been overcome with more | |

| |small, tall); effective word choices. | |revising. | |

|GLO #4 Quality |Everything is neatly typed or illustrated. |Most poems contain an illustration, |Half of the poems do not |Less than half of the poems do |

|Producer |Each poem contains an illustration, picture,|picture, or design that matches the |contain an |not contain an illustration, |

| |or design that enhances the poem. |poems. Everything is neatly bound. |illustration/pic/design that |picture, or design that matches|

| |Everything is neatly bound, no pencil or |Student has overall produced a |matches; somewhat lacking in |the poems. It is clear that it|

| |glue marks. The student has overall |quality book; Good effort was put |quality. Some effort was put |was rushed and a serious lack |

| |produced a quality Poetry Book and put forth|forth by the student. |forth, but more effort is |of effort is evidence. |

| |their best effort. | |needed. | |

Extra Credit poems (1-2 poems):

Score: ______/63 Comments:

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download