while the truncheon may be used in lieu of conversation, words...
TRANSCRIPT
Dennis Moore is a student at the University of Missouri St. Louis. He is an
eccentric, education English major, who substitute teaches in order to fund his
exotic hat habit. As an English major it should be no surprise that Dennis enjoys
both reading and writing. The list of his favorite authors is far too lengthy to
mention here, and changes depending on the book he is reading. At the moment he
is obsessed with all things Stephen King and John Green. In his free time Dennis
also enjoys gaming, cycling, and going to dank venues to see obscure bands.
“While the truncheon may be used in lieu of conversation, words
will always retain their power. Words offer the means to
meaning, and for those who will listen, the enunciation of truth.”
~V for Vendetta
Teacher Essay
"Good teaching is one-fourth preparation and three-fourths theater."
~Gail Godwin
When I was in high school I became very involved in theater. I do not know if at some
point in my life I actually wanted to be an actor, but I always had a great time being one
of the theater geeks. I think that for me this is something that transitions into how I am in
the classroom. I view the room as very much my stage and believe it is my job to put on
a show for my students. I had a teacher tell me once that this job is 10% material and
90% showmanship. I do not know if I actually agree with this exact ratio, but I do
believe this, a captivated audience is far more likely to get something out of what is being
taught than a bored one. All teachers must know their strengths and weaknesses, and one
of my strengths is my flair for the dramatic. Even when I am feeling exhausted, I still
manage to put a little more energy into my presentations than others.
In the past year I have worked as a substitute teacher and the first school to give
me a job was my old high school St. Pius. It was strange going back, even though it has
been fifteen years since I graduated about a third of my old teachers still work at the
school. Already I have found that I made a lasting impression upon the students. They
love working with me, which many of the teachers commented as being weird as
typically students do not care much nor remember the subs. I think a lot of this is due to
two things, my personality and remembering little details.
When I teach, even just subbing, I try to make things as interesting as possible for
my students. Last week I began a science class by announcing, “Today you will be
completing a series of physical challenges each more daunting than the last!” After the
freshman – this was a freshman class – stared at me terrified for a minute I smiled and
said, “Just kidding.” We all had a laugh and then they quickly got to work on their actual
assignment. This really speaks to one of my philosophies in the classroom: you gotta
have a good time! If class is not at least a little fun then what is the point?
Another thing I try to do is keep things as real as I can. Well, I do not know if
this is something that I actually try to do rather than something that just happens. Let me
put it this way, I have a hard time putting on that angry face that I see on some many
teachers. I do not know if this is part of my personality or stems from the fact that I have
a difficult time taking anything seriously. Either way I do know this the students respond
to it. They like that I am honest and genuine with them. They are willing to open up and
talk to me about things that they would not talk to teachers that they have had for the past
two years.
I always try to remember little tidbits of information about students. Being able
to ask how the play they are in went, or if they scored any runs in the baseball game can
go a long way toward relationship building. I have begun to recognize that these
relationships are the most critical component of teaching. If students believe that a
teacher actually cares about them then they are going to be far more likely to do what is
asked. Another thing I have found is that if a large group of students enjoy me as a
teacher, then this group of students will police the other students who try to act out in
class.
The Music of Poetry
Rationale:
I want my students to experience that poetry and music share many common themes and
devices. I believe that students need to learn that they are surrounded by poetry everyday
in the music which they listen to. It is important for students to be able to understand and
interpret literary devices not just in the poems that they read, but also in the music which
is a part of their everyday lives.
Essential Questions:
What are literary devices such as: allegory, alliteration, hyperbole, imagery, irony,
metaphor, symbolism, simile, and onomatopoeia?
How are these devices used in poetry? How are they used in musical lyrics?
What makes a poem or song belong to a genre?
How does one identify poetry or music of the following genres: political, sonnets,
ballads, elegies, odes, parodies, and haikus?
Summary:
This unit will begin by teaching students about the above mentioned literary devices.
Then as a class we will dive into some poems that contain these devices so as to model to
the students the devices work in practice. We will then look at carefully picked music
which has similar devices at place. Students will analyze the lyrics and the music itself in
an attempt to pick up on which literary devices are at use in the songs. The class will also
be instructed in what is genre as the unit progresses. Poems and songs will not be picked
at random. When a poem of a political genre is modeled to demonstrate use of allegory,
a song of the same genre will also be modeled. From start to finish students will write
poetry of their own. After careful study of the literary devices and genres students will
construct four poems of their own. Students will also write a one page reflective essay on
the creation of each poem.
