POETRY CAFE IS MONDAY.
HELPFUL DOCS ARE PASTED BELOW, including:
1. "What to Bring" List
2. Poem Analysis Peer Editing Sheet
3. Presentation Poem Analysis Poetry Unit - Grading Rubric
4. Poetry Café: Poetry Reading Scoring Rubric
5. Speaking Scoring/Feedback Form (State Assessment)
6. Poetry Buddy!
7. A Sample Poem Analysis - you can find the original poem on www.poetryoutloud.org
8. Poetry Zine instructions (again)
I'm looking forward to a Powerful, perfect, profound Poetry Cafe!
Homework:
Poetry Zine due Wed. 4/22. Details below.
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Poetry Café - 165 points Name __________________
“What to Bring” List
This list. Students will receive extra credit for having ALL of the following ready to
turn in the minute class begins.
Clean, unmarked copy of poem – decorate the edges if you want ☺ - 10 pts.
3” x 5” note card for your speech – with phrases only, not whole sentences – 10 pts.
Poetry Café Rubric (with Poetry Café: Poetry Reading Scoring Rubric on the
front and the Speaking Scoring/Feedback Form on the back) – 5 pts.
Your poem analysis packet, stapled in this order:
1. Analysis rubric – 5 points
2. Typed final draft of analysis of your presentation poem – 25 points
3. Poetry Buddy – 10 points
4. Peer Editing on speaking and analysis – 10 points
5. Presentation poem with notes on form, sound, meaning AND tone. – 10 pts.
Remember, during the poetry café, you will:
1. Introduce your poem: including Title, Author, and appropriate Context (author’s life and important world events) – 10 pts.
2. Read your poem: you’ll be scored using the “Poetry Reading Scoring Rubric” – 30 pts.
3. Present your speech of your analysis of your poem. You may use a 3” x 5” note card with phrases (not whole sentences); you’ll be scored using the Speaking Scoring/Feedback Form according to the state graduation requirements. – 40 pts.
4. Turn in your written poem analysis packet. – 60 pts.
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Poem Analysis Peer Editing Name of Editor: _____________________________________
Name of Presenter: ___________________________________
1. Conclusion about the main message of the poem _____/4
Restate
2. Includes analysis of form, sound, and meaning _____/6
Summarize:
3. Includes one example of each: form, sound and meaning to support analysis _____/6
Restate examples
Form –
Sound –
Meaning -
4. Explains how each example relates to the message of the poem _____/6
Summarize for each
Form –
Sound –
Meaning -
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Global Literature Presentation Poem Analysis Poetry Unit Grading Rubric 35 points
Using the techniques for how to read a poem that we have been practicing, analyze the poem you’ve chosen to present to the class.
Make sure that on the poem itself, you have marked for the following elements:
1. Title: write literal and deeper meanings of the title.
2. After first read: Mark words and phrases you don’t know with definitions, and an educated guess about the meaning of the confusing phrases
3. After second read: On a separate sheet of paper, summarize the literal meaning of the poem in four sentences or less.
4. After third read: Mark words, phrases and images that hint at the deeper meaning in the poem and write in what you think they might be hinting at.
5. Comment on the mood or tone of the poem- and where that mood or tone changes
6. Now take different colored pencils and mark the poem for the following (giving me a key of what each color stand for): alliteration, sibilance, assonance, rhyme, similes, metaphors, symbols and other figurative language.
Then add comments on what you think patterns of these poetic devices does for the greater understanding of the poem (use your poetry handout to help with this).
7. Once your poem is all marked up, go back to your poem and read it one last time. See if there are any other questions or answers that come up for you in this final read and mark them down on the poem.
8. Figure out what at least two main themes in the poem are, and jot them down on the poem.
Finally, on a separate sheet of paper, typed your analysis that tells:
• What you think the main message of the poem is,
• How do the form, sound, and meaning help create the message?
• One specific example of form, sound and meaning that are related to the message
• An overall conclusion about the poem that wraps everything up
Scoring Guide:
Poem marked for all elements described in steps 1-8, above _____/10
Conclusion about the main message of the poem _____/4
Includes analysis of form, sound, and meaning _____/6
Includes one example of each: form, sound and meaning to support analysis _____/6
Explains how each example relates to the message of the poem _____/6
Length, formatting (at least one full paragraph, typed, double-spaced) _____/3
Total _____/35
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Poetry Café
The poetry café is designed to allow you an opportunity to complete multiple goals and objectives: 1. share your love of poetry; 2. meet the state requirements for rehearsed informative speaking and 3. have fun!
