English II CP Narrative Poem Assignment Overview: For this assignment, you will create a narrative poem that describes

the main idea of your research project. The purpose of this poem is to creatively highlight the research you have encountered about your topic. Research does not have to be directly stated, but it should be at least indirectly stated. Author and Audience: Your poem can be told from any point-of-view. The speaker of the poem can be your voice or from another character's point-of-view, as long as your poem is 100% original. Form: Your poem should be a minimum of 250 words in length. You may use any 12 font that is legible and purposeful to explaining the topic. In addition, you may also use text elements to add to your purpose. Organizationally, your poem must the include the elements that follow. Most importantly, your narrative poem must tell a story. It must have ALL of the following: Theme Rising Action Character (s) Climax Conflict (s) (Internal and/or Falling Action External) Resolution/ Denouement Exposition (Setting) Meanings of Words: Your poem must also use at least three of the following poetic devices: Allegory Metonymy Apostrophe Oxymoron Analogy Paradox Apostrophe Personification Foreshadowing Pun Hyperbole Simile Imagery Symbol Irony Synecdoche Metaphor Understatement Sounds of Words: Your poem must use at least three of the following sound devices and rhythmic techniques to develop a rhyme scheme: Alliteration End Rhyme Assonance Slant Rhyme Consonance Internal Rhyme Cacophony Refrain Euphony Caesura Onomatopoeia Enjambment Repetition Rhythm

Images of Words: You must create a vivid picture that readers can follow using a combination of the following techniques: Imagery (sight, sound, touch, taste, and smell) Synesthesia Tone Mood Focus Skills: Content: B11- Uses fresh and original ideas Organization: C1- Uses organization appropriate for type of writing Style: D15- Uses inventive figures of speech Style: D16- Maintains easy flow, cadence, and rhythm in text Conventions: E2- Uses end punctuation correctly Challenge: G8- Uses meaningful poetic devices Self Selected Skill:_______________________________________________________ Procedures: First, review your research and develop a storyline that connects to your topic and your research. Next, decide which literary devices would enhance the meaning of your poem. After this, develop a rhyme scheme that will allow the reader to follow your poem. Finally, review your diction to ensure that each image is vivid and clear to see. Next, you will write a rough draft of your poem. When the rough draft is complete, look at the focus skills and your feedback from peer review, and revise your poem accordingly. After you finish your final draft, annotate it and complete the self-assessment and reflection on your rubric. As you annotate and reflect, be sure to explain why you made the choices you made in regard to your writing. Prove that you have mastered each skill. Format: Please adhere to MLA format. Your paper must be typed in 12-point with 1-inch margins all around. Your header should include your last name and the page number, and your heading must include your name, the class name and block, the teachers name, and the date (day, month, and year). Refer to the example paper to make sure you format it correctly. Rough Draft Due Date: October 3, 2013 submit on Edmodo and bring a hard copy to class for peer review. Final Draft Due Date: October 9, 2013 publish on your blog and submit your annotated hard copy with your self-assessment and reflection on your rubric. Assignment Overview: (Workshops are completed in class) September 27 Classes workshop: Introduction to narrative poem/ Choose focus skill

September 30 Homework: Review research and develop a storyline October 1 Homework: Add literary devices and sound devices October 2 Homework: Recheck for vivid imagery/ Make four printed copies October 3 Class workshop: Bring four printed copies/Give a copy to the teacher October 4 Homework: Revise and edit based on peer feedback/Submit to coach October 7 Homework: Revise and edit based on coach feedback/self edit with Writing Reviser/ Revise and edit based on teacher feedback October 8 Homework: Annotate, complete self-assessment, and reflect on rubric October 9 Publish to blog/ Give hard copy with annotation, assessment, and reflection to teacher.

Narrative Poetry Scoring Rubric

Name Skill Levels: Class Block Writing Type Narrative

0 = provides no evidence of skill 1 = demonstrates minimal understanding of skill 2 = uses skill correctly to some extent 3 = correctly, competently achieves skill 4 = uses skill consistently and/or can manipulate skill for rhetorical effect 5 = meets level 4 criteria and is able to justify and explain rhetorical choices A. Essay meets criteria set forth on assignment sheet Self-assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Reflection: B11. Content: Uses fresh and original ideas Self-assessment: 0 1 2 3 4 5 Reflection:

Teacher's assessment: 0 1 2 3 4 5

C1. Organization: Uses organization appropriate for type of writing Self-assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Reflection: D3. Style: Uses specific, interesting, precise words Self-assessment: 0 1 2 3 4 5 Reflection: D16. Style: Uses inventive figures of speech Self-assessment: 0 1 2 3 4 5 Reflection:

Teacher's assessment: 0 1 2 3 4 5

Teacher's assessment: 0 1 2 3 4 5

D15. Style: Maintains easy flow, cadence, and rhythm in text Self-assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Reflection: G8. Challenge: Uses meaningful poetic devices Self-assessment: 0 1 2 3 4 5 Reflection: Self Selection: Self-assessment: 0 1 2 3 4 5 Reflection: Total score for self-assessment: ________

