Poetry rubric
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This rubric outlines the standards for grading a riddle poem assignment on 5 levels, with level 5 exceeding standards by including at least 3 stanzas and 5 poetic elements identified and explained clearly, and level 1 showing little effort with an unexplained late submission. Requirements decrease with each lower level, such as including fewer stanzas and poetic elements identified. Timely submission and neat presentation are also considered.
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The document outlines a rubric for grading riddle poems, with 5 levels ranging from exceeding standards to little evidence of effort. To score high marks, a poem must be a challenging multi-stanza riddle that uses personification, simile, metaphor, and imagery, with an optional rhyme and rhythm. It must identify and explain all poetic elements, be typed and presented neatly, and submitted on time. Scoring lower requires fewer stanzas, poetic elements, or detail in explanations, and can include late or disorganized submissions.
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This document provides guidance for analyzing an unseen poem using the PEAL framework. It outlines the requirements for band 4, 5, and 6 analysis. Band 6 requires close analysis of the writer's use of language and structure and their effects on the reader. The student is given targets to evaluate language use and explore ideas and themes in more depth. Suggested sentence starters are provided to help develop analysis of the poem's meaning, narrative, themes, and language devices.
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1) An 11-step process for close reading the poem, identifying themes, viewpoint, and analyzing language and structure.
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The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
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1) Analyzing the title and making predictions about the poem.
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4) Analyzing connotations such as figurative language, imagery, rhyme, and other poetic devices.
5) Identifying the tone and attitude of the speaker.
6) Noting any shifts in time, tone, or speaker within the poem.
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8) Determining the overall theme or insight into life that the poet conveys through the work.
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This document outlines the TPCASTT method for analyzing poetry. It involves the following steps:
1) Analyzing the title and making predictions about the poem.
2) Reading the poem.
3) Paraphrasing the poem in your own words.
4) Analyzing connotations such as figurative language, imagery, rhyme, and other poetic devices.
5) Identifying the tone and attitude of the speaker.
6) Noting any shifts in time, tone, or speaker within the poem.
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ANALYZING POETRY
This document provides an overview of analyzing poetry using the TP-CASTT model. It defines various poetic elements such as form, stanzas, prosody, rhythm, meter, rhyme scheme, imagery, and figurative language. It also explains how to analyze a poem by looking at the title, paraphrasing, connotation, attitude/tone, shifts, re-examining the title, and determining the theme. The goal is to comprehend poetry on both a literal and interpretive level.
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This document provides guidance for writing an essay analyzing a poem using the New Critical approach. It instructs students to choose one of three provided poems and write a 500-750 word thesis-driven essay examining how elements of the poem work together to create an "organic unity." The document outlines the steps of close reading a poem, identifying tensions and how they are resolved, and using evidence from the text to support an argument about the poem's overall meaning. It also provides expectations, previously learned skills, best practices, and things to avoid in completing the assignment successfully.
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This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning New Critical analysis, rhetorical strategies, and MLA documentation. Students must choose one of four poems listed and write a 3-5 page essay examining how elements in the poem create tension and resolution, revealing the work's overall meaning. The document provides detailed suggestions for close reading, including analyzing dramatic elements, form, language, imagery, and how parts contribute to the whole. It lists learning outcomes, skills required, formatting requirements, and tips for success.
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Explication is an analysis of a poem that describes possible meanings and relationships between its words, images, and other elements. To write an explication, one should read the poem silently and aloud, consider it as a dramatic situation, and identify the voice, conflicts/ideas, and language. Key questions to consider include who is speaking, what is being dramatized, when and where the action occurs, and why the speaker feels compelled to speak. The analysis should also consider the form, rhetoric, syntax, vocabulary, and patterns in the poem like rhyme, sound, visual presentation, rhythm, and meter.
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This document outlines the TP-CASTT method for analyzing poetry in 3 steps and 8 sections: T=Title, P=Paraphrase, C=Connotation, A=Attitude, S=Shift, and T=Theme. It instructs the reader to first make a prediction about the poem based on its title before reading. Then to paraphrase the literal meaning and examine for deeper connotations and the author's attitude. It notes to look for shifts in speakers and attitudes and re-examine the title and identify the overall theme of the poem.
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This document discusses various elements of poetry, including the speaker/poet distinction, diction and tone, figurative language such as similes and metaphors, imagery and symbolism, poetic structure involving rhythm, meter and rhyme. It notes that the speaker's choice of words and tone provide insight and that figurative language forces the reader to consider connotations over denotations.
