History Lessons from Poetry Assessment
Comparative poetry is defined as the evaluation and analysis of two poems for similarities and differences in their perspectives and poetic approaches to a similar topic. You may select one of the following sets of paired poetry:
· "A Dream" by Edgar Allan Poe and "We dream – it is good we are dreaming" by Emily Dickinson
· "Dulce et Decorum Est" by Wilfred Owen and "I Have a Rendezvous with Death" by Alan Seeger
· "We Wear the Mask" by Paul Laurence Dunbar and "Heritage" by Gwendolyn Bennett
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Poem #1
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Poem #2
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Poem Title
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Poem Topic
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Author's Tone/Perspective
(complete
sentence)
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Evidence from the Poem to Support
the Author's Tone/Perspective
(including
figurative language devices, diction, and style)
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Theme of Poem (complete
sentence)
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Comparative Poetry Paragraph
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In a well-written paragraph
of 7-10 sentences, compare and contrast the poets' tones or perspectives
about the topic, issue, or theme.
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History Lessons from Poetry Rubric
(60 points possible)
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On Target
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Almost There
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Needs Improvement
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Author's Tone/Perspective
(10 points)
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10-8 points
·
The student selected a word to represent the
authors' tones/perspectives about the topic and expressed in a complete
sentence for each poem.
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7-6 points
· There
is an attempt to select a word to represent the authors' tones/perspectives,
but it is not written in a complete sentence.
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5-0 points
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The student may be missing a complete sentence
that expresses the authors' tones/perspectives for one or both poems.
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Evidence to Support Authors'
Tone/Perspective
(15 points)
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15-12 points
· The
student provided ample evidence from each poem to support the authors'
tones/perspectives, including figurative language devices, diction, and
style.
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11-9 points
·
There is an attempt to locate evidence of the
authors' tones/perspectives, but the examples may be lacking figurative
language devices, diction, and/or style.
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8-0 points
· The
student may be missing evidence for one or both poems or evidence is based on
opinion and not supported by textual evidence.
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Theme
(15 points)
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15-12 points
· The
statement of theme for each poem is a complete sentence and reflects a
cohesive message that is supported by evidence from the poems.
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11-9 points
· The
statement of theme for each poem may lack a sense of completeness or is not
fully supported by evidence from the poems.
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8-0 points
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The statement of the theme may be missing for
one or both poems, may not be written in a complete sentence, or is not
supported by evidence from the poems.
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Comparative Poetry Paragraph
(20 points)
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20-16 points
·
The student insightfully synthesized the
information from the chart into a comparative poetry paragraph that
effectively compares and contrasts the theme, tone/perspective, and use of
language in each poem.
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There is a thorough examination of how the
evidence (including figurative language devices, diction, and style) supports
the authors' tone/perspective.
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15-12 points
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There is an attempt to synthesize information
from the chart into a comparative poetry paragraph, but the writing may be
underdeveloped or unclear.
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There is an attempt to explain how the evidence
(including figurative language devices, diction, and style) supports the
authors' tone/perspective.
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11-0 points
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The paragraph is missing, too short to develop
an idea, or does not successfully examine or explain both poems.
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There is no explanation of how the evidence
(including figurative language devices, diction, and style) supports the
authors' tone/perspective.
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