Alberta Assessment Consorti Um

LANGUAGE ARTS GRADES 4 - 6

POETRY ALBERTA ASSESSMENT CONSORTI UM JANUARY 1998 POETRY

READING Students will read a wide variety of poems and demonstrate their ability to interact with the text and visuals.

GENERAL OUTCOMES Students will listen, speak, read, write, view and represent to 1 Explore thoughts, ideas, feelings and experiences. 2 Comprehend and respond personally and critically to oral, print and other media texts. 4 Enhance the clarity and artistry of communication.

SPECIFIC OUTCOMES 1.1 Discover and explore 1.2 Clarify and extend 2.1 Uses cues and strategies 2 .2 Responds to texts 2.3 Understand forms and techniques 4.1 Generate and focus 4.2 Enhance and improve 4 .3 Attend to conventions 4.4 Present and share

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 2 of 28 TEACHER DIRECTED § Immersion in poetry § Read and discuss poetry § Knowledge of literary devices used in Poetry § Analysis of symbolism and search for meanings. § Practice rhythms and sound of poetry

THESE ACTIVITIES CONTAIN ASSESSMENT RUBRICS Categorizing poetry Activity 1 Create a visual image representing mood and/or literary dences Activity 2 Demonstrate oral interpretation of poetry Activity 3

WRITING Students will demonstrate their ability to write poetry using various formats and literary devices.

TEACHER DIRECTED § Immersion in poetry and experience with a variety of formats, authors, etc. § Familiarize with editing and revising techniques. § Publication of the final product. § Practice rhythm and sound of own poetry.

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 3 of 28 THESE TASKS CONTAIN ASSESSMENT RUBRICS Creating own poetry. Activity 4 Revising, refining and editing poems for clarity and mood. Activity 5 Use visual images to enhance the mood of the poem. Activity 5 Prepare final draft that associates the visual and the print. Activity 6 Oral presentation of own poetry. Activity 6

NOTE TO TEACHER § Before presenting Activity 1 to students, it may be a good ideas to demonstrate an example or examples of how this may be done. § Students may video tape their own presentations or present in very small groups in Activity 6.

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 4 of 28 ACTIVITY 1

BACKGROUND INFORMATION § Read and discuss, § Work cooperatively

MATERIALS § poetry samples § books and magazines § "loose" nursery rhymes

TIME REQUIRED - 3 hours

TEACHER INFORMATION The task may be changed so that the teachers select the headings rather than students selecting the headings.

This would mean that the second bullet of the rubric would have to be changed or left-off.

1. In groups of 3, use the materials provided to explore a number of poems.

2. How might these poems be organized into groups?

3. Use headings of your choice and place the poems you have read into groups.

4. List the titles and authors of poems you have read under the appropriate heading.

5. At the end of each list, write or explain the rules/characteristics/reasons for your groupings .

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 6 of 28 CHECKLIST FOR POETRY EXPLORATION

GROUP MEMBERS:

We have chosen a variety of: YES NO authors styles forms patterns rhythms

We have decided on our headings.

We have written a statement describing the characteristics of each group.

We have read poems.

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 7 of 28 ACTIVITY 1 RUBRIC

Level Description

4 • has read a large number of poems choosing a variety of authors, styles, forms, patterns and rhythms. • creates categories that provide a useful and creative way of looking at the poems. • describes the defining characteristics clearly and completely.

3 • has read a large number of poems choosing a variety of authors, styles, forms, patterns and rhythms. • creates categories that provide a useful way of looking at the poems . • describes the defining characteristics clearly.

2 • has read a number of poems, attempting to choose a variety of authors, styles, forms, patterns and rhythms. • creates categories that demonstrate partial understanding of the grouping tasks. • describes the characteristics less completely with some confusion and overlap.

1 • has read a limited number of poems with minimal attempt to include a variety of authors, styles, forms, patterns and rhythms . • creates categories that address trivial aspects of the poems. • the attempts to describe the characteristics are confusing, irrelevant or incorrect. • describes the defining characteristics clearly.

OVERVIEW The students will use knowledge, experience and visual cues to make sense out of poems. They will recognize words that often carry connotations beyond their literal meanings and look for the underlying messages. They will hypothesize the purpose of the poet, and determine the mood.

BACKGROUND KNOWLEDGE Teacher and students have read and discussed a number of poems by a variety of authors. The students need to be aware of the symbolism in literary devices in order to uncover the hidden meanings. Prior teaching needed.

MATERIALS § Poems § assorted art materials as available

TIME REQUIRED - 3 hours

TEACHER DIRECTIONS The final product (visual representation) may include text (phrases). "Share the Poem" could be an overhead, poster, handout, textbook or read aloud once. The oral presentation is not the focus of this task.

1. From the poems you have read or heard, choose one that creates a visual image in your mind and contains a number of descriptive words, phrases and literary devices (i.e.; simile, metaphor, onomatopoeia., alliteration).

