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English 10 ● C.P. Allen High SchoolTHINK ● READ ● WRITE ● SPEAK

Poetry Anthology: MAJOR Assessment

Poetry AnthologyFor this project, you will be compiling a collection of poetry and related writing, some of the work by other writers but largely composed by you. Anthologies are a genre of literature- they are collections of a certain kind of writing or literature, or collections of literature around a certain topic or theme. They are organized, feature a table on contents, have title pages for sections within, and include writing to introduce material (foreword/preface). They also feature front covers featuring a title and art or images that capture the theme or central idea of the content of the anthology, and a back cover that outlines the theme or central idea of the work contained.

You will construct your anthology in class, and fill it with poetry that you write based on the poetic forms and/or themes that we have looked at in class. Each page of your anthology will be illustrated, decorated or visually enhanced in a manner that compliments the ideas presented in your work. Below is a list of the elements that must be included in your anthology in order to fulfill the requirements for this project: A. Booklet (original front and rear cover, constructed, titled and decorated by you, section title pages inside)B. Table of Contents (all pages should be consistently numbered/positioned according to the order listed here)C. Preface:

Three definitions or quotes about poetry from outside sourceso The source for each quote should be namedo You should provide a short biography/background for each source. Don’t quote a source you know nothing about!

A definition crafted by you that outlines your understanding of “what is poetry?” (100 word minimum)D. Original Poems (select and create FIVE of the following):

1. “I was Young when Poem” (24 line poem showing the contrast between your child hood and young adulthood)2. “Gratitude Poem” (two poems at least 12 lines long that illustrate your gratitude for someone or something in general)3. “Ode” (a poem, minimum 14 lines, that celebrates someone or something using elevated dignified language)4. Imagery poem (a poem that captures a place or a moment that is rich in sensory detail) 5. Narrative Poem (a poem that captures a “snapshot” in your life and tells a story with a beginning, middle and end)6. Elegy (a mournful poem lamenting the passing of someone or something of great importance)7. Sonnet (a fourteen line poem that follows the conventions of an English sonnet)

E. Found Poetry8. Personal Favourite

Profile a published poem that you like/connect with. As per our lessons and shared reading of poetry in class, you are to annotate a copy of this poem to show you understand how to read a poem strategically to interpret meaning.

Write a personal response to the poem (minimum 250-300 words in length) in which you:o Comment on the subject and theme of your chosen poem.o Explain why you like this piece in particular.o Avoid statements like: I like this poem because it is different. I like this poem because of the deeper meaning. I like

this poem because I read it last year. ☺ o There should be a connection between the annotations you made on the poem and your personal response.

F. Poetry Study (complete TWO of the following):9. OPTION A: Explore a Subject

Seek out two poems that by different poets that explore the same subject.o Put the poems side by side and annotate them to SHOW how they develop their subjects. Notice similarities as

well as differences. o Number the lines of each poem and reference the poem using line numbers and title or author in your

explanation.o Write a 200-300 word explanation.

10. OPTION B: Explore a Poet Research the poet who wrote the poem you chose as your Personal Favorite (see above)


Poetry Anthology: MAJOR Assessment Write a 200- 300 word explanation discussing the aspects of the poet’s background that help you better appreciate

their poem You might also explore their poetic legacy Avoid cut and paste. Read, learn and compose an original, short piece of writing that showcases what you learned.

11. OPTION C: Explore Two Poems By The Same Author Select, read and annotate two poems by the same poet Write a 200-300 word comparative commentary, explaining any similarities you notice in terms of writing style, topic

explored, theme, rhyme scheme, type of figurative language or imagery. G. About the Author:

on the back inside cover of your anthology, include a current photo and autobiographical poem (see outline, attached)

Summative Evaluation Rubrics(40 points = Writing & Representing, 20 points = Reading & Viewing, 10 points = Task Completion)

Rubric 1: Task Completion, Management 10 points You are being assessed on your ability to self-direct your learning to meet the requirements of this learning task. Complete the checklist on the assignment handout to help you stay organized.

Criteria Less than 3 pts 4-5 6-7 8=9 10 pointsCompleting the entire project. A few components Some components About half Most components. All components.

IMPORTANT NOTE:No project receiving less than an 8 in this category will be assessed to determine progress towards reading or writing outcomes.

Rubric 2: “Explore” Components (Reading and Viewing) 20 points Select and complete TWO of options A, B or C for your anthology (10 points each= 20 points).