Objectives:
Reading: Students will read poems, lyrics, and other mediums on genre and literary
devices.
Writing: Students will write journal entries, exit slips, poetry and songs of their own,
and a summative assessment that is written work.
Speaking: Poetry is best understood when spoken aloud. Students will discuss much
throughout the course of this unit both with the instructor and with each other.
Listening: Students will also listen to each other, their instructor, and various forms
of media if they wish to succeed.
Length: This unit should run three weeks to a month.
Materials:
The school will provide copies of poems, internet access to find song lyrics as well as
the music, and hopefully a smart board or projection board. The school will also need
to provide time in a library/computer lab or laptops to work on the summative
assessment.
The instructor will provide a knowledge of genre and literary devices, copies of song
lyrics, and music.
The students will provide writing utensils, paper, a willingness to learn, music and
lyrics of their own, and a flash drive for saving work.
Core Concepts:
Process, community, construction, conversation, connection, negotiation, and occupation.
Literacy Strategies:
Strategies will include, but not be limited to: Journaling, K-W-L, Writer‟s Workshops,
Carousel, Feature Analysis, Cubing, and Listen-Read-Discuss.
Summative Assessment:
For the summative assessment students will create four original poems. Students will
pick four of the seven discussed genres and create a poem that is a representation of each
selected genre. It is important for each poem to be clear in what genre is represented. In
each poem students need to use 1-3 literary devices. The more literary devices that are
present the higher grade a student is able to earn. For example the use of three literary
devices in a given poem will earn the student the maximum amount of points for that
grading category. A full rubric will be provided for the grading of this assessment.
Students will write a reflective one page essay for each poem that they write. The essay
should discuss the process that was involved in writing each poem. What inspired them?
What did they like or dislike about this assignment and why? What genre do they feel
their work is and why? What literary devices do they feel they are using and where can
they be found in their work?
Teacher’s Calendar
1
Imagery.
Acrostic Poem.
2
Acrostic Poem
Continued.
Imagery in
Music.
3
Metaphor
vs
Simile.
4
Hyperbole
and
Onomatopoeia.
5
Irony
6
Alliteration
and
Symbolism.
7
Allegory. 8
Formative assess
riddles over first
nine terms.
9
F. riddles
assignment
continued/ due.
10
Introduction to
genre. Assign
end of unit
assessment.
11
The many
Faucets of
Political.
12
The many
Faucets of
Political
Continued…
13
Ballads
vs
Sonnets.
14
Haikus.
15
Odes.
16
Elegies. 17
Parodies. 18
Summative work
day.
19
Summative
work day.
20
Summative
work day.
21 Summative
work day.
22 Summative due.
23
24
25
Lesson Plan
Heading Class Language Arts 2
Your Name Dennis Moore
Name of Lesson Intro to Poetry/Imagery
Time Frame 50 minutes
Rationale I believe it is important to ease students into poetry. Many will have
preconceived negative views of this literary form. It is important to
use pre-assessment to understand how the students feel about poetry.
Objectives Introduce the students to imagery in poetry.
Pre-assess the student‟s concepts about poetry.
Reading
Material
Instructional *
Framework
Initiating Constructing Utilizing
Lesson Plan *
Format
Presentation/Concept/Discussion/Cooperative Learning. I feel like
all of these are at play in this lesson.
Grouping Whole Class Pairs Individuals
Materials &
Resources
School – A printer to print off copies of needed material.
Teacher – Knowledge about imagery. Copies of Jabberwocky and
the acrostic poem assignment. Crayons/colored pencils.
Student – Writing utensil and a willingness to work.
Literacy
Strategies
Phase One Explain to the students that we will be beginning a new unit today
that will focus on poetry and how it is similar to music. We will
begin this unit by talking about imagery. Ask the students what they
think imagery is. Present the students with the textbook definition of
imagery.
Phase Two
Hand out a copy of Lewis Carroll‟s Jabberwocky. Read the poem
aloud to the students then discuss the imagery at play in the work.
Stress Carroll‟s use of nonsensical words. Even though words like
„brillig‟, „slithy‟, and „vorpal‟ are not actual English words most
students probably get a visual image from them.