2. Create a detailed visual representation (i.e.: collage, cartoon, picture etc.) of your poem.

3. Share your poem and your representation with your group and then your teacher or class.

Level Description

4 • the visual presentation shows the literary devices used by the poet. • visual presentation clearly correlates with the poem. • mood of the poem is immediately evident from the visual presentation.

3 • visual presentation represents the poem. • mood of the poem becomes evident as the visual presentation is verbalized (explained). • visual presentation attempts to illustrate the literary devices used by the poet.

2 • visual presentation attempts to represent the poem. • an attempt is made to interpret the mood of the poem. • student can verbalize the literary devices used by the poet.

1 • visual presentation is a literal one only. • mood of the poem is not interpreted by the student. • student does not identify the literary devices.

BACKGROUND INFORMATION Students will have read, discussed and interpreted poems. They will have knowledge about literary devices, rhythm and punctuation. Sounds can be used to express meaning orally.

TEACHER INFORMATION · Students will demonstrate confidence in expressing their interpretation of a poem. · Students will use voice elements, verbal and nonverbal cues to create desired effects.

MATERIALS § Poems (other authors) § Background audio tapes

TIME REQUIRED § 1 /2 hour to chose § 1/2 class room practice § practice at home § 5 - 10 minutes per student presentation

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 12 of 28 TEACHER DIRECTIONS We suggest student's choose a poem which is different from that used for previous tasks. We strongly suggest rehearsal time be built in with a variety of audience sizes. It may be interesting to try a small group (3) presentation for an initial presentation and follow up with individual presentations.

1. From the poems you have read, choose on that creates a visual image in your mind and appears to contain a number of descriptive words/phrases and literary devices (i.e. simile, metaphor, onomatopoeia, alliteration).

2. In a small group share interpretations of and responses to the poem.

3. Prepare an oral presentation showing the mood of your poem.

4. Practice rhythm, punctuation cues, volume and pacing of voice, intonation and body language.

Level Description

4 • the mood of the poem is clearly evident as a result of the presentation. • rhythm, volume and pacing clearly and effectively support the mood of the poem. • body language and gestures help to create a unique dynamic interpretation.

3 • the mood of the poem is evident as a result of the presentation. • rhythm, volume and pacing support the mood of the poem. • body language and gestures help to create an appropriate interpretation.

2 • the mood of the poem is unclear or only partially developed as a result of the presentation. • rhythm, volume and pacing are somewhat inconsistent with the cues provided by the poem. • body language and gestures are attempted.

1 • the mood of the poem is not evident. • rhythm, volume and pacing hinder the interpretation. • body language and gestures are absent, inappropriate or incorrect.

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 15 of 28 PEER EVALUATION CHECKLIST FOR ORAL PRESENTATION

Used as the students practice, before their class presentation!

Student Presenting

Student Coaching and Critiquing

YES NO

The mood of the poem is clearly evident .

Phrasing is appropriate and pays attention to the punctuation cues.

Rhythm is natural and not too "sing-songish" .

Use a variety of volumes.

Use a variety of speed (pacing) .

Enunciation of words is precise.

Body language and gestures enhance the poem.

BACKGROUND INFORMATION · Student needs to understand the style of several types of poetry (i .e . haiku, cinquain, free verse, sonnet, etc.) · Students have identified several subjects/topics suitable for poetry. · Students express their ideas using strategies that encompass flow of thought and experimentation with poetry.

MATERIALS § Models showing different types of poetry should be available for constant reference.

TIME REQUIRED - 4 hours, writer workshop time

TEACHER DIRECTIONS Depending on your students, it may be advisable to build a minimum number required into the task statement. This is an assessment of process rather than product. Students be aware that different formats have different convention constraints.

1. You are to write several poems using different formats.

2. Explore - use a variety of topics, moods and formats. Make more than one attempt at each format.

3. Concentrate on creativity. Express your ideas using the literary devices you have learned.

Level Description

4 • written evidence shows student has explored as many alternatives as time and resources allow. • engages intensely in task (perseverance).

3 • written evidence shows student has explored many alternatives in time allowed. • engages in the task.

2 • written evidence shows student has explored alternatives in time allowed. • makes some effort to remain on task (easily derailed).

1 • written evidence or number of alternatives is minimal. • shows evidence of quitting early (lack of perseverance).

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 19 of 28 ACTIVITY 4 CHECKLIST

Student's Name

Format Attempts Topic Name Couplet cats dog bird death Triplet Quatrain Cinquain Diamanté

BACKGROUND KNOWLEDGE § Have already constructed a variety of poems. § Be familiar with editing and revising techniques.

TEACHER INFORMATION Students assume responsibility for checking their poetry for correctness and meaning. The final product will make associations between mood and visual images.

MATERIALS § Dictionary, Thesaurus § Models of poetry formats § Art materials

TIME REQUIRED § Final draft - 3 hours § Illustrations - 3 hours

TEACHER DIRECTIONS Form the final products of poetry into a book which includes a title page, copyright page, table of contents and author page.

PART A 1. From the poems you have written, choose several that you would like to include in a published work.