Teacher's assessment: 0 1 2 3 4 5

Teacher's assessment: 0 1 2 3 4 5 Total score for teacher's assessment: ________

Narrative Poetry Scoring Rubric Explanation

Note: In order to receive a 5 on a skill, the writer must complete the skill correctly and justify the skill through annotation, self-assessment, and reflection. A1- Essay meets criteria on assignment sheet Descriptor: In order to receive full credit, you must follow every step on the assignment sheet. B11- Uses fresh and original ideas Descriptor: Make an effort to think of topics, descriptions, examples, etc. that no one else has thought of before. In a descriptive essay or in creative writing, you might have original comparisons, creative plot lines, or innovative characters. In a literary analysis, you might think of an interesting twist on a topic or use examples that are less common (but still appropriate) for support. In a persuasive essay, you might include new arguments rather than the ones your opponent has heard a hundred times before. In general, you want to surprise your readers and make them think, Wow, Id never thought of that before! or Oh, what a great idea! This excerpt from a students short story incorporates fresh and original ideas: Waves of change swept across the surface of the Sea following the death of the Man. Trust and loyalty, strength and faith, all are now lost within a deeply troubled soul who rests beneath the waves; only his teeth of stone, ones which could run a race with time, remain throughout eternity. Although the voice of the Rock was but a product of the Mans mind, the Rock felt a strong feeling of guilt. Trust, loyalty, and strength meant one thing; faith was another. Faith was putting your life in unknown wagers, a bet of virtue more than of calculated risk. The Rock then absorbed the guilt of the voice of the Rock with an intensity that was unprecedented in a form of one so dignified. With the death of Man, the Rock lost the noble virtue of steadfast loyalty that it represented. With the stroke of steady waves, the Sea and Water overtook the Man, the voice of the Rock, and finally the Rock itself, the stationary lost to the might of the moving. C1- Uses organization appropriate for type of writing Descriptor: The way you organize your paper will depend on what type of paper it is. A persuasive essay should be organized differently from a narrative. The organization of a poem should not be the same as that of a short story. This organization pattern is narrative with a structured rhyme scheme. D3- Uses specific, interesting, precise words Descriptor: The words you use are important. Choose strong action verbs instead of linking verbs. Words like thing, very, really, nice, and stuff arent specific or interesting. Try replacing dull nouns and modifiers with words that are more interesting and that clearly express what you want to say. When you use a thesaurus, be careful to choose words that are precise in meaning and that fit appropriately into your paper. For example, while stroll, skip, or hobble could all replace walk, they dont all create the same effect. Every word you choose for your essay should help to make your point and create the feel you want your paper to have. Need a thesaurus? Click on this link: www.thesaurus.com

This student sample uses specific, interesting, precise words : Salty tears dissolving on my lips, I stared at the vacant football field in disbelief. So does this one: My heartbeat pounded like a marching band drum line as adrenaline surged through my body. D15- Uses inventive figures of speech Descriptor: Figures of speechsuch as similes, metaphors, and personificationcan add detail and description to your writing. Some figures of speech are very common. In other words, everyone has heard them before (as pretty as a picture, as sly as a fox, as hungry as a bear). Instead of using these overused figures of speech, try to create your own. It takes some effort and creativity to think of new ideas, but your descriptions and comparisons will be much more effective if you do. Get definitions and examples of every figure of speech imaginable at these sites: http://www.nipissingu.ca/faculty/williams/figofspe.htm http://www.uky.edu/ArtsSciences/Classics/rhetoric.html This student sample uses inventive figures of speech: Now Dolores was running around the courtyard screaming as if she were announcing the Apocalypse. So does this one: Flowers parade around the yard in resplendency, the colorful blooms turning their scorched faces to the sun as pilgrims to a relic. And this one: The Waterthough lacking the bombastic personality of his older brotherwas the essence behind the Seas impressive victories D16- Maintains easy flow, cadence, and rhythm in text Descriptor: Sometimes beginning writers have trouble making their words and sentences fit together in a natural-sounding way. Their sentences might be choppy or awkward, making the reader have to reread or at least slow down to get the message. Your goal should be to write with an easy flow, cadence, and rhythmlike a song or poem. Dont just put words together on the page; put them together in a way that sounds nice and rolls off the tongue. Achieving this flow, cadence, and rhythm requires choosing vocabulary, sentence structure, transitions, and word order carefully. Dont overdo it, though, or your writing becomes so flowery that its hard to understand. This excerpt from a student sample maintains easy flow, cadence, and rhythm: The Music its ever-changing melodies ebbing and flowing like the tide runs like a river through my veins. This excerpt does not flow as well as it could: Oedipus the King is a tragedy, so it relates to Romeo and Juliet. Something bad happens at the end of each play, and that makes the audience feel sad. The Corinthian messenger in Oedipus the King says he has good news. His news really causes Oedipus to eventually realize what he has done. This way is much better: Because it is a tragedy, Oedipus the King relates in many ways to Romeo and Juliet. First of all, the plots of both plays rely on powerful reversals near the end to cause distress and sorrow. In Oedipus the King, the Corinthian messenger says that he has come with some good news; however, his report begins the chain of events that causes Oedipuss recognition of his previous actions.

G8- Uses meaningful poetic devices Descriptor: The most obvious place to use poetic devices is in poetry, but you can use them to some extent in other types of writing as well. A good poetic device can add description and detail to any type of writing. The key to making poetic devices meaningful is using them for a specific purpose. Dont just throw them in; make sure they add something to your writing. These sites offer definitions for several different poetic devices: http://www.mca.k12.nf.ca/subpro3.htm http://www.kyrene.k12.az.us/schools/brisas/sunda/poets/poetry2.htm

This excerpt from a student poem uses meaningful poetic devices: I see you walking down the heart, a soul, a mind. street. Yet you plucked me, just a A wild fire ignites in my child, heart; Out of my home. The fiery words race up my So does this one: throat A child plays by the stream I wish to ask you white men, Bright eyes reflecting a WHY? brilliant blue. You tear our hearts to pieces Her imagination teems and scatter them to the four As her love of life shines winds, through. Trample us like we are no Spring flowers bloom around. more than fallen autumn Her future is an open sky: leaves. There is no sadness to be Why so much hate? found. Are we that different? Shes free to choose the way We all have two eyes, a to fly.