2.4+Poetry+Collection

POETRY COLLECTION Grade 12 Writer’s Craft, Christ the King, Department of English 1.1 identify and explain specific creative choices they made throughout the writing process to help them better understand the art of writing

Your task PART A Write three poems using three of the different poem types that we have studied. You have two options for the arrangement of your poems. Either:

Your poems follow a theme.

//**OR**//

Your poems are based on a movie (consider it a soundtrack).

Choose your three poetry types from the following list. Make sure that at least one poem has a rhyme scheme:

• 1. Ballad • 2. Blank Verse – (unrhymed lines in iambic pentameter) • 3. Diamante • 4. Epic Poem • 5. Haiku • 6. Song • 7. Sonnet • 8. Terza Rima • 9. Free verse- (unrhymed lines with varying syllabic length)

Format Using Microsoft Word, write each of your poems on a separate page. Beside the title of the poem, write the type of poem in brackets. For instance: “Move Slowly, Bright Moon” (A Sonnet)

or

“Ode to a Hockey Stick” (An Ode)

PART B At the end of each poem, write a brief (100-200) word “afterword” explaining :
 * The poem’s general meaning
 * Theme (or the part of the movie on which it is based)
 * Rhyme scheme
 * Literary devices that you have used.

Evaluation You will be graded according to how well you adhere to the structure of the poem type you have chosen and the artistic rendering of the final product.

Senior English Poetry Rubric


 * Thinking/Inquiry || 50-59%

Level 1

Limited || 60-69%

Level 2

Developing || 70-79%

Level 3

Considerable || 80-100%

Level 4

Thorough || Grade ||
 * Content

Ideas

Theme || -unclear and/or undeveloped; clichéd

-mainly unclear and inconsistent || -somewhat developed; can be dull and overused

-somewhat clear and somewhat consistent || -well developed; interesting and engaging

-mainly clear and consistent || -sophisticated and complex; fresh, surprising, innovative

-clear and consistent || /4

/4 ||
 * Communication || Level 1

Limited || Level 2

Developing || Level 3 Considerable || Level 4

Thorough || Grade ||
 * Form

Stanza Shape/Length Line Length Layout and Spacing Rhythm || -appears disorganized, random, arbitrary || -purpose not always clear || -somewhat thoughtful and purposeful at times || -thoughtful and clearly purposeful || /4 ||
 * Application || Level 1

Limited || Level 2

Developing || Level 3 Considerable || Level 4

Thorough || Grade ||
 * Mechanics

Punctuation/Spelling Capitalization Verb Tenses || Poor use of: Punctuation/Spelling Capitalization Verb Tenses || use of: Punctuation/Spelling Capitalization Verb Tenses || Poor use of: Punctuation/Spelling Capitalization Verb Tenses || Poor use of: Punctuation/Spelling Capitalization Verb Tenses || /4 ||
 * Vocabulary

Word Choice

Diction Poetic Devices || Elementary word choice

-frequently unclear or inappropriate; tends to be abstract rather than concrete || Some complex vocabulary

-some awkwardness and lack of clarity; some sensory appeal but can also be abstract || Word choice is complex

-clear and appropriate; effort to engage the senses || Word choice is complex and innovative

-sophisticated, complex and appealing to the senses || /4

/4 || TOTAL /32
 * Explanations || -explanation fulfills requirements with limited effectiveness || -explanation fulfills requirements with some effectiveness || -explanation fulfills requirements with considerable effectiveness || -explanation fulfills requirements with a high degree of effectiveness || /4 ||
 * Writing Process || -revisions are few or absent || -adequate revisions || -good to very good revisions || -superior revisions in quality and quantity || /4 ||