Phase Three Handout to the students the Acrostic Poem assignment. Have the
students pair up and work on this for the remainder of class. As this
is a partner assignment it may be necessary to give the students the
first 20 minutes or so of the next day‟s period to complete.
Formative
Assessment
The Acrostic Poem assignment.
Summative *
Assessment
Homework
Assignment
Students are to go home and listen to their favorite song. Challenge
them to find an example of imagery at play. The next day they will
journal about this.
Jabberwocky by Lewis Carroll
'Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. 'Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!' He took his vorpal sword in hand: Long time the manxome foe he sought -- So rested he by the Tumtum tree, And stood a while in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One two! One two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. 'And hast thou slain the Jabberwock? Come to my arms, my beamish boy!
Oh frabjous day! Callooh! Callay!' He chortled in his joy. 'Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe.
Name: Hour:
What is Poetry: Acrostic Poem Instructions: With your partner, discuss your thoughts, feelings, and experience with
poetry. Then, on the back of this page, create an acrostic poem, a poem that spells a word
vertically with the first letter of each line, which accurately summarizes your
conversation. Once your poem is complete use colored pencils/crayons to color in the
letters which spell poetry. Use colors which you and your partner feel are representative
of your poem. For specific scoring criteria, review the scoring guide below.
4 3 2 1
Tone Your use of
word choice
and color
made your
tone clear.
You used
word choice
and color to
help convey
your tone.
You used
either word
choice or
color to help
convey your
tone, but your
tone was
difficult to
determine.
Your word
choice and
use of color
did not
convey the
tone of your
poem.
Imagery You created a
variety of
vivid images
in your poem.
You used
imagery in
your poem.
However,
there was not
much
cohesion
between your
thoughts.
You used
basic imagery
in your poem.
No imagery is
present in
your poem.
Message
Communicat
ed
Your poem
creates a
clear,
cohesive
message
about poetry.
Your ideas
flow naturally
from line to
line.
You convey a
central
message
throughout
your poem,
but your ideas
are a little
choppy.
Your message
is difficult to
determine
from reading
your poem.
Your ideas do
not flow
together.
I am unsure
what message
you are trying
to convey
about poetry.
Each line
seems
disconnected
form lines
before and
after it.
Your score: ___________ X 2 = ________ /24
____________________________________
____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Lesson Plan 2
Heading Class LA 2 Your Name Dennis Moore
Name of Lesson Simile vs. Metaphor Time Frame 50 minutes
Rationale I believe that it is important for students to understand and identify metaphors.
Objectives Students should be able to identify metaphor and simile in both poetry and music.
Students should be able to explain the purpose for the metaphors they find and
explain how this purpose contributes to the theme of the poem/song.
Students should be able to write metaphors and similes of their own.
Reading
Material
Lyrics to Simon and Garfunkel‟s The Sound of Silence.
Sympathy by Paul Laurence Dunbar.
Instructional *
Framework
Initiating Constructing Utilizing
Lesson Plan *
Format
Presentation/Discussion.
Grouping Whole Class Pairs Individuals
Materials &
Resources
School – Copies of the poem and lyrics to the mentioned song. Copies of the
worksheet for creating metaphors and similes.
Teacher – Knowledge of the material. Music to The Sound of Silence. Student – Willingness to learn, paper, and a pencil/pen.
Literacy
Strategies
Phase One Hand out the Dunbar poem and read it aloud to the class. When
done ask the students what they think the poem is about. Is this
poem about an actual bird? Why do the students think it is or is not
about an actual bird? Explain and/or confirm to the students that the
bird in the poem is an example of metaphor. Each stanza is a
different metaphor: feels, beats, and sings. Briefly touch on each
with the students and see if they can identify the imagery used in
each stanza to support the metaphor. Present the students with the
definition of metaphor: a figure of speech in which a term or phrase
is applied to something to which it is not literally applicable in order
to suggest resemblance.
Phase Two
Hand out the lyrics to The Sound of Silence then play the song.
Instruct the students to read the lyrics aloud to the song and tell them
to underline any metaphors they think they come across.
Ask the students to share metaphors which they found in the song.
Ask the students to explain what they think the metaphors mean.
Once it seems that the students have a basic understanding of
metaphor point out the similes in the song. There are two „Silence
like a cancer grows‟ and „But my words, like silent raindrops fell‟.
