Course:        English, Grade 8

Teacher:       Mr. De Simone

 

Due Date:     Thursday, March 29, 2018

 

Assignment:  Haiku and Tanka Poems

You are to create 4 poems – 2 Haiku and 2 Tanka Poems.  These form of poetry date back almost 1200 years ago in Japan.  A Haiku Poem is a type of Japanese poetry about nature using seventeen syllables arranged in three lines.  Tanka Poems are written about nature, seasons, love, sadness and other strong emotions. The Tanka Poem is very similar to haiku but Tanka poems have more syllables (thirty-one syllables arranged in five lines) and they use similes, metaphors and personification.

Haiku Poems are three lines long                                   Tanka Poems have five lines:

Line 1:                    5 syllables                                                         Line 1:                    5 syllables

Line 2:                    7 syllables                                                         Line 2:                    7 syllables

Line 3:                    5 syllables                                                         Line 3:                    5 syllables

Line 4:                    7 syllables

Line 5:                    7 syllables


Examples of Haiku Poems:
Sun
The sun is orange
It gives a lot of bright light
Which helps our plants grow
                Jesse MacIntyre

 
Leaves
Leaves are falling down
Buffalo scamper on plains
Wolf pups are playing
                Sean Luttrell

 
Clouds
Clouds are fluffy white
They give us lots of water
So people can live
                Rodney Murray

 
Examples of Tanka Poems:
Welcome Guest
Welcome to my house
We will go to the forest
We'll look at the trees
And we will go bird watching
Thank you for coming with me.

                Richard James
 
Nature’s Beauty
Beautiful mountains
Rivers with cold, cold water.
White cold snow on rocks
Trees over the place with frost
White sparkly snow everywhere.
 
Water
Whispering water,
Goddess of rain and clouds sings,
Moon Goddess dancing,
The princess of Misty Skies,
I hear the ocean music.

 

 

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.

 

 

                                                                  /24