During the café you will:
1. Introduce your poem, including Title, Author, and appropriate Context (author’s life and important World events) – 10 pts.
2. Read your poem (we’ll use the document camera to project a copy of the poem); you’ll be assessed according to the “Poetry Out Loud Scoring Rubric” – 30 pts.
3. Present your speech of your analysis of your poem. You may use a 3” x 5” note card with phrases (not whole sentences); you’ll be assessed according to the state graduation requirements. – 40 pts.
4. Turn in your written poem analysis with marked up poem – 35 pts.
Poetry Café: Poetry Reading Scoring Rubric
Name _____________________________________ Date ______________________________
Assignment Poetry Café: Poetry Reading Class Global Literature: 9th grade_____
Total Score _______/30
Very Weak - 19
Weak - 21
Average - 23
Good - 25
Excellent - 27
Outstanding - 30
Physical Presence
Poor eye contact; stiff demeanor; nervous
Timid; unsure; poor posture
At times unsure, at times confident
Poised, good eye contact and posture
Confident and relaxed; posture and eye contact show commanding stage presence
Authoritative; posture and eye contact show compelling stage presence
Voice and Articulation
Inaudible; slow; distracting rhythm; singsong; hurried; mispronun-ciations
Audible, but quiet; too loud; monotone; paced unevenly; affected tone
Clear, sufficient tone, natural pacing
Very clear, appropriate inflection, good pacing
Very clear, crisp, well-paced, appropriate volume
Very clear, mastery of rhythm and pace, appropriate volume
Appropriateness of Dramatization
Significant distracting gestures, inflections or accents; acting out poem; too much movement
Some distracting gestures; distracting vocal inflections & accents
Minimal distracting gestures or distracting voice inflection
Only gestures that enhance interpretation; embodies poem
Well embodies poem; gestures illuminate poem’s meaning
Best embodies poem; gestures deftly reveal poem’s meaning
Evidence of Understanding
Obscures meaning of poem
Doesn’t sufficiently communicate meaning of poem
Satisfactorily communicates meaning of poem
Well communicates meaning of poem
Interprets poem very well for audience; nuanced
Supremely interprets poem for audience
Overall Performance
Very weak performance; does disservice to poem
Weak performance; does disservice to poem
Sufficient performance, nothing notable
Successful, enjoyable performance
Very strong, compelling performance
Captivating performance—whole equals “more than the sum of the parts”
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Speaking Scoring/Feedback Form
Name _____________________________________ Date __________________________
Assignment Poetry Café: Poetry Analysis Class Global Literature: 9th grade
Circle all that apply: Rehearsed Persuasive, Rehearsed Informative, Unrehearsed
Qualities described on the scoring form are those a student needs to demonstrate to meet the standards. They are keyed to score point 4 on the official state.
Ideas and Content
The Speaker:
* Has a clear main idea and purpose
* Has details that go with the topic, but which may not be consistent or strong
* Is successful in adapting the information to the audience and purpose
Score: 1 2 3 4 5
Organization
The Speaker:
* Has a beginning that lends the audience to the main idea but may not get the listener’s attention.
* Organizes so that thoughts are easy to follow.
* Uses some transitions during the speech.
* Uses some details that fit and explain the main ideas.
* Has a complete conclusion which may lack polish.
Score: 1 2 3 4 5
Language
The Speaker:
* Uses words that communicate the speaker’s message, but may not paint a picture in the listener’s mind.
* May use slang or language in a way that does not take away from the message
* Has a few mistakes in the use of words and grammar which are not distracting.
Score: 1 2 3 4 5
Delivery
The Speaker:
* Makes frequent eye contact with the audience; sometimes looks at notes, speaks clearly and correctly; some mistakes expected.
* Has a rate and volume that are satisfactory.
* Has a delivery that is usually smooth; some breaks or pauses that do not hurt the message.
* May use gestures to help explain the message.
Score: 1 2 3 4 5
Performance Level Key: Used to identify a student’s performance level in relation to the qualities above.