Present the students with the definition for simile which is a figure of
speech that expresses the resemblance of one thing to another of a
different category, usually introduced by as or like. Ask the students
if they feel the two above mentioned lines meet the criteria for
simile. Ask the students to go back to the Dunbar poem and see if
they can find any similes. There is at least one.
Phase Three Handout the metaphor vs. simile activity worksheet. Have the
students pair up and work on this together for the remainder of class.
Even though the students are working in pairs each should turn in
their own sheet. It is ok if the two have the same answers.
Formative
Assessment
Summative *
Assessment
Homework
Assignment
If the students do not finish the activity sheet by the end of class it is
homework due the following day.
Sympathy
By Paul Laurence Dunbar (1872-1906)
I know what the caged bird feels, alas! When the sun is bright on the upland slopes; When the wind stirs soft through the springing grass, And the river flows like a stream of glass; When the first bird sings and the first bud opes, And the faint perfume from its chalice steals – I know what the caged bird feels!
I know why the caged bird beats his wing Till its blood is red on the cruel bars; For he must fly back to his perch and cling When he fain would be on the bough a-swing;
And a pain still throbs in the old, old scars And they pulse again with a keener sting – I know why he beats his wing!
I know why the caged bird sings, ah me, When his wing is bruised and his bosom sore, – When he beats his bars and he would be free; It is not a carol of joy or glee, But a prayer that he sends from his heart's deep core, But a plea, that upward to Heaven he flings – I know why the caged bird sings!
The Sound of Silence
By Simon and Garfunkel
Hello darkness, my old friend
I've come to talk with you again
Because a vision softly creeping
Left its seeds while I was sleeping
And the vision that was planted in my brain
Still remains
Within the sound of silence
In restless dreams I walked alone
Narrow streets of cobblestone
'Neath the halo of a street lamp
I turned my collar to the cold and damp
When my eyes were stabbed by the flash of a neon light
That split the night
And touched the sound of silence
And in the naked light I saw
Ten thousand people, maybe more
People talking without speaking
People hearing without listening
People writing songs that voices never share
And no one dared
Disturb the sound of silence
"Fools", said I, "You do not know
Silence like a cancer grows
Hear my words that I might teach you
Take my arms that I might reach you"
But my words, like silent raindrops fell
And echoed
In the wells of silence
And the people bowed and prayed
To the neon god they made
And the sign flashed out its warning
In the words that it was forming
And the sign said, "The words of the prophets are written on the subway walls
And tenement halls"
And whispered in the sounds of silence
Lesson Plan
Heading Class LA 2 Your Name Dennis Moore
Name of Lesson What am I? Literary Riddles. Time Frame 100 min.
Rationale After covering the nine literary terms it is important for students to
demonstrate understanding of each term. This formative assessment will
require students to use the knowledge that was presented to them to
construct 9 unique riddle poems.
Objectives Students will demonstrate understanding of imagery, metaphor, simile,
hyperbole, onomatopoeia, irony, alliteration, symbolism, and allegory.
This understanding will be put on display through carefully constructed
riddle poems.
Reading
Material
Instructional *
Framework
Initiating Constructing Utilizing
Lesson Plan *
Format
Cooperative learning/problem solving.
Grouping Whole Class Pairs Individuals
Materials &
Resources
School – Copies of riddle poem handout.
Teacher – Knowledge and encouragement.
Student – Knowledge of terms, willingness to work in groups and on
assignment, paper, and pencils.
Literacy
Strategies
Phase One Hand out the riddles assignment to the students. Carefully explain the
rubric and the rules to the assignment. Students will be working in pairs.
The students are to create nine, five line riddles, one for each of their
literary terms. The last line of each riddle should be „What am I?‟ Go
over the example riddle with the students. Check and see if the students
can identify what term is at play. It is Hyperbole. Even though hyperbole
was used in the example tell the students that they should still create a
hyperbole riddle that is different from the one presented. Explain to the
students that they are to create strong riddles and definitely should
brainstorm on ideas. This assignment is a two day affair and should not be
completed in one day! If students do get it done in just one day they
probably did not do it properly! Inform the students that they will be
presenting their riddles to their fellow classmates upon completion.
Phase Two
Have students pair up and get to work. It may be a good idea for the
instructor to preselect partners.
Phase Three Circulate around the room and make sure that the students are staying on
task and crafting strong riddles. Encourage the students to use imagery,
symbolism, metaphor, and any other literary device they can in each riddle.