HOLISTIC RUBRIC10/9 Work shows a sophisticated knowledge and understanding of the subject explored. Learning is expressed in a sophisticated and polished

format that meets all of the requirements of the learning task. 8/7 Work shows a competent knowledge and understanding of the subject explored. Learning is expressed in a coherent and polished format

that meets the requirements of the learning task. 6/5 Work shows acceptable knowledge and understanding of some aspects of the subject. Learning is expressed in a conventional but

polished format that meets the requirements of a learning task. 4/3 Work shows limited knowledge and understanding of the subject explored. Learning is expressed in a superficial manner that suggests

difficulty completing the task. 2/1 Work shows a little knowledge but little understanding of the subject explored. Communication of learning is too general and ideas are

vaguely discussed. 0 Insufficient evidence submitted

Option A= Option B= Option 3:


Poetry Anthology: MAJOR Assessment Sample Poetry

1. I WAS YOUNG WHEN………Before you read: Is it a state of mind or a question of age? Bouncy castles, slides and swings,The park is full of exciting things.Children laughing, running, at play,In a carefree world they live in today. Sun shines on invisible flowers,Naked from their eyes for hours.The smell of blossom, sweet to the taste,Their senses of life, a terrible waste.

Oh To Be YOUNG AGAIN...

Don't you wish you could go back to the Time when Decisions were made by going 'eeny-meeny-miney-mo'."Race issue" meant Arguing about who Ran the fastest.Money issues were handled by who ever was the banker in MONOPOLY.The worst thing you could catch fro the Opposite Sex was Cooties.Getting a foot of Snow was a dream come true.Abilities were discovered because of a 'double-dog-dare'You loved getting up on Saturday mornings because it meant Saturday morning cartoonsA Happy meal really made you happy

Oh, to be young again. To live in a world dominated by cartoon violence and dim the lines between reality and fiction. Try not to grow up too soon, be old before your time,Dream of days gone by play on your mind.Sitting and wishing that you are they,The children, laughing, singing, at play.



Writing your own “I was young when…” poemThink of all the things that encompassed your life when you were just a wee boy or girl.Using each of the categories below make itemize all of the things that were incorporated into your youth:

games that you played

cartoons/television shows you watched

toys you loved to play with

candy/food you enjoyed

the clothes you wore

the music you listened to

the friends you hadthe relationship

you had with your parents

what you wanted to be when you

grew up

your heroes/heroines favourite books anything else you

remember

Now think of all the things that dominate the adult world. What kinds of things help you to cross over from a world of innocence into a world of responsibility, maturity and experience?

Now, you are going to write a poem that speaks to your childhood years:1. The first stanza begins with I was young ……….. And the next 11 lines speak to your childhood years


Poetry Anthology: MAJOR Assessment 2. The second stanza begins with: Now that I am older…. And the next eleven lines should speak to your current situation and

should in theory, contrast the things that you catalogued from your youth in the first stanza of the poem



2. GRATITUDE POEM Before you read: Learning to be grateful for the blessings of others is a huge step in living a life based in love. The steps in this process are simple, but challenging: the first is an end to comparison. The second is seeing your own blessings, and the third is rejoicing in what you have instead of what you think you want. Take your eyes off of others, and focus them in three important directions instead: look up, look within, and look within arms' reach. Look up,give thanks that you've come this far,remember that simple thingsget you through the day, and most often put a smile on your face.

Look with in give thanks that you have the power of choiceand the ability to change the things in your life thatcause you pain.

Look within arms' reach give thanks for what surrounds you, a roof, health, food and drink, loved ones. See your family and friends for what they are: a fleeting opportunity to love and be loved; we don't know what tomorrow has in store...embrace joy today.

1.What does the speaker mean when he says “give thanks that you have the power of choice”?2. Explain the line “see your family and friends for what they are”?3. What is the thing you are most grateful for?

Read the following poems of gratitude. Take note of their interesting form. These poems are known as acrostics poems. These seemingly simple poems are fused with rich figurative language and a powerful message of gratitude. Sample OneThere are no words to match my gratitude,However much like Shakespeare I might write.Above all else, you've shaped my attitude,Nurturing me with discipline and light.Knowledge is the least of what you taught,Yet that least at least prepared my head.Out of your heart I've learned the things I ought,Underscoring words you never said.

Sample TwoThis home that you have built is made of love,Hope and happiness, hard grit and tears,All the strength of will a heart can move,Now ready to enfold us many years.Know that we are grateful for the giftYou've given us by working day and night.Over us though storms and trouble drift,Under this roof all is good and right.

1. Which of the poems is the most appealing to you? 2. Which poem has the most powerful message of gratitude?3. Identify the metaphors found in each of the thank you poems.

