Canadian Landscape Poems: Personal ResponseIn Part 1 you will complete the Personal Response Template to create a rough draft of a personal response to the following question:

Which of these FOUR poems best reflects your own ideas of Canada? Including the following in your answer:

an answer to the above question in your opening sentence an explanation of why you chose the poem you did examples directly from the poem to illustrate your ideas examples from your own life experience to illustrate your ideas reference to your knowledge of Canada from outside experiences such as

literature, magazine, movies etc.

Instructions:1) Create your personal response of a minimum of ¾ of a page to the above question. Be sure

to include all necessary components listed in your response and make sure to DOUBLE SPACE. a) Use the Personal Response Template to complete a polished personal response to the

following question: Which of these poems best reflects your own ideas of Canada?b) Edit/revise your personal response of a minimum of ¾ of a page to the above question.

Be sure to include all necessary components listed in your response. c) Create a finished personal response meeting the ¾ of a page requirement.

Personal Response Template Questions Personal Response Template 1 I have chosen the poem " " as the one that is closest to my own idea of Canada.

2 I have chosen this poem because

3. Some specific examples for the poem that I can particularly relate to are: i

ii

iii

4

(i) is meaningful to me because

(ii) is meaningful to me because

(iii) is meaningful to me because

5 I think that

Canadian Landscape Poems: Formal ParagraphIn Part 2 you will identify the structure and techniques of a poem used by poets when writing a poem. Using one of the four poems from this lesson you will then write a formal paragraph using the writing process.

Poetic Structure and Technique Instructions:1. Read the questions on structure and technique. Complete the questions about structure

and technique to help you develop your formal paragraph.

2. Read the definition of poetic devices which will help you with the structure and technique questions.

Similie: a comparison using the words like or as. Ex. "as bright as the sun" Metaphor: a comparison of two, unalike things. Ex. "she was my sun" Alliteration: repetition of two or more consonants. Ex. "bright birds" Assonance: repetition of two or more vowels. Ex. "rise and shine" Onomatopoeia: a sound embedded within a word. Ex. "creak, crack" Personification: giving human qualities to an object or thing. Ex. "the sun glared at us"

Topic Sentence Instructions:

1. Read the following information and use it to guide you in creating your introduction to your formal paragraph.

Introduction:

Your introduction should begin with a topic sentence that outlines the main ideas in your paragraph. Before you do this, you will need to decide what you are going to write about.

To do this, look over the questions you have answered on the template and choose two or three ideas from each section. Write these on the drafting template in the appropriate spaces. Now you can develop a topic sentence that summarizes your main ideas.

This paragraph will use formal language and must be written in third person point of view (no using I). You can also check the examples of topic sentences to help get you started.

Formal Paragraph Draft Instructions:1. Complete the remainder of the paragraph that identifies the structures and techniques

used by poets when writing a poem.2. This paragraph will use formal language and must be written in third person point of view

(no using 'I'). When you have completed your paragraph, end with a concluding sentence that wraps up your ideas.  Your work should be a minimum of 200 words.

DraftOpening sentence:

Structure of poems –main ideas:

Techniques used inpoems – main ideas:

Concluding sentence:

NEXT you will revise and edit your paragraph to make it the best that you can possibly make it and then have it checked by your peer editor.

Revising and Editing Instructions:1. Look at your paragraph in its entirety and ask yourself the following:

o How can you improve it?o Do ideas flow naturally?o Are ideas joined together with transition words?o Is your paragraph too wordy or does it need some details?o Can you use stronger verbs or adjectives?o Have you make any errors?

Look at the Self-Evaluation Checklist to help you evaluate your paragraph by reading below.

Have I begun with a topic sentence that outlines my ideas? Yes No Have I included two or three ideas on structure? Yes No Have I included two or three ideas on technique? Yes No Have I said all I can say about these ideas and have I explained them clearly? Yes No Do my ideas flow easily from one to the other? Yes No Have I included a concluding sentence? Yes No Have I chosen strong verbs and adjectives? Yes No Have I checked for errors? Yes No Have I tried to do my best? Yes No

Review the Evaluation Rubric identifying how you will be evaluated for this activity. Then find your assigned peer editor (I will have a list posted on the back bulletin board). Get them to edit your work using the Peer Editing Checklist.

Once you have received feedback from your peer editor consisting of their recommendations and comments; revise your work so that it is the best that it can be when you submit it for grading. This is the final step of "The Writing Process". You will complete the final version of the paragraph and submit it for grading.

NAME:__________________________________ DATE: ___________ Personal Response to Canadian Landscape Poetry

COMPOSE AND CREATE ( C C ) HOLISTICASSESSMENT CRITERIA FOR WRITING A PERSONAL RESPONSE

LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

O

vera

ll C

ompo

sitio

n

Pers

onal

Res

pons

e

The written composition is original and insightful.

■ Product is well crafted and fully developed and is appropriate to purpose and audience.

■ Product connects to personal opinion, topic and relevance to Canadian landscape.

■ Addresses each prompt In an in-depth and meaningful way.

■ The student demonstrates confident control of the language and elements of composition and presentation.

■The few errors in mechanics are likely the result of risk taking.

The written composition is clear and thoughtful.

■ Product is fully developed and appropriate to purpose and audience.

