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 !""# original. Form: Your poem should be a minimum of $%" words in length. You may use any !$ font that is legible and purposeful to e&plaining the topic. 'n addition, you may also use te&t elements to add to your purpose. (rgani)ationally, your poem must the include the elements that follow. Most importantly, your narrative poem must tell a story It must have A!! o" the "ollowing: Theme Rising 0ction *haracter +s, *lima& *onflict +s, +'nternal and-or Falling 0ction .&ternal, Resolution- 1enouement .&position +/etting, Meanings o" #ords: $our poem must also use at least three o" the "ollowing poetic devices: 0llegory 3etonymy 0postrophe (&ymoron 0nalogy 4arado& 0postrophe 4ersonification Foreshadowing 4un 2yperbole /imile 'magery /ymbol 'rony /ynecdoche 3etaphor 5nderstatement %ounds o" #ords: $our poem must use at least three o" the "ollowing sound devices and rhythmic techni&ues to develop a rhyme scheme6 0lliteration .nd Rhyme 0ssonance /lant Rhyme *onsonance 'nternal Rhyme *acophony Refrain .uphony *aesura (nomatopoeia .njambment Repetition Rhythm Images o" #ords: $ou must create a vivid picture that readers can "ollow using a com'ination o" the "ollowing techni&ues: 'magery +sight, sound, touch, taste, and smell, /ynesthesia Tone

3ood Focus %(ills: *ontent6 7!!- 5ses fresh and original ideas (rgani)ation6 *!- 5ses organi)ation appropriate for type of writing /tyle6 1!%- 5ses inventive figures of speech /tyle6 1!8- 3aintains easy flow, cadence, and rhythm in te&t *onventions6 .$- 5ses end punctuation correctly *hallenge6 9:- 5ses meaningful poetic devices /elf /elected /kill6;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; Procedures: First, review your research and develop a storyline that connects to your topic and your research. <e&t, decide which literary devices would enhance the meaning of your poem. 0fter this, develop a rhyme scheme that will allow the reader to follow your poem. Finally, review your diction to ensure that each image is vivid and clear to see. <e&t, you will write a rough draft of your poem. =hen the rough draft is complete, look at the focus skills and your feedback from peer review, and revise your poem accordingly. 0fter you finish your final draft, annotate it and complete the self-assessment and reflection on your rubric. 0s you annotate and reflect, be sure to e&plain why you made the choices you made in regard to your writing. 4rove that you have mastered each skill. Format: 4lease adhere to 3>0 format. Your paper must be typed in !$point with !-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 teacher?s name, and the date +day, month, and year,. Refer to the e&ample paper to make sure you format it correctly. )ough *ra"t *ue *ate: @anuary A", $"!B C submit on .dmodo and bring a hard copy to class for peer review. Final *ra"t *ue *ate: February %, $"!B C publish on your blog and submit your annotated hard copy with your self-assessment and reflection on your rubric. Assignment Overview: +#or(shops are completed in class, @anuary $A C Classes wor(shop: 'ntroduction to narrative poem- *hoose focus skill @anuary $BC -omewor(: Review research and develop a storyline @anuary $D C -omewor(: 0dd literary devices and sound devices @anuary $: C -omewor(: Recheck for vivid imagery @anuary $E- -omewor(: *heck your rhyme scheme- 3ake four printed copies @anuary A" C Class wor(shop: 7ring four-printed copies-Reflect on focus skills

February A C -omewor(: Revise and edit based on peer feedback-/ubmit to coach February B C -omewor(: Revise and edit based on coach feedback-Revise and edit based on teacher feedback +if reFuested, February % C -omewor(: 0nnotate, complete self-assessment, and reflect on rubric C 4ublish to blog- 9ive hard copy with annotation, assessment, and reflection to teacher.