6 Exemplary: Exceeds standard; work is exceptional, distinctive, unusually sophisticated.
5 Strong: Exceeds standard; work shows a thorough and effective application of knowledge and skills.
4 Proficient: Meets standard; work demonstrates application of essential knowledge and skills.
3 Developing: Does not yet meet standard; work shows basic, but incomplete application of knowledge and skills.
2 Emerging: work does not meet standard; shows partial application of knowledge and skills.
1 Beginning: Minimal understanding; work shows little application of knowledge and skills, many errors or omissions.
Overall this task: ____________Exceeds Standards
____________Meets Standard
____________Does Not Meet Standard
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Your Personal Poetry Buddy! Name:_____________________________
Title/author: __________________________________________________
Main Message in one sentence: _______________________________________________
______________________________________________________________________
Meaning (How do the following help create the message?)
• Subject – what the poem is about (unicorns? a road? toenails?)
• Plot – what happens (they fly? it twists? they get pained purple?)
• Figurative language - metaphors, similes, symbols (my love is a unicorn, galloping with happiness; the unicorn that tramples the flowers is a symbol of how silliness can ruin something…, etc.?)
Subject: ________________________________________________________________
Plot: ___________________________________________________________________
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______________________________________________________________________
____________________________________________________________________________________________________________________________________________
Figurative language: _______________________________________________________
______________________________________________________________________
______________________________________________________________________
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Wrap it all up. What do these have to do with the meaning? Choose the strongest evidence and provide a quote.
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Form (How does the form back your conclusions about the meaning? Poetry buddy says, “use fancy words like ‘stanza’ and ‘verse.’”)
• Name of form and rules (sonnet, free verse, etc.?)
• Organization – how stanzas are divided (#1 = setting, #2 = action, etc.?)
• Look - how the poem looks – placement of words (words set apart? etc.)
Name of form and its rules: __________________________________________________
______________________________________________________________________
______________________________________________________________________
Organization: ____________________________________________________________
______________________________________________________________________
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Look: __________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Wrap it all up. What do these have to do with the meaning? Choose the strongest evidence and provide a quote.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Sound (How does the way the poem sounds back your conclusions about the meaning?)
Devices: alliteration, assonance, onomatopoeia, silibance, rhyme, rhyme scheme, meter)
Tone (look at vocabulary, shifts, contrasting images might mean irony, etc.)
Mood (do the rhyme scheme and meter match the subject/what’s going on?)
Devices that contribute to the meaning: _________________________________________
______________________________________________________________________
______________________________________________________________________
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Tone: __________________________________________________________________
______________________________________________________________________
____________________________________________________________________________________________________________________________________________
Mood: ____________________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Restate the main message: ___________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________
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Sample Poem Analysis
The main message of the poem, “A Satirical Elegy on the Death of a Late Famous General” by Jonathan Swift is that death comes to all people eventually, regardless of how mighty one may seem during life.
Swift is specifically talking about a war hero who, though he was “honor[ed] in his day,” is laid to rest without recognition. Swift arrives at his message by using a sarcastic, challenging, and questioning tone throughout. For example he begins, “His Grace! Impossible? What dead?” as if saying it is impossible for so mighty a man to die. Later, the reader is sure the tone is sarcastic when the speaker says, “’Twas time in conscience he should die/This world he cumbered long enough.” When he speaks of the general’s funeral, he notices “nor widow’s sighs, nor orphan’s tears,” which shows that even the general’s loved ones do not appear sad that he is gone.
The form of the poem drives home the message. The poem consists of one long stanza and a second, much shorter, concluding stanza. In the first stanza, the poet portrays the speaker’s reaction to the general’s death, using a very sarcastic tone. In the second stanza, the speaker’s tone is very different, as he directly addresses people who work for kings. Swift writes, “Come hither, all ye empty things,/Ye bubbles raised by breath of kings;/Who float upon the tide of state,/Come hither, and behold your fate.” The tone of this second stanza is falsely inviting, and conveys a clear moral, which broadens the message to include not just this one general, but all those who act on the warring impulses of their leaders.
The poem has a sing-song quality which, coupled with the concluding moral, makes it sound like a storybook tale, or a fable. The regular rhyme scheme (AABBCCDD…) contributes to this effect, while the irregular rhythm makes it feel more conversational, at times. For example, the rhythm alternates between unstressed and stressed in the lines, “And could that mighty warrior fall?/And so inglorious after all!” Then, in the next lines it becomes irregular, as the speaker takes a more conversational tone: “Well, since he’s gone, no matter how,/The last loud trump must wake him now.” In the first stanza, use of words like “old age,” “sleep,” “newspapers,” snuff,” “hearse,” and “stink” remind the reader of the common human occurrence of death, which is contrasted with the use of words such as “hither,” “ye,” behold,” “rebuke,” and “Duke” in the second stanza. The reader is reminded of the separation between the Kingly “court” and the common man. The use of these words also contributes to the feeling that a moral is being delivered at the end of the poem.