2. Revise your work, using figurative language to reflect the mood of your poem.

3. Refine, paying attention to strong verbs and nouns; and precise adjectives and adverbs.

4. Edit you work for spelling and punctuation.

5. Be sure your work is consistent with the format you have chosen.

PART B 1. Once your poems are ready for publishing, your second task is to choose an art medium to illustrate each one.

2. Try to vary the medium that you use. The medium should be appropriate to the mood of your poem.

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 22 of 28 ACTIVITY 5 REVISING CHECKLIST

Student Name

Poem 1 Poem 2 Poem 3 Poem 4

Revised to use figurative language

Mood is clear

Uses strong verbs and nouns

Uses descriptive adverbs and adjectives

Check spelling and punctuation

Check format

Text is final draft

Choose a medium

Final draft of text and illustration combined

Level Description

4 • figurative language is used to create a mood which captivates the reader's interest • precise, descriptive and correctly spelled vocabulary is used throughout. • proper format is used with precision in capitalization and punctuation. • the medium and visual presentation chosen enhance the mood of the poem.

3 • figurative language is used to create a mood which maintains a reader's interest. • precise, descriptive and correctly spelled vocabulary is generally used. • proper format is used with close adherence to capitalization and punctuation conventions. • either the medium or the visual representation chosen enhance the mood of the poem.

2 • an attempt has been made to use fi gurative language to create a mood. • uses general vocabulary with some incorrect spelling. • an attempt has been made at conventional formatting, punctuating and capitalizing. • an attempt has been made to have the medium and visual representation reflect the mood of the poem.

1 • the mood is unclear. • frequent errors are evident in vocabulary and spelling. • format is incorrect or unclear, with numerous errors in punctuation and capitalization. • visual representation or medium is limited or misleading with respect to mood of poem.

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 24 of 28 ACTIVITY 5 - MECHANICS RUBRIC

Level Description

• combines ideas effectively by using phrases, clauses and 4 comma series to construct sentences. • sentence types and lengths are varied and effective. • spells most words correctly familiar and unfamiliar, but sometimes applies spelling generalizations incorrectly (e.g., incorrect usage of homonyms). • uses a variety of punctuation correctly (periods, questions marks, exclamation marks, commas, brackets, quotation marks) . • use of capitalization is essentially correct.

3 • combines ideas by making some use of phrases, clauses and comma series to construct sentences • sentence types and lengths vary • familiar words are spelled correctly; unfamiliar words maybe spelled phonetically. • uses a variety of punctuation ( periods, question marks, exclamation marks, commas, brackets, quotation marks); however, some errors are present. • use of capitalization is generally correct with minor errors.

2 • combines ideas ineffectively when using phrases, clauses and comma series to construct sentences. • simple sentence structure is used. • spelling errors affect the clarity of the writing. • uses capitalization inconsistently.

1 • limited or no use of phrases, clauses and comma series. • sentences are often incomplete and unclear. • spelling errors dramatically affect the clarity of the writing. • little or no use of punctuation is evident. • limited or no use of proper capitalization.

BACKGROUND INFORMATION § Knowledge of how literary devices, rhythm, punctuation and sounds can be used to express meaning orally. § Discussion of ownership of writing.

TEACHER INFORMATION Students will demonstrate confidence in expressing their poem. Students will use voice elements, verbal and non-verbal cues to elicit a response from their audience.

MATERIALS § Poems that students have written § Background audio if desired

TIME REQUIRED - § 1/2 hour class time, Homework time to rehearse. § 1/2 hour practice time § 5 -10 minutes per student

TEACHER DIRECTIONS If a student has performed poorly on Activity 5, then some remedial work will be necessary before successful performance on Activity 6. See Activity 3 for checklist for oral presentation.

1. From the poems you have written, choose one that you think will provoke a response from an audience of your classmates when presented orally.

2. In a small group or on video tape, explore a variety of ways of reading your poem. Experiment with various rhythms, volume pace and intonation.

3. You may choose to enhance your performance with gestures and/or background sound. After practicing decide on an effective presentation.

4. Prepare to present!

Level Description

4 • the mood/purpose of the poem is clearly evident as a result of the presentation. • rhythm, volume and pacing clearly and effectively support mood of the poem. • body language and gestures help to create a unique and • dynamic presentation.. the poem captivates the audience's interest.

3 • the mood (purpose) of the poem is evident as a result of the presentation. • rhythm, volume and pacing support the mood of the poem. • body language and gestures help to create an appropriate • presentation. audience's interest is maintained throughout performance.

2 • the mood/purpose of the poem is unclear or ambiguous as a result of the presentation. • rhythm, volume and pacing are somewhat inconsistent with poem. • • body language and gestures are attempted. audience interest is not maintained throughout the performance.

1 • the mood/purpose of the poem is not evident. • rhythm, volume and pacing hinder the interpretation. • audience show little evidence of interest in the performance. • body language and gestures are absent, inappropriate or incorrect.

Alberta Assessment Consortium Grades 4 - 6 Language Arts January 1998 Poetry Version 3.0 Page 28 of 28