Final Poetry Project – major grade Choose a Poem. Due date



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Final Poetry Project – MAJOR Grade

1. Choose a Poem. DUE DATE:

A list of Romantic, Victorian, and Modern poems that can be found in the textbook has been provided for you. Poems with an asterisk (*) are poems we will likely be going over in class, but you may choose any poem from the list.


2. Analyze your chosen poem. (Daily Grade) DUE DATE:

Take notes in preparation for an in-class essay analyzing what the poet says, how he/she says it, and its effect on the reader. You will want to make notes about figurative language (similes, metaphors, personification, imagery, onomatopoeia, hyperbole, etc.), sound devices, symbolism, theme, and style. You will also want to have some information about what characteristics of the poem are Romantic/Victorian/Modern.



3. IN-CLASS ESSAY (50 Points) DUE DATE:

  • Using only your notes, you will write an in-class essay during one class period discussing various elements of the poem (figurative language, symbolism, theme, imagery, style, or anything else you feel is important) using information from any literary critiques you read and your own study. You may prepare an outline in advance.

  • The essay will need to have: a thesis statement relating to theme and/or style (what is the author really talking about?), quality and depth of analysis, and textual evidence (quotes from the poem).

    • Example thesis: Allen Klein uses imagery and diction to convey the horrors of war to the reader.

  • Remember the rules regarding plagiarism. You must cite any ideas from another source.

  • Notes will be due the day of the essay and will receive a daily grade.

  • Come in before or after school before the day of the essay for tutorials on both content and form.


4. PROJECT: Choose one of the options below: (40 pts) DUE DATE:

Option 1: Mashup

Find a modern/pop song which you think contains some of the same words and phrases as your chosen poem and relate these to a common idea or them. Create a mashup of the poem and song by choosing several lines from each that you can mash together to reveal the relationship between the two.



Option 2: Script

Turn your chosen poem into a script. Your script will primarily revolve around the characters’ dialogue, but you will also want to include stage directions and some description of the actions characters make. Be sure to set the scene by including important details about the setting.



Option 3: Short Film/Documentary

Create a short film, animation, or documentary to represent your chosen poem.



Option 4: Newspaper

Prepare a newspaper that revolves around the Romantic, Victorian, or Modern era and highlights your chosen poem. You should include at least one picture with a caption and various articles including an opinion piece, an article about the poet, an advertisement, an article about an important event during this time period (local or national), and an advice column addressing the speaker of the poem. Each article must have a headline.



Option 5: Diorama

Create a diorama (a three-dimensional miniature representation of a scene) that depicts your chosen poem and expresses its mood. Incorporate three words into the scene that you feel best represent the poem.


5. PRESENTATION (10 pts) DUE DATE:

All projects must be presented to the class. Presentations must be between 3-6 minutes long. Be sure to bring any presentation aids/handouts you think might be helpful for your classmates. Be prepared to answer any questions your classmates or teacher may have about your project or poem. Be CREATIVE!

Essay Rubric:




Strong (9-10)

Effective (7-8)

Competent (5-6)

Developing (2-4)

Incomplete (0-1)

Introduction


-engaging hook

-states title of poem (in quotes) and poet

-a brief summary/ background info

-strong thesis that makes a clear, analytical, compelling point about the poem



-good hook

-states title of poem (in quotes) and poet

-a brief summary/

background info

-thesis makes a clear point about the poem


-OK hook

-states title of poem and poet

-thesis makes a weak point about the poem



-obvious hook

-may or may not state the title of poem and/or poet

-thesis may be incomplete, or unclear


-missing hook

-does not state title of poem and/or poet

-thesis missing completely


Content/

Analysis

-skillfully identifies and expresses the poet’s message (theme)

-explores at least 3 poetic elements of the poem, their contribution to the poet’s message, and effect on the reader

-adeptly points to significant evidence in the poem and gives a clear explanation of evidence

-all evidence is linked back to topic sentences and/or thesis



-clearly identifies and expresses poet’s message (theme)

-explores at least 2 poetic elements of the poem, their contribution to the poet’s message and effect on the reader

-points to significant evidence in the poem and gives an explanation of evidence

-evidence is linked back to topic sentence and/or thesis



-identifies and/or expresses the poet’s message (theme)