Remind the students that their overall riddle should be about whatever
literary device they are working on, but this does not mean that they cannot
use other literary devices within the riddle.
Formative
Assessment
This entire project is a formative assessment.
Summative *
Assessment
Homework
Assignment
Think about the riddles that have been completed. Is there anything that
could be done to make them better? Listen to music/reread poetry that was
covered in class which focuses on the literary device. This could inspire
better riddles. Also think about the riddles not yet completed and
brainstorm on ideas for those. Each student should come to class with at
LEAST 2 ideas to share with their partner for the next period.
Names__________________ Hour______
Poetry Vocabulary Riddles Instructions: With a partner, create 9 “What am I?” riddles for the literary terms listed below. A high quality (4) riddle will have a minimum of 4 lines, demonstrate a high level of understanding of the term and how it is used in poetry, and makes use of two or more literary devices within the riddle. Terms: Imagery, Metaphor, Simile, Hyperbole, Onomatopoeia, Irony, Alliteration, Symbolism, Allegory. Example: I may seem larger than I actually am. Many people find me funny. Hopefully you can figure me out. I tend to be very emotional. What am I? Scoring Guide:
4 3 2 1
Your riddle demonstrates a strong understanding of the vocabulary term and how it is applied to poetry. Each of the four lines of your riddle applies to your term. Two or more lit devices are used.
Your riddle demonstrates an understanding of the vocabulary term, but more practice/study is needed. Your riddle may be 3 lines long or 3 of your four lines apply to your term. One to two lit devices are used.
Your riddle demonstrates a base level understanding of the vocabulary term. More practice, studying, and careful reading is necessary for mastery. Your riddle may be 2 lines long or only 2 of your four lines apply to your term. Only one lit device is used.
You did not demonstrate understanding of your vocabulary term. You require more practice, studying, and careful reading before you will be able to master your term. Your riddle does not apply to the selected term. There are no other lit devices used.
My score: _____ X 3 = _____/108
Lesson Plan
Heading Class LA 2 Your Name Dennis Moore
Name of Lesson Ode to My Socks Time Frame 50 minutes
Rationale I believe it is important for students to understand the concept of an ode. Students
should also be able to identify the literary devices that were covered in the first
half of this unit.
Objectives Students will learn what makes a poem an ode.
Students will utilize skills they have learned in the first half of this unit to identify
the various literary devices at play in Neruda‟s poem.
Reading Material Ode to My Socks by Pablo Neruda.
Instructional *
Framework
Initiating Constructing Utilizing
Lesson Plan *
Format
Direct Instruction/Concept Teaching/Cooperative Learning.
Grouping Whole Class Pairs Individuals
Materials &
Resources
School - Copies of the poem, and graphic organizer.
Teacher – Knowledge of odes.
Student – Pen or pencil and willingness to learn.
Literacy
Strategies
Phase One Hand out the graphic organizer for Odes and the poem Ode to My Socks by Pablo
Neruda. Talk a little bit about the author. Explain to the students that an ode is a
poem in which the author praises or glorifies an event, item, or individual.
Typically in an ode the author describes the subject in a nature which is both
intellectual as well as emotional. Odes have been around for a while. Present the
students with a very brief history of this poetic form.
Phase Two
Read the poem aloud to the class. Ask the class if according to the given definition
this poem qualifies as an ode. Why? How does the author praise the socks? Why
does the author praise the socks? Why do they think the author chose socks as his
object to write a poem about?
Phase Three This poem is full of metaphors and similes. It is also full of symbolism and
hyperbole. Pair the students up and have them fill in the rest of their GO. With
their partner the students should discuss and record the instances of metaphors,
similes, symbolism, and hyperbole. Then if time permits have the groups
reconvene and share their findings.
Formative
Assessment
Filling in and sharing their GOs.
Summative *
Assessment
Homework
Assignment
With their new knowledge of odes have the students go home and try to identify if
any songs they like could qualify as an ode. Remember a song does not need to be
called an ode in order to be an ode. The students will journal about this the
following class period.
Ode to My Socks
By Pablo Neruda
Mara Mori brought me
a pair of socks
which she knitted herself
with her sheepherder's hands,
two socks as soft as rabbits.
I slipped my feet into them
as if they were two cases
knitted with threads of twilight and goatskin,
Violent socks,
my feet were two fish made of wool,
two long sharks
sea blue, shot through
by one golden thread,
two immense blackbirds,
two cannons,
my feet were honored in this way
by these heavenly socks.
