Course:        English, Grade  8

Teacher:       Mr. De Simone

 

Due Date:     Tuesday, January 30, 2018

 

Assignment:  Quatrain Poem

You are to create three (3) Quatrain Poems.   A Quatrain Poem is a poem with a specific rhyming pattern.    Quatrains are four line stanzas of any kind, rhymed, metered, or otherwise.  Each poem should contain four lines. And the rhyming patterns should be AABB, ABAB, ABCB, OR ABBA.

Examples:

Alternating Quatrain

AABB                      On skis, to jump, to fly
                                A freedom under the sky
                                The cheers, from the crowd below
                                Seem far beyond the world of snow.
 
ABAB                      The tope of the doorway the icicles hang
                                They drop to the ground and shatter into bits
                                The carollers watched as they loudly sang
                                Sipping their cocoa cosy in their warm mitts.
 
ABAB                      The sense of danger must not disappear:
                                The way is certainly both short and steep,
                                However gradual it looks from here;
                                Look if you like, but you will have to leap.
                       Auden   
 
Envelope Stanza Quatrain
ABBA                      The worried efforts of the busy heap,
                                The dirt, the imprecision, and the beer
                                Produce a few smart wisecracks every year;
                                Laugh if you can, but you will have to leap.       
             Auden   
 
ABBA                      O thou, new-year, delaying long,
                                Delayest the sorrow in my blood,
                                That longs to burst a frozen bud
                                And flood a fresher throat with song.                               Tennyson

 

You are to create:

  1. A rough draft.  
  2. Use the poem rubric as a guide to complete and assess your poem. 
  3. Edit your work (spelling, grammar, punctuation) 
  4. A final copy on white paper.

 Include the following:

-         a creative title, underlined
-        
neat printing or writing, using a pen, coloured pencils, markers (NOT COMPUTER-PRINTER GENERATED)
-        
a colourful border
-        
colourful drawings to enhance your poem, these should be inside your border and around your written work
-        
your name in the bottom, right-hand corner


POEM RUBRIC


Name:  ___________________________

 

Criteria

Level 1

Level 2

Level 3

Level 4

Title

Poem does not have a title.

Poem has an inadequate title, and/or is not underlined.

Poem has an adequate title, and is underlined.

Poem has an ideal title, and is underlined.

Border

Poem does not have a border.

Poem has an adequate border.

Poem has an adequate, colourful border.

Poem has an ideal, colourful border.

Visual Presentation (colourful drawings, insider the border)

None/Few aspects of the expected visual presentation are evident.

Some aspects of the expected visual presentation are evident.

Most aspects of the visual presentation are evident.

All aspects of the visual presentation are evident.

Poetic Theme

The poem uses general or ordinary terms to develop the theme/main idea or message.   It creates an unclear, simplistic, or weakly developed theme.

The poem uses general or ordinary terms to develop the theme/main idea or message.  It creates a theme that is somewhat clear and developed.

The poem uses several descriptive words and it creates a theme/main idea/ message that is clear, insightful, and well developed.

 

The poem uses many precise, vivid, and descriptive words and it creates a theme/ main idea/ message that is clear, insightful, and imaginatively developed.

Overall Structure

The sequencing of words and phrases is random. The reader can find no evidence of thoughtful ordering of ideas.

 

The sequencing of words and phrases is very confusing, and the reader may need to use his or her own knowledge to determine the ordering of ideas.

The sequencing of words and phrases is somewhat logical, and the reader is able to follow the ordering of ideas with minimal effort.

 

The sequencing of words and phrases is logical, and the reader is able to follow the ordering of ideas easily.

 

Grammar, spelling, punctuation, and written work

Numerous spelling, grammar and punctuation errors impede the reader from understanding the poem's message. Errors are not developmentally appropriate and should have been noticed and corrected.

Numerous spelling, grammar and punctuation errors impede the reader from understanding the poem's message. Some of the errors are developmentally appropriate, but others should have been noticed and corrected.

There are spelling, grammar and punctuation errors, which may or may not be

Developmentally appropriate. However, they do not impede the readerís understanding of the poem.

 

There are no or very few spelling, grammar and punctuation errors. They are developmentally appropriate and do not impede the readerís understanding of the poem.

 

 

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