Course:        English, Grade 8

Teacher:       Mr. De Simone

Due Date:     Wednesday, June 21, 2017

 

Assignment:  Decemtone Poem

You are to create 2 interesting and creative Decemtone Poems.

Your Decemtone poem could be 10 lines, 10 stanzas, or it could be 10 syllables per line.  For this class, it will be a seven-line free-verse poem based on a telephone number.  The telephone number cannot contain any zeroes, and the digits 1 to 3 can be used only once.  Each digit tells you the amount of syllables/beats there should be in each line of the poem.  You can use any poetry technique – alliteration, onomatopoeia and/or similes or metaphors.  

Examples:


Fear

7 I sit here waiting for you
7 As a preying lion sits,
5 Waiting for the time
6 Helpless cries for freedom

2 Darkness
6 Tranquility shattered
2 Harsh words
2 Timid
4 Tingling spine
6 Mourning wails of terror

 


Summer
9 Steve has a friend named Stone in his tank
2 Go fish
3 I like fish
5 Summer is coming

4 I can feel it
7 Sun, swimming and playing, too
1 Rats!
2 School now!
3 Not here yet.
4 What a bummer.

 

 

 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
-        
include the poem rubric – do NOT staple this to your poem


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 reader’s understanding of the poem.

 

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

 

 

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