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Summative Assignment postings are of particular importance!
ENG 1D – Poetry Scrapbook, Anthology and Reading Assignment
Due Dates: Poetry Scrapbook_____________________________________
Poetry Anthology _____________________________________
Poetry Reading _______________________________________
Poetry Journal _______________________________________
Instructions:
You goals in this summative assignment are
a) to reflect upon some of the poems that have interested you by creating a Poetry Scrapbook (PS)
b) to show off your understanding of poetry & creativity by creating your own Poetry Anthology (PA)
c) to share a poem with the rest of the class by reading it and responding to feedback about it (PR)
d) to reflect upon this unit by writing a journal entry and submitting it (PJ)
Directions:
a) Poetry Scrapbook (PS)
· Your ‘Poetry Scrapbook’ should include a minimum of six poems. They must be published poems and be written by someone else. You will provide a print version of each of these. For each poem, you will write a short analysis (approximately one paragraph per poem)
i) Identify the title of the poem
ii) Identify the author of the poem
iii) Identify the type (form) of the poem (i.e. sonnet, haiku, etc.)
iv) Explain why the poem you selected is in the scrapbook, why you like it or don’t like it, how it influences your appreciation of poetry
v) Explain what how this poem makes you think/what this poem makes you think about
vi) List some questions you still have about this poem.
· In your ‘Poetry Scrapbook’, use poems that we studied in class as well as ones that you have found on your own.
· You must present your ‘Poetry Scrapbook’ in a creative way. Whether it is in booklet form or in another style doesn’t matter, but it must be creative.
b) Poetry Anthology (PA)
A poetry anthology is a collection of poems arranged around a certain topic and put into booklet form. Your task is to make a poetry anthology by selecting a topic from the list below and writing new poems, or revisiting old poems about your topic.
Possible Topics:
Love (falling in and out)
Relationships
Lasting memories
Nature
Obstacles and struggles
Being a teenager
Confusion
Sadness
Happiness
Anger
Friendship
Being lazy
(You may explore one of your own ideas as well – just clear it with Mrs. Stasel first)
· Your ‘Poetry Anthology’ should include six poems in total for the ‘good product’. You may only use one form one time. For example, you may only write one haiku poem, or one sonnet. You may include more than six poems in your rough work, but you will select your best six for the anthology.
· For your ‘Poetry Anthology’, you may have to write some new poems, or rewrite old ones, so that they are related to your topic. In all cases, they must represent your own original work!
· For each poem, make sure that the following are clearly identified for Mrs. Stasel:
i) the title of the poem
ii) the type (form) of poem (i.e. sonnet, haiku, etc.)
· You must present your ‘Poetry Anthology’ in a creative way. Whether it is in booklet form or in another style doesn’t matter, but it must be creative. Your scrapbook and anthology may be combined into one if they both relate to your chosen topic, although your scrapbook collection does not need to reflect your chosen theme.
c) Poetry Reading (PR)
· Choose one of the poems from either your anthology or your scrapbook to read to the class
· Practice reading it and try to put in dramatic flair that represents the tone of the poem
· You may use props to enhance your reading if you choose to ‘act’ but this is not necessary; you will be evaluated on oral communication skills such as clarity of voice, eye contact, volume, intonation, pacing, stance, etc.
· Everyone in the class will share one poem by reading it. Before you begin reading, identify the title and author to the class. Take a pause, and then begin. You do not need to memorize the poem, although some eye contact with the class will be expected
· After your reading, Mrs. Stasel and some class members will respond with comments or questions. These comments and questions will be kept respectful of your work and are intended to glean more insight into the poem that you have selected
d) Poetry Journal (PJ)
· Once you have completed all of the above tasks, write a journal entry, reflecting upon your ‘journey’ in poetry through this unit. This entry should be no more than one page, and may be typed or hand-written. In your reflection, you should address some of the following:
1. some of the joys that you feel about poetry as a literary form
2. some of the and frustrations that you feel about poetry as a literary form,
3. what some of the benefits of poetry are
4. what are the problems with this art form (if you think that this is the case)
5. discuss some of the activities in class, what worked for you, what didn’t.
6. how you feel about your work on this summative:
a) what you feel you have done well,
b) what your strengths are as a writer,
c) where you still need to work on.
Your anthology will be assessed using the attached rubrics on the following pages:
a) Poetry Scrapbook (PS) – Evaluation Rubric
SCRAPBOOK |
Guiding Question |
Level 4 |
Level 3 |
Level 2 |
Level 1
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Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) |
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Knowledge of content (e.g., forms of poetry; elements of style; literary terminology, concepts, & theories; language conventions) |
To what extent have I demonstrated an understanding of the poems in my scrapbook? |
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demonstrates considerable knowledge of content
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Thinking – The use of critical and creative thinking skills and/or processes |
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Use of processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating) |
How proficiently have I analysed my chosen poems? |
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uses processing skills with considerable effectiveness |
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Use of critical/creative thinking processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process) |
How thoroughly have I reflected upon poetry and my scrapbook work? |
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uses critical / creative thinking processes with considerable effectiveness |
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Communication - The conveying of meaning through various forms |
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Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms |
How effectively have I organized my ideas and information about other’s poetry in my reflections? |
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expresses and organizes ideas and information with considerable effectiveness |
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Use of conventions (e.g., grammar, spelling, punctuation, usage), vocabulary, and terminology of the discipline |
How well have I edited the reflections in my scrapbook?