They were so handsome for the first time
my feet seemed to me unacceptable
like two decrepit firemen,
firemen unworthy of that woven fire,
of those glowing socks.
Nevertheless, I resisted the sharp temptation
to save them somewhere as schoolboys
keep fireflies,
as learned men collect
sacred texts,
I resisted the mad impulse to put them
in a golden cage and each day give them
birdseed and pieces of pink melon.
Like explorers in the jungle
who hand over the very rare green deer
to the spit and eat it with remorse,
I stretched out my feet and pulled on
the magnificent socks and then my shoes.
The moral of my ode is this:
beauty is twice beauty
and what is good is doubly good
when it is a matter of two socks
made of wool in winter.
Poetry Project This project will challenge you to create four original poems of your own design. Then
you will write a one page reflective essay on each poem that you create.
The Rules
Genre:
Political, Ballad, Sonnet, Haiku, Ode, Elegy, and Parody.
Choose four of the above mentioned genres. For each genre chose you will create a
poem that is a clear representation of that genre. Each poem needs to be of a separate
genre. This means that if you chose to write a political poem you can only write one
political poem, not four! Genre crossover is fine. For example, you may write an ode
that is also parody, but remember this will only count as one of your four poems.
Poetic Devices:
Imagery, Metaphor, Simile, Hyperbole, Onomatopoeia, Irony, Alliteration, Symbolism,
and Allegory.
Each created poem must have a minimum of three poetic devices at use in it. This does
not mean use only three! The more used the more points will be received for each poem
(see attached rubric).
Length/Rhyme Scheme:
Certain poems need to be of a certain length and rhyme scheme. A haiku needs to be of
three unrhymed lines of five, seven, and five syllables. A sonnet should be 14 lines and
have a clearly defined rhyme scheme as we talked about in class. With other poems such
as an ode or a political piece the rules are a bit more loose. The length for these types is
really up to the author, but caution! The shorter your poem the higher quality I will
expect! This means if you write a 4-8 line political poem it better be really good; chuck
full of metaphor, imagery, symbolism, and so on!
Reflective Essay: For each poem created you will write a one page essay in which you reflect on this
process. You should state what genre is at use, as well as point out what poetic devices
you feel are at play. If a poem is of more than one genre you should explain this here as
well. Other questions to answer: Did you find the writing to be enjoyable? Which poem
did you like the best? Which did you dislike, hate, maybe even despise creating? If you
had the power to change anything about this project what would you change? For each of
these questions make sure to explain why! Do not just answer, “I liked writing a parody
poem because it was easy.” Explain, explain, explain! Give me the details. I want to
pick your brain!
This entire project should be typed!
4 3 2 1
Tone/Voice
This poem has a
clear and
consistent
tone/voice
throughout.
This poem has a
mostly clear
tone, but it
could have been
a bit more
consistent.
This poem has a
tone, but it is
inconsistent and
or unclear.
This poem has
little to no tone.
What tone it
does have is
very
inconsistent.
Genre
This poem is
clearly of your
stated genre and
demonstrates
elements of this
genre
throughout.
This poem is of
the stated genre,
but could have
done more to
demonstrate
elements of this
genre
consistently.
It is difficult to
determine this
poem‟s genre.
This poem
needs more
elements of its
respective
genre.
This poem does
not appear to be
of the selected
genre.
Poetic Devices
This poem uses
5 or more
devices which
are clearly at
use, or
accurately
explained in the
essay.
This poem uses
4 devices which
are clearly at
use, or
accurately
explained in the
essay.
This poem uses
3 devices which
are clearly at
use, or
accurately
explained in the
essay.
This poem uses
2 or less
devices.
Devices may or
may not have
been explained
in the essay.
Reflective
Essay
Essay is free of
errors, and a
clear
representation
of the author‟s
attitude towards
his/her work.
Essay has a few
spelling or
grammatical
errors, and/or
could be a bit
more clear in
the author‟s
attitude towards
his/her work.
Essay has a
many spelling or
grammatical
errors, and/or
could be much
more clear in
the author‟s
attitude towards
his/her work.
Essay has a
great many
spelling or
grammatical
errors, and is
unclear in the
author‟s attitude
towards his/her
work.
Scoring:
________
_ x 2 =
_______
/32