■ Product connects to almost fully to personal opinion, topic and relevance to Canadian landscape.

■ Addresses each prompt in an adequate fashion.

■ The student controls the language elements and techniques effectively.

■ The few mechanical errors do not impede communication.

The written composition is clear and straightforward.

■ Product is adequately developed, appropriate to purpose, and shows some awareness of audience.

■ Product connects to parts of personal opinion, topic and relevance to Canadian landscape.

■ Addresses prompt In a straightforward way.

■ The student demonstrates control over the language elements and techniques.

The written composition is satisfactory but unrefined.

■ Product is understandable but uneven in its development.

■ Product connects to some personal opinion, topic and relevance to Canadian landscape.

■ Addresses part of either prompt in a straightforward way.

■ It maintains the purpose on a basic level, but may not show awareness of audience.

■The student shows a basic control over the language elements and techniques.

■ Some errors in mechanics may impede understanding.

The written composition is limited and over generalized.

■ Product demonstrates uneven/uncertain control over the language elements relative to the purpose.

■ Product connects to little of personal opinion, topic and relevance to Canadian landscape.

■ It may not show awareness of audience.

■The student shows some control over the language elements and techniques but attempts at complicated or sophisticated structures and variety results in awkwardness and/or obscured meaning.

■ Frequent mechanical errors impede understanding.

The written composition is unfocused and unclear.

■ Product is difficult to follow.

■ The purpose is unclear, and the subject may be off topic.

■ The composition shows an uncertain grasp of the basic language elements relative to the purpose.

■ Sentences are incomplete, run-on, or simple in structure.

■ Frequent mechanical and structural errors impede understanding.

Comments:

Name: ____________________________ A30 Date: ____________________ Formal Paragraph on Canadian Poems Structure and Technique

COMPOSE AND CREATE ( C C ) ANALYTIC ASSESSMENT CRITERIA FOR FORMAL PARAGRAPH WRITING

Level 6 Level 5 Level 4 Level 3 Level 2 Level 1

Mes

sage

Con

tent

an

d Id

eas The message is

original & insightful. • It has a well-defined central focus in keeping with audience and purpose. • It demonstrates a deep understanding of the subject matter. •Supporting details are engaging, relevant, and appropriate for the intended message.

The message is clear & thoughtful. • It has a clear focus, shows a clear awareness of audience. • Demonstrates a logical understanding of subject matter. • Supporting details are relevant and appropriate for the intended message.

The message is clear & straightforward. • It has a recognizable focus and an awareness of audience. • It demonstrates a clear understanding of the subject matter. • Most ideas are correct and supporting details are appropriate for the intended message.

The message is apparent but unrefined. • It has a limited focus and some awareness of audience. • It demonstrates a basic or uneven understanding of the subject matter. • Some of the ideas are correct and supporting details are adequate for the intended message.

The message is limited & over generalized. • Has an unclear focus and shows little awareness of audience. • Ideas are poorly developed; they are often rambling and superficial. • Supporting details are vague, inappropriate, or incorrect in relation to the intended message.

The message is unclear & unfocused. • It lacks focus and shows no awareness of audience. • Ideas may be elementary or unclear. • Few supporting details are included. • Details provided may be incorrect.

Org

aniz

atio

nan

d C

oher

ence

The text shows thoughtful & coherent organization & development. • Text reflects careful and considered planning. • All ideas are coherently sequenced and fully developed. • Transitions are used to create effective connections. • The introduction clearly states the direction of the text. • The conclusion captures key ideas thoughtfully and effectively to complete the text.

The text shows sufficient & logical organization & development. • Text is sufficiently and logically planned. • Key ideas are clearly developed and sequenced and logically developed. • Transitions clearly show connections. • The introduction provides a direction for the text and attempts to capture the interest of the audience. • The conclusion captures key ideas and completes the text.

The text shows predictable & straightforward organization & development. • Text is planned and sufficient ideas are presented coherently and in an order that conveys a clear message. • Transitions are used to show connections. • The introduction identifies the topic or main ideas. • The conclusion ends the text simply and predictably.

The text shows acceptable but unrefined organization & development. • Text shows some evidence of planning. • The central idea is not sufficiently or logically developed. • The structure moves the reader through the text without confusion. • The introduction is recognizable but minimal. • The conclusion is recognizable but not clearly related to key ideas in text.

The text shows limited & fragmented organization & development. • Text shows little evidence of planning. • Main idea or focus is unclear and poorly supported. • There are few transitions and/or the structure fails to move audience through the text without some confusion. • The introduction is vague or unrelated to body. • The conclusion is vague or does not relate to key ideas from text

The text shows poor, unclear & unfocused organization & development. • Text does not show evidence of planning. It is difficult to determine main ideas or method of development. • Details are unclear or unrelated. • There is little evidence of any transitions. • It is difficult to follow reasoning. • The introduction is ineffective or nonexistent. • The conclusion is ineffective or nonexistent.

Comments: N Was there a full name on this submission? Was there a date on paper?E Was the common editorial framework used? I.e. Times New Roman 12 point (or equivalent handwriting)? Double spaced?A Was this submission self-assessed, peer-assessed, parent-assessed? I.e. Revisions through numerous drafts? etc.T Was this assignment submitted on time?