Middle School Assessment Task

Transcription

1 Middle School Assessment Task Subject: E8M English Teacher: Sylvia Mavros/Heidi McKelvie Task Title: Poetry Portfolio Draft Due Date: Week 8, Friday 18 th March Final Due Date: Week 9, Wednesday 23 rd March 2016 Task Outline: Create a poetry portfolio containing the following: 1 Rhyming Poem with 4 couplets 1-2 Alliteration poems 1-2 Haikus 1-2 Limericks 1-2 Repetition or Pattern Poem 1 Poetic writing piece with 2 or more Similes 1 Poetic writing piece with 2 or more metaphors Each type of poem needs its own page. You may type up the work and add pictures or a background. This assessment has been modified for an EAL/D cohort providing opportunities for success in the range of and above the student s potential. A rubric is provided at the end of the document.

2 Below are the explanations of each: Rhyming Couplets Couplets are two paired lines with rhyming words on the end of each sentence. The couplets are highlighted below- Roses are red violets are blue Sugar is sweet and so are you! Daisies are white daffodils are yellow I couldn t wait to come over and say hello Haiku Haikus are poems made with a certain amount of syllables. Syllables are sounds in each line. They are usually The first line has 5 syllables (sounds) The second line has 7 syllables And the last line has 5 syllables The first line suggests something about nature The second line something about human nature or ideas The last line is a cutting line and makes the reader think. This line also often includes some irony which is when something goes opposite to the way you would expect. Snowflakes gently fell Silence came, now he has peace His city has died Limerick A limerick is a fun poem consisting of five lines. The first, second, and fifth lines must have seven to ten syllables while rhyming and having the same verbal rhythm. The third and fourth lines only have to have five to seven syllables, and have to rhyme with each other and have the same rhythm. Limericks have beats and rhythm. They also have a structure that is 5 lines 1) First line is a longer line and rhymes with the very next line. (A) 2) Second line is a longer line and rhymes with the very first line (A) 3) Third line is short & rhymes with the next line (B) 4) Fourth line is short & rhymes with the above line (B) 5) The fifth line is another longer line and rhymes with the first and second line. (A) There once was a man from Peru who had a lot of growing up to do, He d ring a doorbell, then run like hell, Until the owner shot him with a Anonymous

3 Repetition or pattern poem A repetition poem has a repeated structure it could be the pattern of a verse or a repeated word. This is used when the poet wants to make a point, or create a mood or a feeling and draw your attention to it. This gives the poem a sense of drama and an intellectual framework for the images that are thought of when reading the poem. See if you can identify the repeated structure or pattern. Example: YOU ARE IN CONTROL You might get discouraged You might get put down You might have some bad days This might be one right now But, You will wake up tomorrow You will see a new day You will have opportunities To make everything okay Alliteration Alliteration is the repetition of beginning sounds of words in a sentence or a paragraph. Tongue twisters such as the ones below often use alliteration. Example: Sally sells seashells by the seashore. Arthur already answered questions about the account. Bob boasted about his beautiful bride. There is a repetition of the beginning sounds of words in these sentences. Try to read the tongue twister out loud as fast as you can. You may need to read it many times before you can say it all without any mistakes. Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where s the peck of pickled peppers Peter Piper picked? Metaphor and Simile One of the easiest ways to learn about both of these structures is to compare the differences and similarities. Both use examples of other things to describe something to the reader. However one compares the similar things and the other uses them as factual or real descriptions. The differences between Metaphor and Simile: Most similes use words these words often [like, as, as if,] Most Metaphors use these words [was, are, is a., is the] Simile: Her eyes are like diamonds sparkling in the sun! Metaphor: Her eyes are diamonds sparkling in the sun.

4 EXTENSION ACTIVITY: Choose one or both of the following: Free verse (or open form) - Much modern poetry does not obviously rhyme and doesn't have a set meter. However, sound and rhythm are often still important, and it is still often written in short lines. Concrete poetry also known as a Visual Poem (pattern or shape poetry) is a picture poem, in which the visual shape of the poem contributes to its meaning. Write a visual poem using Rhyme, metaphors or similes to describe something and write it in the shape of the topic or thing you are writing about. Example: You are Always in my mind The bright sunshine Glowing deep in My soul s Light xx o The lines were straight. Then were they wavy, then they were straight again! Learning Requirements: Identify a range of poetry structures Write a range of poems using the correct structures. Outcomes Assessed: Language features and structures of Poetry. Creative expression and description using simile and metaphor

5 Performance Standards / Marking Criteria Awesome: Includes all structures correctly and makes sense to the reader with relevant descriptions and interesting or new words creating imaginative descriptive images or ideas. Has completed extension activities to the same standard. Example: Eyes were ablaze and his grin beaming brightly, his excitement was as charged as a child eagerly inspecting a new toy! Brilliant: Includes all structures correctly and makes sense to the reader with relevant descriptions using above expected and appropriate words creating imaginative images and ideas Example: Eyes beaming brightly, his excitement was running through him like a child with a new toy! Can do it! Includes most structures and makes sense to the reader with relevant descriptions using expected and appropriate words creating meaning with some imaginative images and ideas. Example: He was as excited as a kid in a candy store! Doing it! Includes some accurate structures and mostly makes sense to the reader with some incorrectly used grammar. Using a supplied bank of words or basic sentences such as Example: He is as happy as a kid with a toy. Endeavouring! Includes some attempts made with a few structures and is sometimes incoherent or jumps from ideas with some grammar or no grammar at all with simple basic sentences. Example: he was happy at his new toy he got Forget it man! I m not even trying it! Example: No work submitted.