Use these poems as a model for your own “thank you” poem. Remember the merit of your poem depends on your message and your ability to use powerful, emotive language to get your message across. Think of a person who deserves your thanksgiving. Write your poem with that person in mind. Or create a poem that shows your gratitude in your daily life. Refer back to your list for motivation.



A final note on gratitude: As you feel grateful, you become attractive, not only in your beauty and radiance, but in your relationships with people. More important, and release a vital energy that draws to you opportunities, employment, and a secure flow of substance. Everything begins to work in your life in an orderly and creative way . . .. Keep cantered in a feeling of thanksgiving.-- Eric Butterworth, Spiritual Economics Gratitude unlocks the fullness of life. It turns what we have into enough, and more. It turns denial into acceptance, chaos to order, confusion to clarity. It can turn a meal into a feast, a house into a home, a stranger into a friend. Gratitude makes sense of our past, brings peace for today, and creates a vision for tomorrow. -- Melody Beattie To educate yourself for the feeling of gratitude means to take nothing for granted, but to always seek out and value the kindness that stands behind the action. Nothing that is done for you is a matter of course. Everything originates in a will for the good, which is directed at you. Train yourself never to put off the word or action for the expression of gratitude. -- Albert Schweitzer How wonderful it would be if we could help our children and grandchildren to learn thanksgiving at an early age. Thanksgiving opens the doors. It changes a child's personality. A child is resentful, negative --or thankful. Thankful children want to give, they radiate happiness, they draw people. -- John Marks Templeton



3. THE ODE

An ode is a poem that is written for an occasion or on a particular subject. They are usually dignified and more serious as a form than other forms of poetry. Modern odes include sarcastic poems about various subjects, including Velcro and vegetables.

This is an example of a classic ode:

Ode to Myself Just as Walt Whitman would say, if he were with me today.....There is a "Song of Myself",A song that sings of my internal wealth.A child of God, and alsoable to make a friend out of every foe.For I have true love insideAny egotisms have surely died.The beautiful song that strives to be heardthis song is clearer than any songbird.There is no reason to feel pity for my God and his love is always with me.And I will try to learn as much as I should,knowing that there are no problems, just opportunities to be good. Here is an example of a more modern ode:

An Ode to YouthYouth is ...Falling in love with pizza for the first time.It's sneaking into the girls' bathroomThen getting high-fives from all your buddies.Youth is the taste of the soapThat your mom just shoved down your throat for saying a cuss word.It's fidgeting through churchAnd your parents telling you to knock it off.It's staying out past sunsetAnd being afraid of your mother's wrath when you return.Youth is becoming a superheroAfter climbing into your "special" full-body pyjamas.It's thinking McDonald's is a classy restaurantAnd it's your mom taking you trick-or-treating.Don't forget that it's boundless energyAnd it's transforming your couch into a race car,And competing in the Indy 500.It's longing to drive a real car,And it's longing to be older and getting a job... So you can fly in space... And fight fires... Arrest bad guysAll in the same day.



Writing an odeUse the following steps to create your own ode1. Figure out who or what you would like to write about.2. Play with lots of ideas before making your final decision.3. Write phrases describing:

What your subject is like How your subject makes you feel Why you feel this way Explain why your subject is important to you Join some of your phrases into lines for your ode. Remember they don't have to rhyme! Incorporate personification

4. Revise your lines following these steps: Take away any lines that are too similar. Add sensory details to make the reader see, feel, and touch, smell your subject Pick a good opening line or sentence. Order the remaining lines into their best sequence. Select a good closing line that clearly expresses your feelings about the subject. Rewrite your ode.



4. IMAGERY POEMFigurative language in literature uses techniques such as imagery and such figures of speech as similes, metaphors, and personification.

Imagery involves one or more of your five senses (hearing, taste, touch, smell, sight). An author uses a word or phrase to stimulate your memory of those senses. These memories can be positive or negative, which will contribute to the mood of your poem (We'll get to that later!). Be careful what you write about! Creating poetry requires the use of imagery. Think of some rich, vivid, lifelike, experience-creating words to describe the following elements in nature. In addition, add three things*** of your own to the list and describe them using sensory detail

SENSORY DETAIL Sight Sound Taste Touch Smell

Brook/river

Beachgrass

Favourite meal

A pet’s fur/scales/skin

Snowstorm

*1

*2

*3

Choose two or three details from your list and play around with phrases and adjectives that help add depth of perception. Now think of transporting your reader to a place where he or she can experience what you have written through sensory detail



DESCRIPTIVE WORDS: "Now Say That Again"Could you describe brushing your hair without using the words "hair" or "brush"? You might say you are grooming your long, shiny tresses!