Narrative Poetry %coring )u'ric

Name /kill >evels6 Class 7lock #riting .ype <arrative

" G provides no evidence of skill ! G demonstrates minimal understanding of skill $ G uses skill correctly to some e&tent A G correctly, competently achieves skill B G uses skill consistently and-or can manipulate skill for rhetorical effect % G meets level B criteria and is able to justify and e&plain rhetorical choices 0. .ssay meets criteria set forth on assignment sheet /elf-assessment6 " ! $ A B % Teacher s assessment6 " ! $ A B % Reflection6 7!!. *ontent6 5ses fresh and original ideas /elf-assessment6 " ! $ A B % Reflection6

Teacher s assessment6 " ! $ A B %

*!. (rgani)ation6 5ses organi)ation appropriate for type of writing /elf-assessment6 " ! $ A B % Teacher s assessment6 " ! $ A B % Reflection6 1A. /tyle6 5ses specific, interesting, precise words /elf-assessment6 " ! $ A B % Reflection6 1!8. /tyle6 5ses inventive figures of speech /elf-assessment6 " ! $ A B % Reflection6

Teacher s assessment6 " ! $ A B %

Teacher s assessment6 " ! $ A B %

1!%. /tyle6 3aintains easy flow, cadence, and rhythm in te&t /elf-assessment6 " ! $ A B % Teacher s assessment6 " ! $ A B % Reflection6 9:. *hallenge6 5ses meaningful poetic devices /elf-assessment6 " ! $ A B % Reflection6 /elf /election6 /elf-assessment6 " ! $ A B % Reflection6 Total score for self-assessment6 ;;;;;;;;

Teacher s assessment6 " ! $ A B %

Teacher s assessment6 " ! $ A B % Total score for teacher s assessment6 ;;;;;;;;

Narrative Poetry %coring )u'ric E/planation

Note: 'n order to receive a H%I on a skill, the writer must complete the skill correctly and justify the skill through annotation, self-assessment, and reflection.

A01 Essay meets criteria on assignment sheet *escriptor: 'n order to receive full credit, you must follow every step on the assignment sheet. 2001 3ses "resh and original ideas *escriptor: 3ake an effort to think of topics, descriptions, e&amples, etc. that no one else has thought of before. 'n a descriptive essay or in creative writing, you might have original comparisons, creative plot lines, or innovative characters. 'n a literary analysis, you might think of an interesting twist on a topic or use e&amples that are less common +but still appropriate, for support. 'n a persuasive essay, you might include new arguments rather than the ones your opponent has heard a hundred times before. 'n general, you want to surprise your readers and make them think, H=ow, '?d never thought of that beforeJI or H(h, what a great ideaJI .his e/cerpt "rom a student4s short story incorporates "resh and original ideas6 =aves of change swept across the surface of the /ea following the death of the 3an. Trust and loyalty, strength and faith, all are now lost within a deeply troubled soul who rests beneath the wavesK only his teeth of stone, ones which could run a race with time, remain throughout eternity. 0lthough the voice of the Rock was but a product of the 3an?s mind, the Rock felt a strong feeling of guilt. Trust, loyalty, and strength meant one thingK 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. =ith the death of 3an, the Rock lost the noble virtue of steadfast loyalty that it represented. =ith the stroke of steady waves, the /ea and =ater overtook the 3an, the voice of the Rock, and finally the Rock itself, the stationary lost to the might of the moving. C01 3ses organi5ation appropriate "or type o" writing *escriptor: The way you organi)e your paper will depend on what type of paper it is. 0 persuasive essay should be organi)ed differently from a narrative. The organi)ation of a poem should not be the same as that of a short story. This organi)ation pattern is narrative with a structured rhyme scheme. *61 3ses speci"ic, interesting, precise words *escriptor: The words you use are important. *hoose strong action verbs instead of linking verbs. =ords like thing, very, really, nice, and stuff aren?t specific or interesting. Try replacing dull nouns and modifiers with words that are more interesting and that clearly e&press what you want to say. =hen you use a thesaurus, be careful to choose words that are precise in meaning and that fit appropriately into your paper. For e&ample, while stroll, skip, or hobble could all replace walk, they don?t all create the same effect. .very word you choose for your essay should help to make your point and create the feel you want your paper to have. <eed a thesaurusL *lick on this link6 www.thesaurus.com .his student sample uses speci"ic, interesting, precise words 6 /alty tears dissolving on my lips, ' stared at the vacant football field in disbelief. %o does this one6 3y heartbeat pounded like a marching band drum line as adrenaline surged through my body. *071 3ses inventive "igures o" speech *escriptor: Figures of speechMsuch as similes, metaphors, and personificationM can add detail and description to your writing. /ome figures of speech are very Hcommon.I 'n other words, everyone has heard them before + as pretty as a picture, as sly as a fox, as hungry as a bear,. 'nstead of using these