-explores only 1 poetic element

-may or may not relate it to the poet’s message and/or effect on reader

-gives some evidence from the poem, but explanation is unclear or insufficient

-evidence may or may not be linked to topic sentence/thesis


-poet’s message is not addressed

-attempts to explore poetic elements

-lacking evidence

-ideas need work in relevance or clarity and/or are insufficiently developed




-does not identify the poet’s message

-does not explore poetic elements

-does not give evidence or explanation


Effective Use of Language/

Style

-contains varied sentence types and uses precise, descriptive language

-writing is coherent throughout

-demonstrates clear sense of audience throughout and uses appropriate vocabulary

-clear topic sentences

-smooth transitions


-some variety of sentence types and some descriptive language

-writing is coherent through most of the essay

-sentence structure is generally correct

-general sense of audience and appropriate vocabulary

-clear topic sentences

-transitions mostly smooth



-lacks sentence variety and uses basic language

-writing lacks flow

-some awkward sentences

-little sense of audience and does not adjust vocabulary

- vague word choices

-unclear topic sentences

-awkward transitions


-lacks sentence variety and uses basic language

-writing lacks flow

-many awkward sentences

-uses language inappropriate for an academic essay

-unclear word choices

-lacking topic sentences

-limited transitions


-no sentence variety

-writing lacks coherence

-incorrect sentence structures

-limited vocabulary

-incorrect word choice

-lacks transitions



Conclusion

-restates thesis in a new and interesting way

-summary of main points

-makes clear and thoughtful connections to cultural, personal, and/or historical context

-offers a bigger idea



-restates thesis well

-summary of main points

-makes connections to cultural, personal, and/or historical context

-offers a bigger idea, but may not completely explain or connect it to the poem



-repeats the thesis

-summary of some points

- attempts to make connections to cultural, personal, or historical context

-attempts to offer a bigger idea, but may be incomplete, unclear, or unrelated



-repeats only one part of the thesis

-does not summarize main points

-does not attempt to make connection to cultural, personal, or historical context

-does not offer a bigger idea



-doesn’t restate thesis

-ends abruptly



Organization/Conventions



-logically organized and divided into paragraphs appropriately

-virtually error free

-punctuation, spelling, grammar, and capitalization are correct

-all textual evidence is quoted and properly cited



-well organized and divided into paragraphs

-contains few errors in punctuation, spelling, grammar, and/or capitalization, but errors do not interfere with the reader’s understanding



-some organization

-contains several errors in punctuation, spelling, grammar, and/or capitalization

-errors may interfere with the reader’s understanding


-lacks organization and/or paragraphs

-contains many errors in punctuation, spelling, grammar, and/or capitalization

-errors interfere with reader’s understanding


-no organization

-contains too many errors to be able to understand essay




Student Name: Essay Total:
Project Rubric:





Strong (9-10)

Effective (7-8)

Competent (5-6)

Developing (2-4)

Incomplete (0-1)

Originality

-Product shows a large amount of original thought.

-Ideas are creative and inventive.

-Project is interesting and appealing


-Product shows some original thought

-Work shows new ideas

-Project is appealing


-Uses other people’s ideas (giving them credit), and attempts originality

-Project is satisfying




-Uses other people’s ideas (giving them credit), but no original thought

-Project lacks interest



-Uses other people’s ideas without giving them credit

-Project lacks interest



Content

-Covers topic in-depth

-Product shows that subject knowledge is excellent.

-Formatting is appropriate to the project type


-Includes essential knowledge about the topic.

-Subject knowledge appears to be good.

-Formatting is suitable for the project type


-Includes essential information about the topic but there are 1-2 errors.

-Formatting is confusing for the project type



-Content is minimal or there are several errors

-Formatting is inappropriate for the project type



-lacks essential information AND there are several errors.

-Format of project is unsuitable



Effort

-Class time was used wisely.

-Much time and effort went into the planning and design of the project. -It is clear the student worked at home as well as at school.



-Class time was used wisely

-Some time and effort put into planning/design of project

-Student put in some work outside of class


-Class time was used wisely.

-Student could have put in more time and effort outside of class



-Class time was not always used wisely

- student may or may not have done additional work outside of class



-Class time was not used wisely

-no additional effort outside of class



Requirements

-meets or exceeds all project requirements



-meets all most project requirements

-meets some project requirements

-meets few project requirements

-meets no project requirements

Presentation


- Interesting, engaging, well-rehearsed with smooth delivery that holds audience attention.

-states title of poem and poet

-presentation flows logically

-answers all or almost all questions posed by peers/teacher

-appropriate length

-provides helpful presentation aids



- Interesting, seems rehearsed with good delivery that holds audience attention most of the time.

-states title of poem and poet

-presentation flows reasonably well

-answers most questions posed by peers/teacher

-appropriate length

-provides presentation aids



-somewhat interesting

-more rehearsal needed -delivery is somewhat awkward and/or does not hold audience attention.

-states title of poem and poet

-presentation seems disorganized

-answers some questions posed by peers/teacher

-may be too long or too short

-may provide presentation aids


-lacks interest

-presentation seems unrehearsed

-delivery is hard to follow and/or does not hold audience attention.

-may not state title of poem or poet

-presentation is disorganized

-unable to answer questions posed by peers/teacher

-may be too long or too short

-does not provide presentation aids



No presentation given

Student Name: Project Total:


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