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uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness |
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Application - The use of knowledge and skills to make connections within and between various contexts |
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Transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, and theories) to new contexts |
How proficiently have I identified my chosen poems? |
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transfers knowledge and skills to new contexts with considerable effectiveness |
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b) Poetry Anthology (PA) – Evaluation Rubric
ANTHOLOGY |
Guiding Question |
Level 4 |
Level 3 |
Level 2 |
Level 1
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Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) |
|
Knowledge of content (e.g., forms of poetry; elements of style; literary terminology, concepts, and theories; language conventions) |
To what extent have I demonstrated an understanding of the poetic forms in my anthology? |
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demonstrates considerable knowledge of content
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Thinking – The use of critical and creative thinking skills and/or processes |
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Use of processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating) |
How proficiently have I expressed theme in my poems? |
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uses processing skills with considerable effectiveness |
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Use of critical/creative thinking processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process) |
How thoroughly have I reflected upon poetry and my anthology work? |
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uses critical / creative thinking processes with considerable effectiveness |
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Communication - The conveying of meaning through various forms |
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Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms |
How effectively have I organized my ideas and information to match form with theme? |
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expresses and organizes ideas and information with considerable effectiveness |
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Use of conventions (e.g., grammar, spelling, punctuation, usage), vocabulary, and terminology of the discipline |
How well have I edited my anthology to reflect a polished, finished product that is properly labelled and creatively put together? |
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uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness |
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Application - The use of knowledge and skills to make connections within and between various contexts |
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Transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, and theories) to new contexts |
How proficiently have I utilized the forms of poetry in my anthology? |
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transfers knowledge and skills to new contexts with considerable effectiveness |
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c) Poetry Reading (PR) – Evaluation Rubric
READING |
Guiding Question |
Level 4 |
Level 3 |
Level 2 |
Level 1
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Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) |
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Knowledge of content (e.g., forms of poetry; language conventions, oral communications skills) |
To what extent have I demonstrated an understanding of a poetry reading? |
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demonstrates considerable knowledge of content |
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Thinking – The use of critical and creative thinking skills and/or processes |
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Use of processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating) |
Have I properly identified my poem to the class? |
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uses processing skills with considerable effectiveness |
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Use of critical/creative thinking processes (e.g., oral discourse, research, critical analysis, critical literacy, creative process) |
How proficiently have I responded to the comments and questions about my reading? |
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uses critical / creative thinking processes with considerable effectiveness |
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Communication - The conveying of meaning through various forms |
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Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral forms |
How effectively have I delivered my poetry reading? |
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expresses and organizes ideas and information with considerable effectiveness |
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Application - The use of knowledge and skills to make connections within and between various contexts |
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Transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, oral communication and theories) to new contexts |
How well have used oral communications skills (volume of voice, inflection, enunciation, stance, enthusiasm etc. while reading? |
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transfers knowledge and skills to new contexts with considerable effectiveness |
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d) Poetry Journal (PJ) – Evaluation Rubric
JOURNAL |
Guiding Question |
Level 4 |
Level 3 |
Level 2 |
Level 1
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Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) |
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Knowledge of content (e.g., forms of poetry; elements of style; literary terminology, concepts, and theories; language conventions) |
To what extent have I demonstrated an understanding of reflective work as part of the learning process? |
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demonstrates considerable knowledge of content
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Thinking – The use of critical and creative thinking skills and/or processes |
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Use of critical/creative thinking processes (e.g., metacognition, creative process) |
How thoroughly have I reflected upon the aspects of this summative? |
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uses critical / creative thinking processes with considerable effectiveness |
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Communication - The conveying of meaning through various forms |
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Expression & organization of ideas and information (e.g., clear expression, logical organization) in written forms |
How effectively have I organized my ideas so that my journal reads fluidly and coherently? |
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expresses and organizes ideas and information with considerable effectiveness |
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Use of conventions (e.g., grammar, spelling, punctuation, usage), vocabulary, and terminology |
How well have I edited my work to use proper sentence structure, grammar and spelling in my reflections? |
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uses conventions, vocabulary, and terminology with considerable effectiveness |
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Application - The use of knowledge and skills to make connections within and between various contexts |
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Transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, and theories) to new contexts |
How proficiently have I explained my thought processes in my reflection? |
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transfers knowledge and skills to new contexts with considerable effectiveness |
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