The reader is left with the feeling that even those who appear to be of high status, and especially those whose status lets them get away with immoral actions, will eventually die or, as stated by the poet in the final line, return “to that dirt from whence he sprung.”
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Global Literature Name_________________________
Poetry Zine 60 points
As part of your work in our poetry unit, you will explore poetic forms experientially. In other words, you will write a series of original poems, which you will then publish in your own zine. Your zine will include five poems:
1. South Africa Final Project poem and reflection
2, 3. Two poems written by you about topics/issues you feel passionately about (ideas: death, love, your favorite sport, an important/difficult event in your life, etc.)
4. Your Presentation Poem (with MLA citation) and Analysis
5. Another poem by a published poet (with MLA citation) with reflection
Requirements: Because this assignment is also designed to further our formal study of poetry, I will ask you to follow these guidelines:
1. Length requirement: 10 lines minimum for each poem. Vary the lengths, and experiment with different forms (sign up for a “Forms Packet” if you want one for inspiration.)
2. Use poetic devices such as alliteration, assonance, meter/rhythm, onomatopoeia, metaphor/simile, etc. Use your poetry terms page as a reminder of how to use these. IN the table of contents, you will name the techniques you used and describe why (how do the techniques amplify your message, your imagery, or affect it in some other way?).
3. Among your five poems, you must have one of each of the following forms/techniques:
-one poem written in free verse -one poem with a set rhyme scheme
-one poem rich in imagery -one poem that uses symbolism
After you have written your poetry, you will publish it in zine form. (A zine is a small volume of self-published work, with a small circulation.) Your zine will include:
• Cover: a graphically-interesting cover with an original title
• Page 1: a title page with a creative title and publisher name (you!)
• Page 2: a copyright notice (ie.© 2009 Josephine Jones)
• Page 3: a table of contents that lists poems and the techniques used in each (see example on back of this sheet)
• Pages 4-?: poems (one per page, unless they are especially long or short)
• Back cover with a picture of you and a brief anthologist biography.
Your zine may be word-processed, or carefully hand-written and then photocopied. You are encouraged to include illustrations and/or designs. (Think about printing some extra copies of your book—your parents, aunts, uncles, grandparents would be pleased to get a copy!)
Scoring Guide:
Contains 5 poems 2 reflections, and 1 analysis – as specified above _____/15
Strong use and explanation of poetic devices _____/10
Contains one each of the specified forms/techniques (free verse, imagery, etc.) _____/10
Contains a graphically-interesting cover with an original title _____/10
Contains a title page, copyright notice, a table of contents, and bio/photo _____/10
General appearance, effort, creativity _____/5
Sample Table of Contents:
Table of Contents
1. South Africa Final Project Poem “Transformation”…...……..1
2. South Africa Final Project Poem Reflection …………....……..2
3. “I Believe In…”…………………………………………………..4
This poem uses a symbol—the honeybee—and also repetition, alliteration and ABAB rhyme scheme. These techniques enhance the message that work should be a labor of love. The honeybee is a popular symbol for work; the alliteration using the letter “l” creates the light, loving tone when the poem addresses the idea of work, and the rhyme scheme creates a playful reading, which helps create the idea that work done lovingly can and should be fun!
Etc.
Checklist: In my Zine, do I have…. ____ South Africa Final Project poem
____ South Africa Final Project reflection
____ Two poems about topics/issues of my choice
____ Presentation Poem
____ Presentation Poem Analysis
____ Published Poet Poem
____ Published Poet Poem Reflection
Among the above poems, do I have…
____ One poem one poem written in free verse -
____ One poem with a set rhyme scheme
____ One poem rich in imagery (senses: taste, touch, smell, etc. OR natural images) ____ One poem that uses symbolism (an object that stands for a larger idea, issue, etc.)
Which poetic devices have I used? ____ alliteration ____ assonance ____ rhyme ____ metaphor ____ meter/rhythm ____ onomatopoeia ____ repetition ____ simile
Publishing: Do I have… ____ Cover with graphically interesting image and title
____ Title page with author name and title
____ Copywrite notice
____ Table of contents listing form, title, and poetic techniques
used & why
____ One poem per page, neatly and creatively presented
____ Back cover with my photo and biography
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