Choose one of the tasks below and write a one-page description without using any of the words listed after the task.

Use your power of imagination - and a thesaurus - to help you on your way. 1. "roasting a hot dog" roast, hot dog, fire, stick2. "eating a piece of birthday cake" birthday cake, fork3. "playing fetch with a dog" dog, run, fetch, play4. "sailing" boat, sail, water5. "watching television" watch, television, T.V., look Now, create a poem about what you described. Use imagery (some of the words you have listed) to describe the aspect of nature that you have chosen. Below is an example of a simplistic imagist poem that embodies great depth of meaning.

The WorkerRichard W. Thomas My father lies black and hushedBeneath white hospital sheetsHe collapsed at work His iron left himSlow and quiet he sankMeeting the wet concrete floor on his wayThe wheels were still turning--they couldn't stopRed and yellow lights flashingGloved hands twisting knobs--they couldn't stopAnd as they carried him outThe whirring and buzzing and humming machinesApplauded himLapping up his dripping ironThey couldn't stop 1. Who is the speaker in this poem? what event is being described?2. What is the most striking image in this poem? 3. What is the tone of this poem? How does the use of imagery lend itself to the tone?4. Define personification.5. What is being personified in this poem? Why is this use of personification ironic?6. What is the theme of the poem? 7. Has the author effectively delivered the theme in this poem? Explain.



5. NARRATIVE POETRYNarrative poetry tells a series of events using poetic devices such as rhythm, rhyme, compact language, and attention to sound. In other words, a narrative poem tells a story, but it does it with poetic flair! Many of the same elements that are found in a short story are also found in a narrative poem: Character Setting

Conflict Plot

Tone/atmosphere Imagery/Sensory detail

Theme Here is an example:

Papa’s Fishing Hole

I place my tiny hand in his as we walk to Papa’s Fishing Hole. I hand him a wiggling night crawlerfighting for his life. The deadly hook squishes through the worm’s head, and I watch the brown guts ooze out. Papa throws the pole’s long arm back and then forward.The line lands in a merky spot along the reedy shore. Now I get to reel it in. Nothing yet, he says. He casts again. I reel it in. Still nothing. Three time’s a charm, he says. He casts. A strike. We turn the crank together. The fish jumps from the water and his colors form a rainbow as he arches his body above the reeds.My Papa handles himwith the skill of a master as I stop helping to watch him work. A stiff jerk, a quick reel, a stiff jerk again.The fish doesn’t have a chance, I yell.I know. I know. I know, he says. -Elisabeth D. Babin

Answer the following questionsWho are the characters in the poem?What do you know about the speaker in the poem?What character traits does each of the characters have? What evidence in the poem shows this? What is the setting of the poem? (Time and place) What types of conflicts occur in the poem? (Hint: there is more than one) Define mood and describe the mood represented in the poem?Name and explain any literary devices, vivid imagery or sensory details that are incorporated to enhance the meaning and impact of the poem?



Writing Narrative PoetryWhen writing narrative poetry a good place to start is with your own life’s experiences. Choose experiences that can be captured in a snapshot. Do you have: a favorite photograph from an important or memorable event in childhood? a funny moment from a special vacation a memorable moment with a grandparent a memory that is traumatic or painful that you just can’t let go of?

Remember, these are moments in time—not the whole event. A poem (unless you are writing an epic poem) captures snapshots, not 5 hour academy award winning movies! Brainstorm 5 different “snapshot” experiences that you may be able to write narrative poetry about. 1. 2. 3. 4. 5.

Planning Your Narrative Poem: Gathering IdeasNext, gather details about the experience you think has the best “wheels” from your list above. The best way I have found to do this is through clustering ideas. Remember that not ALL the ideas need to be used in your poem, but don’t leave holes in the poem that would prevent a reader from connecting to your poem.

On looseleaf, jot notes in response to the following prompts to help you generate ideas you can use to write your poem: What event or memory are you hoping to capture? What are the notable sensory details you relive when you “visit” this memory/event? (make a list!) Who are the important people (the characters) associated with this memory event? What are he/she/they like? (list details that matter- appearance, habits, sayings, beliefs, ideas, etc) Who will be the speaker in your poem?Determine the conflict- the struggle or challenge your characters navigate What are the inner and outer conflicts in the event that you have chosen? How is the conflict resolved?Mood/tone/atmosphere What is the emotional tone of your poem? Consider the plot, the series of events that lead to the resolution of conflict. Create your own plot line on a separate piece of paper.