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This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning to write a clear response to literature using rhetorical strategies and critical thinking. Students are prompted to choose one of four poems and write a 500-750 word thesis-driven essay examining how the poem achieves an "organic unity" by resolving tensions between its elements. The document provides steps for close reading, identifying tensions, forming a hypothesis, and showing how all parts contribute to the poem's meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
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This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives, prompts, and ways to proceed with a close reading. Students are instructed to choose a poem from the list provided and write a 500-750 word essay examining how elements in the poem create tension and resolve into a unified whole. The document provides detailed guidance on analyzing poetic form, language, imagery and how these elements work together to convey an overall meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
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This document defines and describes various poetic devices including form, rhyme, rhyme scheme, rhythm, free verse, figurative language, repetition, imagery, theme, diction, and tone. Form refers to the arrangement of lines and stanzas in a poem. Rhyme is when words end with the same sound, while rhyme scheme is the pattern of rhymes. Rhythm is the pattern of stressed and unstressed syllables. Free verse does not have a regular rhythm. Figurative language uses comparisons like similes and metaphors. Repetition emphasizes ideas. Imagery appeals to the senses. Theme is the message about life. Diction is vocabulary choice and tone is the poet's feeling toward the
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The Pilgrims faced extreme hardship during their first winter in Plymouth colony from 1620-1621. Over half of the colonists died during this period, primarily from scurvy and other diseases contracted during the long voyage and from living in poor conditions without adequate housing or supplies. A few colonists risked their own health to care for the sick, while others abandoned their companions. In March, an Indian named Samoset introduced himself and helped the colonists communicate with Chief Massasoit, establishing a peace agreement between the Wampanoag tribe and the colony. The Pilgrims were further aided by Squanto, a native to the area who spoke English and helped them plant corn and find other resources.
Tiny militia captures crew of huge british warship hms somerset
- In 1778, the massive British warship HMS Somerset, carrying over 400 sailors and marines, crashed onto the shoals near Provincetown, Cape Cod during a nor'easter storm.
- The tiny militia from Truro, with help from the storm, was able to capture the entire crew from the shipwrecked HMS Somerset.
- The militia escorted the 400+ British prisoners on a 120 mile march through winter from Cape Cod to Boston, one of the largest prizes taken by American forces during the Revolutionary War.
After twenty years
This document contains definitions for various words including spectator, intricate, destiny, dismally, absurdity, simultaneously, stalwart, reassuringly, proposition, and egotism. It provides short explanations of the meanings of these words.
Elements of-a-plot-diagram-with-3-little-pigs
The document discusses the key elements of a story, including plot, theme, characters, setting, and conflict. It explains that a basic plot involves an exposition, rising action, climax, falling action, and resolution. The exposition introduces the characters and setting. The rising action includes events that build toward the climax, which is the story's turning point. The falling action and resolution wrap up the conflict and conclude the story. It provides examples of how these plot elements are used in the classic story "The Three Little Pigs."
After twenty-years
A man has traveled across the country to New York City to meet his childhood best friend Jimmy Wells exactly twenty years after they last met. He arrives at the location they agreed upon, the site of their old favorite restaurant. While waiting, he tells his story to a passing police officer. Shortly before 10pm, the agreed upon meeting time, a tall man arrives who appears to be Jimmy Wells. However, upon walking together under bright lights, the man realizes it is not his old friend. The imposter reveals he is a police officer who was tipped off that the man was wanted by Chicago police and had come to arrest him. He shares a note from the real Jimmy Wells explaining that he saw the man was wanted and didn't
After twenty years
The policeman on patrol notices a man waiting in a darkened store doorway. The man explains he is waiting to meet his friend Jimmy Wells, as they had arranged 20 years ago. They reminisce about the past. Another man appears, claiming to be Jimmy, but "Silky Bob" realizes he is not actually Jimmy. The man reveals he is a detective who has been sent to arrest Bob. He gives Bob a note from the real Jimmy Wells, explaining he recognized Bob was wanted and got the police to arrest him, unable to do it himself.
By g
1) The Great Swamp Massacre of 1675 was one of the bloodiest events in Rhode Island history, where colonialists slaughtered and burned alive hundreds of Narragansett and Niantic people, including many elders, women, and children.
2) Since then, Native Americans in Rhode Island have faced ongoing injustice and loss of lands, culminating in the 1880s sale of the last Narragansett lands and the forced assimilation of Native children in boarding schools in the late 19th/early 20th century.
3) In modern times, the Narragansett have faced continued opposition to economic development efforts, including a violent 2003 police raid on a tribal smoke shop, reinforcing the intergenerational
Tth2
This document defines 10 words: hearken, acute, dissimulation, profound, sagacity, crevice, scantlings, gesticulations, derision, and dissemble. It provides the part of speech and definition for each word in a concise manner.
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Poetry rubric
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