overused figures of speech, try to create your own. 't takes some effort and creativity to think of new ideas, but your descriptions and comparisons will be much more effective if you do. 9et definitions and e&amples of every figure of speech imaginable at these sites6 http6--www.nipissingu.ca-faculty-williams-figofspe.htm http6--www.uky.edu-0rts/ciences-*lassics-rhetoric.html .his student sample uses inventive "igures o" speech6 <ow 1olores was running around the courtyard screaming as if she were announcing the 0pocalypse. %o does this one6 Flowers parade around the yard in resplendency, the colorful blooms turning their scorched faces to the sun as pilgrims to a relic. And this one6 The =aterMthough lacking the bombastic personality of his older brotherMwas the essence behind the /ea?s impressive victories *081 Maintains easy "low, cadence, and rhythm in te/t *escriptor: /ometimes 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 re-read or at least slow down to get the message. Your goal should be to write with an easy flow, cadence, and rhythmM like a song or poem. 1on?t just put words together on the pageK put them together in a way that sounds nice and rolls off the tongue. 0chieving this flow, cadence, and rhythm reFuires choosing vocabulary, sentence structure, transitions, and word order carefully. 1on?t overdo it, though, or your writing becomes so HfloweryI that it?s hard to understand. .his e/cerpt "rom a student sample maintains easy "low, cadence, and rhythm6 The 3usic C its ever-changing melodies ebbing and flowing like the tide C runs like a river through my veins. .his e/cerpt does not "low as well as it could: Oedipus the King is a tragedy, so it relates to Romeo and Juliet. /omething bad happens at the end of each play, and that makes the audience feel sad. The *orinthian messenger in Oedipus the King says he has good news. 2is news really causes (edipus to eventually reali)e what he has done. .his way is much 'etter6 7ecause 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. 'n Oedipus the King, the *orinthian messenger says that he has come with some good newsK however, his report begins the chain of events that causes (edipus?s recognition of his previous actions. 9:1 3ses meaning"ul poetic devices *escriptor: The most obvious place to use poetic devices is in poetry, but you can use them to some e&tent in other types of writing as well. 0 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. 1on?t just throw them inK make sure they add something to your writing. These sites offer definitions for several different poetic devices6 http6--www.mca.k!$.nf.ca-subproA.htm http6--www.kyrene.k!$.a).us-schools-brisas-sunda-poets-poetry$.htm

.his e/cerpt "rom a student poem uses meaning"ul poetic devices: ' see you walking down the street. ' wish to ask you white men, 0 wild fire ignites in my heartK =2YL The fiery words race up my throat You tear our hearts to pieces N and scatter them to the four winds,

Trample us like we are no more than fallen autumn leaves. =hy so much hateL 0re we that differentL =e all have two eyes, a heart, a soul, a mind. Yet you plucked me, just a child, (ut of my home. %o does this one: 0 child plays by the streamM

7right eyes reflecting a brilliant blue. 2er imagination teems 0s her love of life shines through. /pring flowers bloom around. 2er future is an open sky6 There is no sadness to be found. /he?s free to choose the way to fly.