Now, craft the lines of your poem. (Your poem should be a minimum of 20 lines) If it doesn’t come together in the first draft, that’s okay. Narrative poetry always takes a couple of drafts to get the spirit of the poem down on the page. Remember to include a strong emotive tone, so the reader really understands the emotional impact of the moment you have captured and a wonderful title that adds to the meaning of your poem.



6. THE ELEGY

An elegy is a mournful, melancholy, or plaintive poem, a funeral song or a lament for the dead.An elegy can also mourn the loss of something either abstract or concrete. The death of a friendship, the end of love, the loss of youth or beauty is all possible subjects for elegy. Yearningheart lostshadows, bleak existenceshaded flowers, bare trees

I sing my elegy song of fainting moonlightand embraced desireslamenting over faraway skies

When will I return hometo welcome spring? I miss mother’s smilemother’s heart

Tortured by timepassing timesolitary timemy life dies in exile After reading:1. Who is the speaker in this poem? 2. What is he or she lamenting? 3. What is he or she longing for? 4. What is the mood or tone of this poem? How does the author successfully evoke this emotional tone? 5. What particular images help contribute to the elegiac tone of this poem? 6. What is meant by the last line of the poem?



Writing Your Own Elegy

Step 1: Describe when and why you are writing the poem. Explain where you, the author, are now and why you are looking back. Depict your relationship with the deceased.

Step 2: Explain how the person died and express not just grief, but anger and astonishment that the person has passed. Include the cause of the death. Let the means of death inspire the poem's imagery; for example, if the person drowned, incorporate the sea as a character or symbol.

Step 3: Include attempts to deny the reality of the person's death or resurrect the person. Eventually accept of the unavoidability of the loss.

Step 4: Reflect on how the person's death has impacted the world. Ask how the world can go on without this person. Imagine what this person could have contributed that will never be fulfilled.

Step 5: Meditate on the nature and inevitability of death within the cycle of life. Conclude the elegy with a degree of comfort and reassurance in the certainty of how life progresses and a hope of the afterlife.

(Remember if you wish to replace a person with a thing, a time or a relationship, you may do so)



8. THE SONNETOne of the major purposes of Shakespearian/English sonnets was to deal with a problem or conflict through using metaphors- figurative language that compare things that are very different, for the purpose of “lending” the qualities of one thing to another.

A sonnet is an argument — in a Shakespearean sonnet, the argument builds up like this:

First quatrain (stanza of four lines):An exposition of the main theme and main metaphor.

Second quatrain (stanza of four lines):Theme and metaphor extended or complicated; often, some imaginative example is given.

Third quatrain (stanza of four lines):Peripeteia (a twist or conflict), often introduced by a "but" (very often leading off the ninth line).

Couplet (stanza of two lines): Summarizes and leaves the reader with a new, concluding image.

Writing Your Own Sonnet: Here are the rules: It must consist of 14 lines. It must be written in iambic pentameter (duh-DUH-duh-DUH-duh-DUH-duh-DUH-duh-DUH). It must be written in the standard Shakespearean rhyme schemes

A

B

A

B

C

D

C

D

E

F

E

F

G

G



E. Autobiographical PoemFollow the template below to craft the autobiographical poem required for the “About the Author” section of your poetry anthology, to be placed inside the back cover.

In at least one of the lines refer to something SYMBOLIC that helps describe your personality, emotions, or actions

Sample: Pattern To Follow: Rough Draft Of Your Poem:Samantha

Tomboy, brave, intelligent, loving

Sister of Jennifer

Lover of justice, chewing gum, reading, and long hot summers

Who feels outrage when her dad is maligned, happiness when school is over, and fright on a dark Halloween night.

Who needs her dad's acceptance, her sister’s loyalty, and her boyfriend’s admiration

Who gives friendship easily, black eyes to cousins, and hopeful words to the hopeless

Who fears solitude dark , strand sounds in the night, and leaving her heart open for heartbreak

Who would like to see all mockingbirds sing freely whether they are creatures of flight, shy neighbors, or kind handymen

Resident of Springfield

Jackson

Line 1: Your first name

Stanza 2: Four words that describe your characterStanza 3: Brother or sister of...

Stanza 4: Lover of...(three ideas or people)

Stanza 5: Who feels...(three ideas)

Stanza 6: Who needs...(three ideas)

Stanza7: Who gives...(three ideas)

Stanza 8: Who fears...(three ideas)

Stanza 9: Who would like to see...

Stanza 10: Resident of (the city/town you live in)

Stanza11: Your last name

Documents

Ode to Myself - Nova Scotia Department of Educationhrsbstaff.ednet.ns.ca/.../03/...anthology-outline.docx · Web viewPoetry Anthology: MAJOR Assessment . Poetry Anthology. ... (100